Treat and trick: A new way to increase false memory

This paper reports a new experimental manipulation that increased false memories 1 month after the manipulation. Mirroring the standard three‐stage misinformation paradigm (original event, misinformation, and test), subjects in the experimental group were first given a colour‐slide presentation of two stories (events), then given an accurate account (instead of misinformation) of the events in narrations, and finally tested for their memory of the original events. One month later, they underwent the standard misinformation paradigm with two new events. The comparison group was given the standard misinformation tasks at both time points. Results showed that the experimental group produced more false memories in the subsequent misinformation paradigm than did the comparison group. We focus on trust and credibility as possible mechanisms underlying this effect. Copyright © 2009 John Wiley & Sons, Ltd.     

The role of visual form in lexical access: Evidence from Chinese classifier production

The interface between the conceptual and lexical systems was investigated in a word production setting. We tested the effects of two conceptual dimensions – semantic category and visual shape – on the selection of Chinese nouns and classifiers. Participants named pictures with nouns (“rope”) or classifier–noun phrases (“one-classifier–rope”) in three blocked picture naming experiments. In Experiment 1, we observed larger semantic category interference with phrases than with nouns, suggesting comparable semantic categorical effects on classifier and noun selection. In Experiments 2 and 3, items with similar shapes produced an interference effect when they were named with classifier–noun phrases, but not with bare nouns. This indicates that object shape modulates classifier (but not noun) selection. We conclude that object shape properties can by themselves influence word selection processes just as semantic relationships (captured by semantic category) do. The factors operating during word selection may be more diverse than has been previously thought.     

"语内表现行为"与"偶序对"解释理论——阿钦斯坦关于语用学科学解释

当代语言分析哲学的深入发展,拓宽了哲学研究的视域和方法论,并大大深化了对哲学其他领域的影响。美国当代科学哲学家阿钦斯坦(PeterAchinsteinAlbert)整合“日常语言行为”学派奥斯汀(J.L.Austin)的思想和他自己对科学解释问题的思考,提出了异于范·弗拉森的另一种语用学解释理论。对这一理论的研究必将深化我们对科学哲学上主要难题之一———科学解释的理解,促使我们对科学及其方法论在后现代主义语境下的作用和影响做进一步思考。本着这一宗旨,本文拟将对这一国内学术界鲜有论及的理论进行初步的探讨。一语内表现行为解释理论的宗旨…     

清晰度对自信预测效应的影响

清晰度是自我概念的一个重要特点。本研究采用自信心清晰度问卷、总体自信问卷、GHQ-20为工具,对自信水平、自信清晰度在自信对心理健康的预测效应中所起的作用进行了探讨。研究发现,自信水平、自信清晰度对心理健康均具有显著的预测作用;考虑清晰度后,自信水平对GHQ-焦虑、抑郁、自我肯定的回归效应被清晰度部分解;表明清晰度是自信预测效应的调节因素。     

拖延刺激对注意偏向的影响及过程

研究是考察拖延个体对拖延相关信息的注意偏向及特点。实验1采用情绪Stroop范式,要求被试忽略刺激的语义,仅判断刺激的颜色。实验2采用修改后的点探测范式,以拖延词和中性词为线索,并操作线索和目标之间的时间间隔,被试的任务是判断目标刺激的位置。结果发现:高拖延的被试难以抵制拖延词的注意,在情绪Stroop任务中对拖延词的反应时间更长; 当拖延词和目标刺激的位置一致时,在短的线索—目标时间间隔(SOA)内,被试对目标刺激的反应时间更长,但当时间间隔长时,一致条件下的反应时更短。该研究表明,高拖延行为个体在有限的时间内难以抵制拖延信息的注意,对拖延刺激存在注意偏向。     

The Development of Self-Esteem and the Role of Agency and Communion: A Longitudinal Study among Chinese

There is a long and rich history of research on self-esteem in children. However, little is known about developmental changes in self-esteem and the association between self-esteem and two basic dimensions of social cognition. This study aims to examine the developmental trajectory of self-esteem and its relationships with two basic dimensions of social cognition: agency and communion among 276 Chinese elementary school students by a two-wave 1-year longitudinal study. Agentic characteristics aid in achieving goals, while communion refers to qualities that aid in social relationships. Both play a part in children’s developing self-esteem to varying degrees. The changes in self-esteem on mean-level and individual-level and the rank-order stability of self-esteem were assessed and the results showed that the development of self-esteem was relatively stable but with some fluctuations during childhood, and no gender difference was found in its development in a Chinese setting. Hierarchical regression was used to test the association of agency and communion with self-esteem and the findings showed that children’s self-esteem was dominated by agency over communion in general; however, when grade was taken into consideration, the predictive effect of agency and communion on children’s self-esteem changed from communion to agency from younger to older children, respectively.     

