分心对记忆影响的年龄差异研究

本文研究了分心对老年人和青年人的记忆影响的年龄差异。分心条件是在判断简单算术题正误的同时,识记指向记忆和故事。结果:1.在上述分心条件下,老年组记忆作业受损比青年人更为严重;分心扩大了记忆的年龄差异。2.相对分心消耗值显然受刺激条件的影响,属片断记忆的故事分节分,分心消耗最大,类似语义记忆的故事意义分,分心消耗最小,介乎两者之间的指向记忆分,分心消耗居中。3.分心对上述记忆的影响有适应现象,两组的第二次分心测试成绩均较第一次进步。     

NMDA受体在海马习得性长时程突触增强形成中的作用

本文应用慢性埋植技术以电生理学结合行为学的方法,在大鼠条件性饮水反应的建立中,于每实验日训练开始前给海马CA_3区微量注射NMDA受体拮颃剂2-amino-5-phosphonovalerate(APV),观察它对海马CA_s区突触效应及与之相关的条件性行为反应的影响。发现注射APV后对CA_3区突触效应的习得性长时程增强的产生有显著的抑制性影响,相应地条件性饮水反应的建立也受到显著的抑制,提示NMDA受体参与习得性LTP的产主。     

不同发展阶段的习得性长时程突触增强对新学习的影响

在慢性实验条件下观察到大鼠由学习训练所产生的海马CA_3区习得性长时程突触增强,它的不同发展阶段对新学习任务的习得有不同的作用:(1)在它的形成阶段及巩固阶段对新学习均有易化作用,虽然两个阶段突触效应增强的程度都处于相同的高水平,但后者的易化作用相对要大些,提示这两个发展阶段突触的可塑性变化是有差异的;还有,新学习任务的训练并没有引起突触效应的进一步增强,表明突触效应的长时程增强有“饱和”现象。(2)在它消退后,对新学习任务的习得没有影响。上述结果提示学习的组织形式不同,可从突触机制上影响学习的效果,并进一步证明习得性长时程突触增强是学习和记忆的神经基础。     

中国人眼光谱相对视亮度函数的研究

问 题 人眼对光谱各波长的灵敏度,是产生一种阈限反应或主观相等亮度所需要的辐射能量的倒数。它们原称光谱视亮度,现在我们称之为光谱相对视亮度。即使是等能光谱,各波长引起的相对视亮度也很不相同。具体测量时除绝对阈限法外,一般常用匹配法:使人眼将不同波长的光谱色光分别和一个固定强度的白色标准光作亮度匹配,达     

青年人和老年人的元记忆与记忆能力关系的比较研究

采用自编“元记忆简短问卷”和“成人元记忆问卷”,对９０例被试（分为青年、老年和老老年组）进行元记忆及其与记忆关系的比较研究。结果表明：（１）预测记词对数和记图数随增龄而减少,年龄差异明显。评估准确性未显示年龄差异。训练后,预测成绩明显提高,但评估准确性未见提高。测后自评与预测情况相似,但其准确性高于预测,元记忆可能通过记忆过程而有提高;（２）自信程度和使用方法数均随增龄而减少,可能这是影响记忆成绩的重要因素;（３）联想学习和图象自由回忆成绩均与“元记忆简短问卷”和“成人元记忆问卷”的各项自评有不同程度的相关,表明元记忆与记忆关系密切。     

我国超常儿童研究的进展及其问题

作者在回顾了我国超常儿童研究领域近２０年来的进展,总结了该领域的主要成绩,特别是方法上所取得的成绩的基础上,指出了当前尚存在的若干问题,这些问题的提出可能对今后该领域的研究有一定的目标。     

唤醒水平与成年人记忆年龄差异关系的初步研究

青年与老年被试在分心与非分心条件下进行了指向记忆和逻辑故事回忆作业,同时记录了心率、指端血容和皮电等外周植物神经系统指标,以探讨成年人记忆的年龄差异与唤醒水平的关系。结果看到老年组记忆成绩明显低于青年组,同时在非分心作业时老年组血容变化率与记忆成绩明显相关,支持老年人认知成绩较差的原因是由于唤醒水平过低的假说。但在分心条件下老年组唤醒水平高于非分心条件,表明老年人唤醒水平高低可能随作业的复杂程度而变化。     

Optimal Hierarchical Learning Path Design With Reinforcement Learning

E-learning systems are capable of providing more adaptive and efficient learning experiences for learners than traditional classroom settings. A key component of such systems is the learning policy. The learning policy is an algorithm that designs the learning paths or rather it selects learning materials for learners based on information such as the learners’ current progresses and skills, learning material contents. In this article, the authors address the problem of finding the optimal learning policy. To this end, a model for learners’ hierarchical skills in the E-learning system is first developed. Based on the hierarchical skill model and the classical cognitive diagnosis model, a framework to model various mastery levels related to hierarchical skills is further developed. The optimal learning path in consideration of the hierarchical structure of skills is found by applying a model-free reinforcement learning method, which does not require any assumption about learners’ learning transition processes. The effectiveness of the proposed framework is demonstrated via simulation studies.     

Authoritarian–benevolent Leadership and its Effect on Graduate Student Creativity: The Mediating Role of Intrinsic Motivation

Despite numerous studies demonstrating that authoritarian leadership and benevolent leadership exert incompatible influence on an individual’s creativity, the combined effects of authoritarian leadership and benevolent leadership on an individual’s creativity and the related mechanisms have yet to be explained. This study tests a model that considers the combined effects of authoritarian and benevolent leadership on graduate student creativity in the universities in China, while also examining the mediating role of the intrinsic motivation of graduate students. Multisource data were collected from 297 graduate students in 60 university scientific research teams in China. The results show that when authoritarian leadership and benevolent leadership are in congruence, the intrinsic motivation of graduate students and their creativity increase as supervisor authoritarianism and benevolence increases. When authoritarian leadership and benevolent leadership are in discrepancy, the intrinsic motivation of graduate students is higher when low supervisor authoritarianism is combined with high benevolence; however, the findings also show that low authoritarian leadership combined with high benevolent leadership would not increase graduate student creativity. The relationship between authoritarian–benevolent leadership and graduate student creativity is partially mediated by intrinsic motivation. The theoretical and practical implications of the results are discussed.     

Leader–follower risk orientation incongruence,intellectual stimulation,and creativity: A configurational approach

Prior work suggests that follower and leader risk orientation is positively associated with follower creativity. We suggest that this view is oversimplified and propose that follower creativity can be stimulated when leader and follower have diverging risk orientations. We, therefore, apply a configurational approach to creativity, evaluating varying combinations of leader and follower risk orientation on follower creativity. Across two field studies, we demonstrate that (a) follower creativity increases as leaders’ and followers’ risk orientations become more discrepant (i.e., incongruent); (b) follower creativity is higher when leader–follower dyads are congruent at moderate levels of risk orientation compared to congruence at the extremes (i.e., low and high levels); (c) follower‐experienced intellectual stimulation mediates the relationship between leader–follower risk orientation incongruence and congruence and follower creativity; and (d) that leader authority openness moderates the indirect effect of leader–follower risk orientation incongruence on creativity via follower‐experienced intellectual stimulation. Theoretical and practical implications specific to creativity and leader–follower relationships are discussed.