急性应激对威胁刺激注意定向和注意解除的影响:认知神经机制研究

急性应激和注意偏向是焦虑障碍和创伤后应激障碍发生和症状保持的两个重要因素。急性应激导致交感神经系统激活以及儿茶酚胺和糖皮质激素分泌增加,因而影响对威胁刺激的注意偏向。但是急性应激如何影响注意偏向中的注意定向和注意解除尚不清楚。本项目采用点探测任务、威胁线索空间提示任务,结合恐惧条件反射、眼动和事件相关电位技术,研究急性应激对注意定向和注意解除影响的认知神经机制。研究结果可为治疗焦虑和创伤后应激障碍提供支持,为公共卫生管理政策的制定提供建议。     

正念父母心:正念教养理论、机制及干预

父母教养及其对孩子的影响一直是发展心理学的一个重要主题,而正念教养(mindful parenting)则是关注如何帮助父母进行有效教养。正念教养是将一般的正念应用于亲子互动中,指父母对孩子和教养行为的有意的、此时此刻的和不评判的注意和觉知。正念教养对父母自身、孩子和亲子关系都具有积极的作用。研究者发展了两个正念教养的干预项目并通过实证研究检验这两个项目的干预效果。未来的研究可以采用更加严谨的设计并采用不同的评估方法来评估正念教养的干预效果。正念教养的作用机制也是未来研究有待进一步探讨的问题。     

Statistical regularities guide the spatial scale of attention

Visual scenes contain information on both a local scale (e.g., a tree) and a global scale (e.g., a forest). The question of whether the visual system prioritizes local or global elements has been debated for over a century. Given that visual scenes often contain distinct individual objects, here we examine how regularities between individual objects prioritize local or global processing. Participants viewed Navon-like figures consisting of small local objects making up a global object, and were asked to identify either the shape of the local objects or the shape of the global object, as fast and accurately as possible. Unbeknown to the participants, local regularities (i.e., triplets) or global regularities (i.e., quadruples) were embedded among the objects. We found that the identification of the local shape was faster when individual objects reliably co-occurred immediately next to each other as triplets (local regularities, Experiment 1). This result suggested that local regularities draw attention to the local scale. Moreover, the identification of the global shape was faster when objects co-occurred at the global scale as quadruples (global regularities, Experiment 2). This result suggested that global regularities draw attention to the global scale. No participant was explicitly aware of the regularities in the experiments. The results suggest that statistical regularities can determine whether attention is directed to the individual objects or to the entire scene. The findings provide evidence that regularities guide the spatial scale of attention in the absence of explicit awareness.     

The role of spatial frequency in emotional face classification

Previous studies with emotional face stimuli have revealed that our ability to identify different emotional states is dependent on the faces’ spatial frequency content. However, these studies typically only tested a limited number of emotional states. In the present study, we measured the consistency with which 24 different emotional states are classified when the faces are unfiltered, high-, or low-pass filtered, using a novel rating method that simultaneously measures perceived arousal (high to low) and valence (pleasant to unpleasant). The data reveal that consistent ratings are made for every emotional state independent of spatial frequency content. We conclude that emotional faces possess both high- and low-frequency information that can be relied on to facilitate classification.     

An assessment of differential reinforcement procedures for learners with autism spectrum disorder

Differential reinforcement procedures may promote unprompted correct responding, resulting in a quicker transfer of stimulus control than nondifferential reinforcement. Recent studies that have compared reinforcement arrangements have found that the most effective arrangement may differ across participants. The current study conducted an assessment of differential reinforcement arrangements (i.e., quality, schedule, and magnitude) and nondifferential reinforcement to identify the most effective arrangement for each participant. The assessment phase showed that the quality arrangement was the most efficient for all participants during auditory‐visual matching. Next, a validation phase was conducted to evaluate whether the assessment would predict the most effective arrangement across multiple skills. The results from the assessment phase were validated for all participants for the same skill. However, the results were only validated for one participant during the other skills (i.e., tact and intraverbal). The results are discussed in light of previous research and future areas of research.     

