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Jonathan M. Keefe Jocelyn L. Sy Frank Tong David H. Zald 《Attention, perception & psychophysics》2001,81(1):205-216
The emotional attentional blink (EAB) refers to a temporary impairment in the ability to identify a target when it is preceded by an emotional distractor. It is thought to occur because the emotional salience of the distractor exogenously captures attention for a brief duration, rendering the target unattended and preventing it from reaching awareness. Here we tested the extent to which the EAB can be attenuated by inducing a diffuse top-down attentional state, which has been shown to improve target identification in an analogous attentional phenomenon, the attentional blink. Rapid sequences of landscape images were presented centrally, and participants reported the orientation of a ± 90° rotation of a landscape target. To induce a diffuse state of attention, participants were given a secondary task of monitoring for the appearance of a colored dot in the periphery. We found that emotional distractors impaired target recognition performance to comparable extents, regardless of whether or not participants concurrently performed the peripheral-monitoring task. Moreover, we found that performance of the secondary task led to an impaired ability to ignore neutral distractors. Subjective ratings of target vividness mirrored the behavioral accuracy, with frequent reports of intermediate levels of vividness suggesting that the EAB might impair target visibility in a graded manner. Our results demonstrate that the EAB is robust to manipulations of top-down attention, suggesting that the temporary capture of attention by emotionally salient stimuli involves processes that are distinct from those that produce the attentional blink. 相似文献
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本研究旨在考察环境因素与认知发展的关系.采用问卷和心理测量的方法对121名21~80岁成人被试的基本认知能力和环境影响变量进行测量.结果发现,在基本认知能力上存在显著的年龄差异;在环境测量的环境维度因素方面仅出现年龄差异,而环境测量的休闲维度因素方面却存在显著的年龄和性别双重差异;多项环境因素与基本认知能力存在显著相关.结论老年人基本认知能力低于年轻被试,且环境因素对认知发展有一定影响. 相似文献
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三国四城市小学儿童数学成绩的比较研究——跨文化研究之一 总被引:2,自引:0,他引:2
本研究是中国科学院心理研究所和美国密西根大学的协作项目。数学团体测验是整体研究项目的一部分。这一研究的目的是比较在不同文化背景下北京(中)、芝加哥(美)、仙台(日)和台北(中)小学儿童的数学成绩。其结果表明:亚洲学生的成绩显著高于美国儿童的成绩。我们试将美国教材同其它国家的教材进行比较,已初步看出,教材讲授的时间可能是影响中国儿童成绩的重要因素之一。学生的学习态度可能是影响儿童成绩的另一因素。其它方面如家庭条件、母亲的观念、教师的教学风格以及课堂的组织形式都可能影响儿童的学习成绩。我们对此将陆续提出报告。 相似文献
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M. J. Lavin, B. Freise, and S. Coombes (Behavioral and Neural Biology, 1980, 28, 15–33) have shown that if two rats consume a flavored solution and one is poisoned, the unpoisoned partner will also exhibit a flavor aversion during a later preference test. Experiments 1 and 2 showed that a sufficient condition for obtaining this aversion is that the poisoned partner be present with the unpoisoned rat after it has consumed the flavored solution. It is not necessary that the poisoned partner be present when the flavored solution is consumed or indeed have had any exposure to the flavored solution. Experiment 3 showed that the unpoisoned partner can exhibit a flavor aversion when there is a temporal gap of as long as 6 hr between consumption of the flavored solution and exposure to the poisoned rat. 相似文献
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采用儿童拒绝敏感性问卷与儿童自我知觉量表对596名中小学儿童进行了为期一年的追踪调查,通过交叉滞后回归分析考察儿童拒绝敏感性与多种自我知觉间的预测关系。结果发现:(1)自我知觉的年级差异显著,初中儿童的自我知觉水平较低;(2)在两次测量中,拒绝敏感性与多种自我知觉均呈显著的负相关;(3)控制性别、年级以及自身稳定性之后,第一年的多种自我知觉均可以负向预测第二年的拒绝敏感性,而第一年的拒绝敏感性仅可以负向预测第二年的体貌及一般自我知觉;(4)年级调节了拒绝敏感性与一般和行为自我知觉间的纵向关系,并在小学与初中儿童中表现出不同的模式。研究证实自我知觉是儿童拒绝敏感性形成的重要原因之一,为儿童社会认知及心理健康的相关研究提供新的实证依据。 相似文献
80.
Xiongzhao Zhu Randy P. Auerbach John R. Z. Abela Jing Xiao Xi Tong 《Cognition & emotion》2013,27(2):288-307
The aim of the present study was to develop a Chinese version of the Cognitive Emotion Regulation Questionnaire (CERQ-C) and to examine its psychometric properties in a sample of Chinese university students. The English version of the Cognitive Emotion Regulation Questionnaire was translated and back-translated prior to its administration to 791 participants recruited from two universities in Changsha, Hunan (China). Internal consistency, test–retest reliability, inter-scale reliability, and factorial validity were analysed. The CERQ-C exhibited: (1) moderate internal consistency (Cronbach's α=.83); (2) a mean inter-class correlation coefficient of .79; (3) a mean inter-item correlation coefficient of .09; and (4) moderate test–retest reliability (.64). Confirmatory factor analyses supported the original CERQ nine-factor model. Finally, with respect to criterion validity, several CERQ-C subscales were uniquely associated with symptoms of depression and anxiety. 相似文献