数目及其呈现方式在不同范围内对时间知觉的影响

采用时间比较法,考察数目及其呈现方式对时间知觉的影响。任务中,首先呈现标准时距,此时变化刺激的数目或呈现方式,然后呈现比较时距,被试的任务是判断比较时距比标准时距长还是短。实验1和实验2分别采用1秒内和1秒以上的时间,结果发现： 1秒内的时间加工中,刺激一个一个连续呈现时,小数引起标准时距的低估,大数导致标准时距的高估,而同时呈现时,刺激的数目对知觉到的时间无影响;数目及其呈现方式影响计时的准确性,而对计时的变异性和敏感性无影响。时间在1秒以上,同时呈现和连续呈现条件下,刺激的数目影响知觉到的时间;计时的     

The relationship between DRM and misinformation false memories

This research investigated the relationship between false memories induced by two different paradigms (misinformation and Deese–Roediger–McDermott [DRM]). The misinformation effect refers to the phenomenon that a person’s recollection of a witnessed event can be altered after exposure to misleading information about the event. DRM false memory represents the intrusion of words that are semantically related but not actually presented in the study session. Subjects (N = 432) completed both misinformation and DRM false memory tests. Results showed a small but significant correlation (r = .12, p = .02) between the misinformation and DRM false memories. Furthermore, using signal detection theory, we found that the discrimination ability index (d′) was related to both the misinformation and DRM false memories (r = ?.12 and ?.13, p = .01), while the response bias was related only to DRM false memory (r = ?.46, p < .001). These results suggest that misinformation and DRM false memories generally involve different mechanisms and that their shared mechanism may involve the global discrimination ability.     

The selective impairment of the phonological output buffer: evidence from a Chinese patient

We present a Chinese-speaking patient, SJ, who makes phonological errors across all tasks involving oral production. Detailed analyses of the errors across different tasks reveal that the patterns are very similar for reading, oral picture naming, and repetition tasks, which are also comparable to the error patterns of the phonological buffer deficit cases reported in the literature. The nature of the errors invites us to conclude that the patient's phonological output buffer is selectively impaired. Different from previously reported cases, SJ's deficits in oral production tasks are not accompanied by a similar impairment of writing performance. We argue that this dissociation is evidence that the phonological output buffer is not involved in writing Chinese words. Furthermore, the majority of SJ's errors occur at the onset of a syllable, indicating that the buffer has a structure that makes the onset more prone to impairment.     

Disentangling the Relations Between Different Components of Family Socioeconomic Status and Chinese Preschoolers’ School Readiness

Family socioeconomic status (SES) has been frequently linked to children’s early development. Treating SES as an aggregated variable has many issues, as different components of SES may relate to child outcomes through divergent mechanisms. The purpose of the study was to examine whether parents’ engagement in home learning activities and children’s participation in extracurricular activities (EAs) would function as pathways through which individual SES components related to children’s school readiness. A total of 588 families with preschool‐aged children were recruited from Guangdong province in China. Children’s receptive vocabulary, Chinese reading, and early math skills were individually assessed at three time points, and children’s social skills were rated by parents. Parents reported their engagement in home learning activities with children and their children’s participation in EAs. The results showed that all three components of family SES were related to multiple aspects of children’s school readiness, but through different pathways. Parental income was related to children’s school readiness through EA participation only; parental education and occupational status were associated with school readiness via both parental engagement and child EA participation. The findings suggest that considering SES components separately will produce a more nuanced understanding of the divergent pathways through which family SES may relate to children’s school readiness. Chinese government may provide parent education programs focused on cognitive stimulation for low‐SES families to promote children’s school readiness. Furthermore, the government needs to ensure children’s equal access to EAs to prevent increasing the developmental gap among children from discrepant socioeconomic backgrounds.