辨别作业难度对返回抑制时间进程的影响

在返回抑制范式下,利用线索一靶子模式和辨别作业进行了两个实验,探讨辨别作业难度对返回抑制的影响。以大学生为被试。实验一对辨别作业难度采用组间设计;实验二采用组内设计。结果发现,无论是组间比较(实验一),还是组内比较(实验二)．复杂辨别作业条件下返回抑制出现时间均比简单辨别作业晚,表明作业难度对返回抑制的时间进程有显著影响。该结果对返回抑制的机制研究有一定的意义。     

教师创造性教学行为与中小学生创造性自我效能感的关系:一个有调节的中介模型

采用问卷法对北京市和西安市1所小学和2所中学的小学三年级到初中三年级的1689名学生进行调查,考察教师创造性教学行为与学生的创造性自我效能感之间的关系,以及班级创新氛围的中介作用和学生沉浸特质的调节作用。研究结果表明:(1)教师创造性教学行为显著正向预测学生的创造性自我效能感;(2)班级创新氛围在教师创造性教学行为和学生创造性自我效能感间起完全中介作用;(3)学生沉浸特质对班级创新氛围的中介作用存在显著的正向调节效应。     

流动儿童主观社会经济地位与问题行为的关系:公正世界信念与社会自尊的作用

采用问卷法对北京市897名流动儿童的主观社会经济地位、社会自尊、公正世界信念和问题行为进行问卷调查,探讨主观社会经济地位与问题行为的关系,并进一步考察公正世界信念的中介作用和社会自尊的调节作用。结果发现:(1)主观社会经济地位与社会自尊、公正世界信念呈显著正相关,主观社会经济地位、社会自尊、公正世界信念与问题行为呈显著负相关。(2)公正世界信念在主观社会经济地位与问题行为的关系中起中介作用。(3)社会自尊调节主观社会经济地位通过公正世界信念影响问题行为的中介路径。社会自尊水平较高时,公正世界信念的中介作用显著; 社会自尊水平较低时,公正世界信念的中介效应不显著。     

移动支付对大学生冲动性消费行为的影响——来自ERP的实验证据

为寻找移动支付影响冲动性消费的电生理证据,实验采用两难选择的虚拟购物任务,通过2(支付方式)×2(产品类型)被试内实验设计,结合ERP技术比较移动支付和现金支付下的冲动消费及相关电生理指标。实验数据显示:(1)移动支付下参与者的购买意愿高于现金条件;(2)对享乐品的购买,移动支付下的购买意愿、购买率高于现金支付,而对实用品两种支付下无差异;(3)决策阶段头皮左侧发现,移动支付下享乐品的LPP波幅正于实用品,而现金支付下二者LPP波幅无差异;(4)N2波幅上存在Buy/No Buy效应。结果表明:移动支付促进了享乐品的冲动性消费,决策阶段左侧脑区的LPP波幅可作为其电生理指标,N2波幅表征买与不买。     

Effects of computer-based immediate feedback on foreign language listening comprehension and test-associated anxiety

This study investigated the effects of immediate feedback on computer-based foreign language listening comprehension tests and on intrapersonal test-associated anxiety in 72 English major college students at a Taiwanese University. Foreign language listening comprehension of computer-based tests designed by MOODLE, a dynamic e-learning environment, with or without immediate feedback together with the state-trait anxiety inventory (STAI) were tested and repeated after one week. The analysis indicated that immediate feedback during testing caused significantly higher anxiety and resulted in significantly higher listening scores than in the control group, which had no feedback. However, repeated feedback did not affect the test anxiety and listening scores. Computer-based immediate feedback did not lower debilitating effects of anxiety but enhanced students' intrapersonal eustress-like anxiety and probably improved their attention during listening tests. Computer-based tests with immediate feedback might help foreign language learners to increase attention in foreign language listening comprehension.     

