攀缘激活的计时机制

攀缘激活指神经元在两个先后出现事件的间隔阶段呈现出的一种缓慢爬升式“期待”激活。这种激活的强度在后一事件出现时达最高峰,以致被视为一种可能时距编码机制而成为目前时间生物学研究的一个热点问题。目前攀援激活的计时作用神经机制有三种主要观点：膜电流假说、双稳态单元假说、线性整合假说。未来研究将主要集中于探索攀缘激活的神经元突触机制,非固定间隔时距条件下攀缘激活的计时机制及攀缘激活、运动准备和脉冲累加之间的关系。     

材料呈现方式、维度数量对小学生分类活动影响的眼动研究

使用ASL-504型眼动仪,采用2×2的被试问设计,对46名智力、视力均正常的小学生在两种材料呈现方式下．对维度不同的2套图片材料的分类结果和分类过程中的主要跟动指标加以考察。结果表明：（1）材料呈现方式和维度交互影响着小学生的分类结果;（2）小学生分类结果是否存在显著的材料呈现方式与维度差异．与他们在分类过程中的兴趣区数、注视时间、注视次数、注视频率、注视点持续时间等跟动指标存在着一定的关系。     

线索效度间隔对“采纳最佳”启发式的影响

以Br?觟der的“五线索二择一”任务为研究范式,探讨线索效度间隔对“采纳最佳”启发式的影响。结果发现：当线索效度间隔为0.04时,被试采用“采纳最佳”启发式的次数处于随机水平,随着线索效度间隔的增大,被试采用“采纳最佳”启发式的次数明显高于随机水平;对立线索信息不同,线索效度间隔对“采纳最佳”启发式的影响也不同。     

Performance of the CES-D and its short forms in screening suicidality and hopelessness in the community

A measurement scale should be short and quick to complete if it is to be practically useful. Drawing on data from a community-based survey of 2,178 people in Hong Kong, we compared five short forms (5- to 10-item) and the original version (20-item) of the Center for Epidemiologic Studies-Depression Scale (CES-D; Radloff, 1977) in predicting suicidal attempts and suicidal thoughts. Short forms with as few as nine items performed in ways very similar to the full version; a version with only five items had a detectable difference from the full version. Sensitivity, specificity, and predictive values in differentiating people with and without suicidal thought or attempt change almost linearly with the cut-offs.     

Perceived motivational team climate in relation to task and social cohesion among male college athletes

The purpose of the study was to examine the relationship between perceptions of the motivational team climate and task and social cohesion among male college athletes. Basketball and soccer players (n = 179) completed two response measures, the Perceived Motivational Climate in Sport Questionnaire‐II (Newton, Duda, & Yin) and the Group Environment Questionnaire (GEQ; Carron, Widmeyer, & Brawley) before practice in a team setting near the end of the competitive season. Hierarchical linear modeling analysis revealed that individual perceptions of a task‐involving climate positively predicted, and perceptions of an ego‐involving climate negatively predicted, individual‐attraction‐to‐group task cohesion. Further analysis indicated that perceptions of a task‐involving climate also significantly predicted individual‐attraction‐to‐group social cohesion and group‐integration task cohesion. Perceptions of an ego‐involving climate failed to demonstrate any other predictive value in relation to team cohesion. Discussion underscores the beneficial nature of a task‐involving motivational team climate in regard to the formation and development of task and social cohesion among competitive male college athletes.     

Contingent orienting or contingent capture: A size singleton matching the target–distractor size relation cannot capture attention

In the present study, we examined whether a peripheral size-singleton distractor that matches the target–distractor size relation can capture attention and disrupt central target identification. Three experiments consistently showed that a size singleton that matches the target–distractor size relation cannot capture attention when it appears outside of the attentional window, even though the same size singleton produces a cuing effect. In addition, a color singleton that matches the target color, instead of a size singleton that matches the target–distractor size relation, captures attention when it is outside of the attentional window. Thus, a size-relation-matched distractor is much weaker than a color-matched distractor in capturing attention and cannot capture attention when the distractor appears outside of the attentional window.     