“That Really Hurt,Charlie!” Investigating the Role of Sympathy and Moral Respect in Children's Aggressive Behavior

The authors examined the role of sympathy and moral respect in children's overt aggression, and the subtypes of proactive and reactive aggression, in an ethnically diverse sample of 5-, 7-, and 10-year-olds (N = 110). Aggressive behaviors were measured through teacher reports and peer nominations. Sympathy was assessed through teacher reports. Children reported on their moral respect within an interview procedure where they were asked for their feelings of respect toward hypothetical peers who displayed morally relevant behaviors. Results revealed that sympathy and moral respect were both negatively related to overt aggression and to the proactive aggression subtype, but unrelated to the reactive aggression subtype. The authors discuss the implications of the findings in relation to developmental research on the affective antecedents of children's aggressive behavior.     

在线抑制控制训练对失败的限制性饮食者不健康食物选择的改善

失败的限制性饮食者是进食障碍的高危人群,他们面对食物时的抑制控制能力通常很弱,从而更易发展为肥胖,所以改善失败的限制性饮食者对不健康食物的进食选择十分重要。本文采用在线停止信号任务,通过提高失败的限制性饮食者对不健康食物图片的抑制控制能力,从而减少他们在日常生活中对不健康食物的选择。首先对66名失败的限制性饮食者实施前测,然后随机分为对不健康食物图片进行抑制反应的干预组(n=33)和对非食物图片进行抑制反应的控制组(n=31),两组被试接受每天一次(每次10 min左右)共计7次的训练。完成训练后,所有被试均接受后测。结果发现,干预训练后,与控制组相比,干预组被试对不健康食物的选择频率以及对不健康食物自我报告的吸引力和喜爱程度均显著降低。     

A Bootstrapping Model of Frequency and Context Effects in Word Learning

Prior research has shown that people can learn many nouns (i.e., word–object mappings) from a short series of ambiguous situations containing multiple words and objects. For successful cross‐situational learning, people must approximately track which words and referents co‐occur most frequently. This study investigates the effects of allowing some word‐referent pairs to appear more frequently than others, as is true in real‐world learning environments. Surprisingly, high‐frequency pairs are not always learned better, but can also boost learning of other pairs. Using a recent associative model (Kachergis, Yu, & Shiffrin, 2012), we explain how mixing pairs of different frequencies can bootstrap late learning of the low‐frequency pairs based on early learning of higher frequency pairs. We also manipulate contextual diversity, the number of pairs a given pair appears with across training, since it is naturalistically confounded with frequency. The associative model has competing familiarity and uncertainty biases, and their interaction is able to capture the individual and combined effects of frequency and contextual diversity on human learning. Two other recent word‐learning models do not account for the behavioral findings.     

亲社会自主动机对青少年幸福感及亲社会行为的影响:基本心理需要满足的中介作用

本研究探讨了亲社会自主动机对青少年幸福感和亲社会行为的影响,并检验了基本心理需要满足的中介作用。研究1以293名青少年为研究对象,通过问卷法考察了亲社会自主动机、基本心理需要满足、幸福感和亲社会行为的关系;研究2以205名青少年为研究对象,通过实验法操纵亲社会自主动机（vs.受控动机）,并考察其对基本心理需要满足、幸福感和亲社会行为的影响。研究结果表明,亲社会自主动机显著正向预测青少年的幸福感和亲社会行为,并且基本心理需要满足在亲社会自主动机对幸福感和亲社会行为的预测中都起到了中介作用;相反,亲社会受控动机则不利于青少年基本心理需要的满足,进而不能有效地提升其幸福感和亲社会行为。     

Mediator Roles of Interpersonal Forgiveness and Self-Forgiveness between Self-Esteem and Subjective well-Being

This study examined the effect of self-esteem on subjective well-being, with focus on confirmation of mediator roles of interpersonal forgiveness and self-forgiveness among a sample of 475 college students. The participants completed a questionnaire packet that includes Rosenberg Self-Esteem Scale, Heartland Forgiveness Scale, and Subjective Well-Being Scale. Results revealed that self-esteem, interpersonal forgiveness, and self-forgiveness were all significantly correlated with subjective well-being. Bootstrap results indicated that both interpersonal forgiveness and self-forgiveness partially mediated self-esteem to subjective well-being. Structural equation modeling analysis also revealed significant paths from self-esteem to subjective well-being through both interpersonal forgiveness and self-forgiveness.