时距加工的记忆负荷效应

为了探索非时间任务短时记忆加工对不同长度时距加工的影响是否一致,本研究采用双任务范式,操纵时距编码阶段的短时记忆加工负荷,以平均复制时距为因变量指标,考察了非时间任务短时记忆加工对1-6秒时距加工的影响。结果发现,1秒、2秒及3秒的平均复制长度不随记忆负荷的大小而变化,4秒、5秒及6秒的平均复制长度随着记忆负荷变大而缩短。这意味着非时间短时记忆对时距加工影响具有选择性。     

Peak velocity as a cue in audiovisual synchrony perception of rhythmic stimuli

This study investigated audiovisual synchrony perception in a rhythmic context, where the sound was not consequent upon the observed movement. Participants judged synchrony between a bouncing point-light figure and an auditory rhythm in two experiments. Two questions were of interest: (1) whether the reference in the visual movement, with which the auditory beat should coincide, relies on a position or a velocity cue; (2) whether the figure form and motion profile affect synchrony perception. Experiment 1 required synchrony judgment with regard to the same (lowest) position of the movement in four visual conditions: two figure forms (human or non-human) combined with two motion profiles (human or ball trajectory). Whereas figure form did not affect synchrony perception, the point of subjective simultaneity differed between the two motions, suggesting that participants adopted the peak velocity in each downward trajectory as their visual reference. Experiment 2 further demonstrated that, when judgment was required with regard to the highest position, the maximal synchrony response was considerably low for ball motion, which lacked a peak velocity in the upward trajectory. The finding of peak velocity as a cue parallels results of visuomotor synchronization tasks employing biological stimuli, suggesting that synchrony judgment with rhythmic motions relies on the perceived visual beat.     

Up or Down? How Culture and Color Affect Judgments

In the Mainland China stock market, an upmarket is represented by the color red, whereas a downmarket is represented by the color green. Elsewhere, including the Chinese Hong Kong stock market, the color representations are the opposite. Three studies were conducted to examine the red‐up–green‐down effect for Mainland Chinese as well as the green‐up–red‐down effect for Hong Kong people. Study 1 showed that Mainland Chinese tended to predict greater economic growth (study 1a) and higher growth in consumption trends (study 1b) when the experimental materials were presented in red than in green, whereas Hong Kong participants exhibited the opposite tendencies. Study 2 found that Mainland Chinese implicitly associated red and green with up and down, respectively; Hong Kong people, however, implicitly associated green and red with up and down, respectively. Study 3 further indicated that Mainland Chinese were more likely to predict good outcomes when scenarios were presented in red, whereas Hong Kong participants were more likely to predict good outcomes when scenarios were presented in green. These findings suggest that culturally specific environment cues could influence human prediction and judgment. Implications for judgment generally are discussed. Copyright © 2013 John Wiley & Sons, Ltd.     

小学至高中阶段学生自我调节学习的发展特点

采用问卷调查的方法,对小学到高中阶段学生的自我调节学习能力进行纵向研究。对每个年龄阶段学生的自我调节学习过程进行了模型匹配。发现在四个模式中:(1)模式二比较适合小学生的自我调节学习能力发展模式,模式一和模式四比较适合初中年级学生的自我调节学习能力发展模式,模式四拟合程度最佳。模式四适合高中生。(2)初中阶段,是学生自我调节学习发展较为迅速和逐渐成熟的重要时期。(3)对于高年级学生的自我调节学习模式主要以元认知为调节变量,随着年龄的增加,元认知能力也逐渐发展。     

Actitudes,evaluación y racionalidad

RESUMEN

Crespo comienza manifestando que su propósito es sondear, aunque sea de forma elemental, la posibilidad y potencial productividad de una consideración de la racionalidad como elemento explicativo dentro de una teoría social de las actitudes. El autor explica que un concepto no exclusivamente utilitario o instrumental de la racionalidad puede ser de utilidad para comprender ciertos desarrollos de la dinámica actitudinal, en concreto, aquellos en que es posible pensar que cambiamos de actitud porque somos argumentalmente convencidos. Crespo resalta la posibilidad de considerar las actitudes, entendidas como procesos de significación evaluativa o toma de postura respecto a otros significativos, como procesos sociales susceptibles de enjuiciamiento y eventualmente necesitados de legitimación o justificación. El autor finaliza su trabajo repasando extensamente algunas características del concepto de actitud en relación con su carácter evaluativo y su vinculación a la acción. Los comentarios de Amalio Blanco, Charles Antaki y M^a Dolores Avia valorando esta exposición siguen a la misma, al igual que la respuesta de Crespo a estos autores.