风险对两类跨期选择的影响：一项ERP研究

该研究利用ERP技术,采用伴随风险的跨期选择任务比较了两类跨期选择（立即vs.延迟、延迟vs.延迟）,并探究了风险（零风险、低风险、高风险）对两者跨期选择影响的神经动力学机制。ERP结果显示,对于立即vs.延迟和延迟vs.延迟,在N2和N400上前者大于后者,在LPC上后者大于前者;风险对两者在时程上的影响趋于一致。因此,其加工可能是先对奖赏在风险维度上进行折扣,再与延迟时间进行整合形成奖赏预期,而后做出选择。     

关系复杂性和分类方式对个人关系类别间接性学习的影响

以144名大学生为被试,使用关系复杂性变化的三种虚拟外星生物实验材料,创设功能预测任务和自由分类、限定分类任务,探查关系复杂性和分类方式对个人关系类别间接性学习的影响.结果发现：（1）随着关系复杂性的增高,各学习阶段下,三种学习材料功能预测成绩彼此间均无显著差异;（2）关系复杂性和分类方式对个人关系类别间接性学习的分类结果存在交互影响作用,具体表现为,关系复杂性较低时自由分类和限定分类结果的杰卡德相似性无显著差异,关系复杂性较高和高时限定分类极其显著高于自由分类,自由分类方式下,关系复杂性不同的三种学习材料间差异不显著,限定分类方式下,关系复杂性较高和高两种学习材料分类结果的杰卡德相似性间无显著差异,但均极其显著高于关系复杂性较低的学习材料.     

Social Media as Social Capital of LGB Individuals in Hong Kong: Its Relations with Group Membership,Stigma, and Mental Well‐Being

Social media are found to facilitate social information exchange among lesbian, gay, and bisexual (LGB) individuals who are subjected to social stigma. This study tested the protective role of LGB‐tailored social media uses and gratifications in promoting LGB group membership, which we hypothesized to reduce LGB stigma and enhance mental health among LGB individuals in Hong Kong. Based on a sample of 233 Chinese LGB individuals in Hong Kong, structural equation modeling showed evidence for our hypotheses, χ_(df=62)² = 88.20, GFI = 0.95, CFI = 0.98, NNFI = 0.98, SRMR = 0.07, RMSEA = 0.04. Community surveillance, identity expression, and emotional support on social media may promote mental health by instilling a sense of group membership and reducing stigma. Social media may build camaraderie and bolster resilience among LGB individuals that may otherwise be difficult in conservative regions.     

Using a Two-Tier Test to Examine Taiwanese Graduate Students’ Misunderstanding of Responsible Conduct of Research

The present study investigates Taiwanese graduate students’ general understanding and misunderstanding of Responsible Conduct of Research (RCR). A total of 580 graduate students responded to the self-developed Responsible Conduct of Research Reasoning Test. The results reveal that, first, students did not have sufficient knowledge to reason why a particular instance of research (mis)conduct was doable or not. Second, the statistical results show that female students, students majoring in the humanities or the social sciences, doctoral-level students, and students with RCR-related training outperformed others. In addition, the misbehaviors that students judged relatively uncritically comprise the following nine categories: (a) seeing authorship as a property or power, (b) misinterpreting research coauthors’ responsibilities, (c) inaccurately conducting the informed-consent process, (d) fabricating and falsifying research data, (e) misinterpreting the correct citation of research sources, (f) holding vague concepts of self-plagiarism, (g) misinterpreting the Taiwan Copyright Act, (h) accepting duplicate-publication practices, and (i) accepting piecemeal publication practices. The present study discusses participative students’ major misunderstandings of actual RCR-related practices. The study also presents further implications and suggestions based on the findings.