双任务干扰的注意资源限制机制:来自汉字笔画数效应的证据

该研究的两个实验采用心理不应期范式,探讨了重叠任务情境下双任务的相互干扰机制。实验中被试相继完成高低音的辨别任务(T1)和汉字外在特征(颜色或笔画数)的任务判断(T2),T1和T2间采用变化的SOA。结果发现:(1)T1的反应选择导致T2的加工成绩大幅下降,PRP效应非常显著。(2)当T1占据中枢瓶颈时,T2和T1在中枢瓶颈中并行得到加工并导致T1的加工效率显著下降。(3)由于注意资源的有限性,具有自动激活特征的汉字同样受瓶颈机制的限制。只要存在对注意资源的二次分配就会存在瓶颈的调节机制。     

《孟子》对戴震《原善》的影响

《孟子》在义理和话语两方面深深影响到戴震的《原善》。戴震将《易传》的“继善成性”与孟子的性善论区别为两个问题,前者是泛论,后者专论人性。受孟子断言“天之生物使之一本”的鼓舞,戴震严厉批评宋儒所谓性分义理、气质两种的学说犯了“二本”的错误。《原善》关于心的论述,关于“仁义礼智圣”和“条理”话语的使用,都鲜明表现出《孟子》的启发和影响。     

The dimensionality of coping among Chinese health care workers

The transactional model defines coping as a process that changes on the basis of the context of an environmental encounter. An instrument used to investigate coping in diverse person-environment interactions is the Ways of Coping Questionnaire (WOC; S. Folkman & R. S. Lazarus, 1988). Although evidence exists to support the basic underlying structure of the WOC in Western societies, no research has been conducted on the instrument's dimensionality in non-Western societies. The authors identified 14 factors for the WOC administered to a sample of health care workers in Beijing, China. The 14 factors identified in the present study were similar to the 8 factors identified in the original validation study (S. Folkman, R. S. Lazarus, C. Dunkel-Schetter, A. DeLongis, & R. J. Gruen, 1986), but they were more content specific.     

Impairment of spatial learning and hippocampal synaptic potentiation in c-kit mutant rats

The c-kit receptor tyrosine kinase encoded by the white-spotting (W) gene is highly expressed in rat hippocampal CA1–CA4 regions. We found an impaired spatial learning and memory in homozygous c-kit (Ws/Ws) mutant rats that have a 12-base deletion in the tyrosine kinase domain of the c-kit gene and a very low kinase activity. Electrophysiological studies in hippocampal slices revealed that the long-term potentiation (LTP) induced by the tetanic stimulation (100 Hz, 1 sec) in the mossy fiber (MF)–CA3 pathway, but not in the Schaffer collaterals/commissural–CA1 pathway, was significantly reduced in c-kit mutants compared with wild-type (+/+) rats. The paired-pulse facilitation (PPF) was measured before the tetanus and after the establishment of the LTP in each slice. The initial PPF in the MF–CA3 pathway positively correlated with the amplitude of the LTP in the wild-type rats but not in the c-kit mutant rats. Furthermore, they failed to show the normal characteristics observed in the MF–CA3 pathway of +/+ rats; that is, the negative correlation between the initial PPF and the changes in PPF measured after the LTP. These findings suggest an involvement of SCF/c-kit signaling in hippocampal synaptic potentiation and spatial learning and memory.     

The differential effects of thalamus and basal ganglia on facial emotion recognition

This study examined if subcortical stroke was associated with impaired facial emotion recognition. Furthermore, the lateralization of the impairment and the differential profiles of facial emotion recognition deficits with localized thalamic or basal ganglia damage were also studied. Thirty-eight patients with subcortical strokes and 19 matched normal controls volunteered to participate. The participants were individually presented with morphed photographs of facial emotion expressions over multiple trials. They were requested to classify each of these morphed photographs according to Ekman's six basic emotion categories. The findings indicated that the clinical participants had impaired facial emotion recognition, though no clear lateralization pattern of impairment was observed. The patients with localized thalamic damage performed significantly worse in recognizing sadness than the controls. Longitudinal studies on patients with subcortical brain damage should be conducted to examine how cognitive reorganization post-stroke would affect emotion recognition.     

早期佛教僧团管理的经济制度——利和同均

本文就饮食、衣物等日用资具,僧物与私人物之划分,说明早期佛教僧团经济之来源与实际分配之制度运作。指出早期佛教僧团管理的经济制度,是以利和同均之团体分配原则,辅以个人诫慎行持与戒法威德之助成,经济制度之完备,构筑了衣食无虞,互敬互利,和合无诤之僧团,令僧众能专心修行,趋向解脱大道。     

Using the open-source statistical language R to analyze the dichotomous Rasch model

R, an open-source statistical language and data analysis tool, is gaining popularity among psychologists currently teaching statistics. R is especially suitable for teaching advanced topics, such as fitting the dichotomous Rasch model-a topic that involves transforming complicated mathematical formulas into statistical computations. This article describes R’s use as a teaching tool and a data analysis software program in the analysis of the Rasch model in item response theory. It also explains the theory behind, as well as an educator’s goals for, fitting the Rasch model with joint maximum likelihood estimation. This article also summarizes the R syntax for parameter estimation and the calculation of fit statistics. The results produced by R is compared with the results obtained from MINI STEP and the output of a conditional logit model. The use of R is encouraged because it is free, supported by a network of peer researchers, and covers both basic and advanced topics in statistics frequently used by psychologists.     

Learning as a task or a virtue: U.S. And Chinese preschoolers explain learning

The purpose of this study was to examine cultural influences on conceptual orientations of learning in U.S. and Chinese preschoolers. A sample of 188 preschoolers 4-6 years of age provided free-narrative responses to 2 story beginnings about the learning behavior of 2 protagonists, 1 who worked hard and 1 who gave up. Results showed that despite some differences in the younger age groups, children from both cultures valued learning similarly at age 6. However, important cultural differences emerged in children's construals of the learning process. U.S. children showed a heightened awareness of the mind/task attributes of the learner, that is, ability, task attempting, and strategy use. By contrast, Chinese children perceived more the learner's dispositional qualities of diligence, persistence, and concentration. These trends increased as children's age increased. The U.S. findings are interpreted as reflecting the U.S. cultural emphasis on learning as a task, and the Chinese results, as reflecting the Chinese cultural focus on learning as a process of cultivating personal virtue.     

Stability and variability may respond differently to changes in walking speed

In gait research it has often been assumed that variability and stability are negatively correlated, where increases in variability are assumed to equate with increases in instability. The purpose of this paper is to illustrate that variability does not always equate with stability. To proof this point, a method was developed to directly assess stability and variability during the application of a visual perturbation at different walking speeds. Walking variability was measured by using the average standard deviation of the knee joint angle across the gait cycle. Walking stability was measured by the recovery time of the knee joint angle trajectory from the distortion induced by a visual perturbation that was delivered at the beginning of the stance phase. Five participants were required to walk at six different velocities on a treadmill (0.67, 0.80, 0.94, 1.07, 1.21, and 1.34 m/s). The coefficients of intraclass correlations for the experiment were 83% and 80% for the calculated stability and variability, respectively. The calculated stabilities were not sensitive to changes in walking speed (p>0.98). The calculated variability however decreased with increases in walking speed (p=0.004). No significant correlation between variability and stability was observed (r=-0.002). We suggest that gait stability is independent of variability during locomotion and should thus be measured independently.