声旁与笔画省略方式对形声字识别的影响

本研究通过两个实验,考察笔画省略方式和声旁对形声字识别的影响。实验一采用命名任务考察了声旁和三种笔画省略方式（省前、略后、不省）对左右结构形声字识别的影响。结果表明存在笔画顺序效应和声旁位置效应,并发现略后的笔画中有声旁,笔画顺序效应会消失。这说明声旁的作用抵消了笔画顺序效应,体现了声旁在形声字识别中的重要作用;实验二在实验一的基础上,采用上下结构的形声字,实验结果表现出了相同的趋势,且更加显著。     

Causation in Branching Time (I): Transitions,Events and Causes

We propose a theory of events and causes against the background of branching time. Notions discussed include possibility based on reality, transitions, events, determinacy, contingency, causes and effects. The main idea in defining causal relations is to introduce a certain preconditioning circumstance under which one event follows another. We also briefly compare this theory with some other theories.     

4-5年级学生的空间表征与几何能力的相关性研究

本研究是“学生空间能力和几何能力关系”研究的一部分,以小学4、5年级学生为被试(共117人),以空问表征能力测验和几何能力测验为测验工具,初步探讨了学生空间表征与几何能力的关系。对数据结果的分析表明:①就总成绩而言,五年级学生的空间表在成绩明显高于四年级学生的成绩,但并不是空间表征的所有方面都存在着显著的年级差异;②就空间测验的总成绩而言,无论是四、五年级分别考察还是总起来考察,空间成绩与几何成绩之间的相关显著,但就各个分项而言,并不是空间测验的各项都与几何测验成绩有显著相关;学生的几何成绩在一定程度上可通过回归方程:Y_i=0.5736X_i+0.7635加以预测。     

记忆训练对改善少年、青年和老年人认知功能的作用

本工作采用“位置法”(method of loci)对24例少年、24例青年和22例老年被试进行了记忆训练研究。以毕生发展的观点比较认知训练对改善不同年龄人记忆的作用,进而探讨发展的认知功能储备能量的年龄差异和训练的迁移效应。结果表明认知干预措施可在一定程度上改善老年人的记忆,同时也显示了在发展的储能和对图形的迁移效应方面,老年人明显不如青、少年,而青年与少年则彼此相近。     

不同学习方式下习得性长时程突触增强形成的特点

一般认为,突触传递的长时程增强(Long-term potentiation,LTP)可能是学习和记忆的神经基础。我室的系列工作表明,大鼠在条件性行为的建立中,海马齿状回、CA_3、CA_1区均出现LTP样变化,并将之称为习得性LTP(Learning-de-pendent LTP),而且发现每次训练作业后突触效应的增强,经一段时间(4小时)后就     

Application of the stagnant stage concept for monitoring Mn partitioning at the austenite-ferrite interface in the intercritical region for Fe–Mn–C alloys

The length of the stagnant stage during the new ferrite growth starting from a mixture of austenite and ferrite has been investigated for a Fe-0.17Mn-0.023C (wt%) alloy. It was found that the stagnant stage depends on the thermal path followed to create the mixture, and deduce that the tie-lines for austenite to ferrite transformation are quite different from those for ferrite to austenite transformation. The length of the stagnant stage is determined by the very local partitioning effect at the interface, and it can be used as a tool to monitor the Mn partitioning.     

A study of the greater male variability hypothesis in creative thinking in Mainland China: Male superiority exists

This study tested the greater male variability hypothesis in creative thinking with a Chinese student sample in Mainland China. The Test for Creative Thinking-Drawing Production (TCT-DP) was administered to 627 Chinese adolescent boys (n = 332) and girls (n = 295). Results using the boy/girl variance ratio (VR) generally supported the hypothesis that boys have greater variability than girls in creativity test performance. However, results using the boy/girl ratios from different regions of the creativity score distribution revealed a pattern of male superiority. While boys significantly outnumbered girls in the higher extremes, girls tended to outnumber boys in the central region and the lower extremes. Results from an analysis of the means lent further support to the findings of male superiority. Plausible explanations for greater male variability and male superiority in Mainland China are proposed. The theoretical and practical implications of the findings are discussed.     

原发性开角型青光眼局部药物治疗的比较及决策最优化

通过对目前治疗原发性开角型青光眼局部降眼压药物的作用机制、治疗效果、不良反应、药品价格及使用方便程度进行综合的比较分析,运用比较治疗学的理论和方法来指导和规范该类青光眼局部药物治疗的临床决策,以期提高治疗效果、减少并发症、降低费用及提高患者的生存质量。     

Induction, overhypothesis, and the origin of abstract knowledge. Evidence from 9-month-old infants

Human cognition relies on the ability to extract generalizable knowledge from limited evidence. One type of inductive learning, overhypothesis formation, allows learners to make inferences that take them beyond the limits of direct experience, leading to the creation of abstract knowledge. The developmental roots of this ability have yet to be investigated. We report three experiments examining whether 9-month-old infants are capable of forming overhypotheses. Our results show that when given evidence about a few objects in some category, infants formed a second-order generalization about categories in general. These findings provide evidence that infants possess a powerful mechanism for inductive learning-a mechanism that may be applied to many domains and that can account for the development of many inductive biases later on.     

Integrating physical constraints in statistical inference by 11-month-old infants

Much research on cognitive development focuses either on early-emerging domain-specific knowledge or domain-general learning mechanisms. However, little research examines how these sources of knowledge interact. Previous research suggests that young infants can make inferences from samples to populations (Xu & Garcia, 2008) and 11- to 12.5-month-old infants can integrate psychological and physical knowledge in probabilistic reasoning (Teglas, Girotto, Gonzalez, & Bonatti, 2007; Xu & Denison, 2009). Here, we ask whether infants can integrate a physical constraint of immobility into a statistical inference mechanism. Results from three experiments suggest that, first, infants were able to use domain-specific knowledge to override statistical information, reasoning that sometimes a physical constraint is more informative than probabilistic information. Second, we provide the first evidence that infants are capable of applying domain-specific knowledge in probabilistic reasoning by using a physical constraint to exclude one set of objects while computing probabilities over the remaining sets.