目标倾向测量及其与绩效的关系

本文修订了B.Button等人所编制的目标倾向调查问卷,修订后的问卷具有较好的信效度。选取了58名文科大二学生为被试,以本学期各科期末成绩作为绩效指标,经偏相关分析,结果表明:绩效目标倾向和中国近代教育史、管理学概论、世界文化史等科目的成绩有显著相关,学习目标倾向与儿童发展心理学、教育测量学、英语4级等科目的成绩有显著相关。两类目标倾向与英语成绩的关系随课程难度的不同而变化,在此基础上,作者提出在目标倾向与绩效的关系上,可以从资源需求的角度来加以考察。     

Effects on Future Learning of Presenting Non-Target Stimuli in Antecedent and Consequent Conditions

This investigation assessed the effects of presenting non-target stimuli in the antecedent and consequent events on the future learning of responses to those stimuli. A 4-s constant time delay procedure was implemented to teach students with mild to moderate disabilities to read sight words. Future target stimuli (i.e., stimuli that were presented during instructional sessions of initial target stimuli, but were not directly instructed or targeted) were presented in one of two conditions; (a) in the antecedent event, or (b) in the consequent event portion of each instructional trial. Future target stimuli consisted of sight words that were unrelated to the target stimuli. An adapted alternating treatments design was used to assess and compare the two instructional conditions. Also, after students achieved criterion for reading target sight words, constant time delay was implemented to teach the future target stimuli. The number of sessions and the number and percentage of errors through criterion for teaching target and future target stimuli were assessed to measure the efficiency of the two conditions. All students reached criterion on the target stimuli and then acquired the future target stimuli when taught. Students required fewer sessions to achieve criterion on future target stimuli compared to initial target stimuli. There were minimal differences between the two conditions (i.e., antecedent versus consequent).     

北京地区中学生学习策略水平的调查研究

本研究采用中学生学习策略量表测查了542名中学生的学习策略使用情况。结果表明：(1)中学生学习策略量表有着较高的信度和效度,分量表项目间有良好的一致性。(2)从初三到高三,学生的学习策略水平没有表现出随年级增长而提高的趋势,甚至在时问管理、焦虑、信息加工等分量表方面有下降的表现。(3)女生在态度,动机,学习辅助和自我测试分量表上的得分明显高于男生;男生在信息加工分量表上的得分明显高于女生。(4)优差生在学习辅助和自我测试两个分量表上的得分没有明显差异,在其余分量表上均有显著差异。     

序列位置内隐学习产生机制的实验研究

内隐学习是当今认知和学习领域继内隐记忆之后又一重要的研究课题。该研究利用序列反应时研究程式,通过两个实验,对序列位置内隐学习产生的机制进行了探讨。结果表明：（１）在序列反应时任务程式中,随着反应一刺激间隔的延长,序列位置内隐学习的学习量逐渐减少;（２）异形同模式迁移组和异形异模式迁移组被试间内隐学习量无显著差异,被试未能内隐地习得抽象的序列模式。说明序列位置内隐学习产生的基础是水平联结,在该实验条件下没有发现垂直联结存在的证据。     

学习效能感、自我决定动机对学业期望的作用:基于统合模型的分析

研究整群抽样山东某高中高二学生500人,通过统合模型分析自我决定动机在学习效能感预测学业期望中的作用.结果表明,学习效能感—自我决定动机—学业期望的模型与数据拟合良好,学生的学习效能感可以通过自我决定动机,正向预测其学业期望,自我决定动机在学习效能感和学业期望中起中介作用,非自我决定动机不能预测学业期望.说明学习效能感...     

Statistically Induced Chunking Recall: A Memory-Based Approach to Statistical Learning

The computations involved in statistical learning have long been debated. Here, we build on work suggesting that a basic memory process, chunking, may account for the processing of statistical regularities into larger units. Drawing on methods from the memory literature, we developed a novel paradigm to test statistical learning by leveraging a robust phenomenon observed in serial recall tasks: that short-term memory is fundamentally shaped by long-term distributional learning. In the statistically induced chunking recall (SICR) task, participants are exposed to an artificial language, using a standard statistical learning exposure phase. Afterward, they recall strings of syllables that either follow the statistics of the artificial language or comprise the same syllables presented in a random order. We hypothesized that if individuals had chunked the artificial language into word-like units, then the statistically structured items would be more accurately recalled relative to the random controls. Our results demonstrate that SICR effectively captures learning in both the auditory and visual modalities, with participants displaying significantly improved recall of the statistically structured items, and even recall specific trigram chunks from the input. SICR also exhibits greater test–retest reliability in the auditory modality and sensitivity to individual differences in both modalities than the standard two-alternative forced-choice task. These results thereby provide key empirical support to the chunking account of statistical learning and contribute a valuable new tool to the literature.     

Enhanced Verbal Statistical Learning in Glossolalia

Glossolalia (“speaking in tongues”) is a rhythmic utterance of word-like strings of sounds, regularly occurring in religious mass gatherings or various forms of private religious practices (e.g., prayer and meditation). Although specific verbal learning capacities may characterize glossolalists, empirical evidence is lacking. We administered three statistical learning tasks (artificial grammar, phoneme sequence, and visual-response sequence) to 30 glossolalists and 30 matched control volunteers. In artificial grammar, participants decide whether pseudowords and sentences follow previously acquired implicit rules or not. In sequence learning, they gradually draw out rules from repeating regularities in sequences of speech sounds or motor responses. Results revealed enhanced artificial grammar and phoneme sequence learning performances in glossolalists compared to control volunteers. There were significant positive correlations between daily glossolalia activity and artificial grammar learning. These results indicate that glossolalists exhibit enhanced abilities to extract the statistical regularities of verbal information, which may be related to their unusual language abilities.     

Experience With a Linguistic Variant Affects the Acquisition of Its Sociolinguistic Meaning: An Alien-Language-Learning Experiment

How do speakers learn the social meaning of different linguistic variants, and what factors influence how likely a particular social–linguistic association is to be learned? It has been argued that the social meaning of more salient variants should be learned faster, and that learners' pre-existing experience of a variant will influence its salience. In this paper, we report two artificial-language-learning experiments investigating this. Each experiment involved two language-learning stages followed by a test. The first stage introduced the artificial language and trained participants in it, while the second stage added a simple social context using images of cartoon aliens. The first learning stage was intended to establish participants' experience with the artificial language in general and with the distribution of linguistic variants in particular. The second stage, in which linguistic stimuli were accompanied by images of particular aliens, was intended to simulate the acquisition of linguistic variants in a social context. In our first experiment, we manipulated whether a particular linguistic variant, associated with one species of alien in the second learning phase, had been encountered in the first learning phase. In the second experiment, we manipulated whether the variant had been encountered in the same grammatical context. In both cases we predicted that the unexpectedness of a new variant or a new grammatical context for an old variant would increase the variant's salience and facilitate the learning of its social meaning. This is what we found, although in the second experiment, the effect was driven by better learners. Our results suggest that unexpectedness increases the salience of variants and makes their social distribution easier to learn, deepening our understanding of the role of individual language experience in the acquisition of sociolinguistic meaning.     

What Eye Movements Reveal About Later Comprehension of Long Connected Texts

We know that reading involves coordination between textual characteristics and visual attention, but research linking eye movements during reading and comprehension assessed after reading is surprisingly limited, especially for reading long connected texts. We tested two competing possibilities: (a) the weak association hypothesis: Links between eye movements and comprehension are weak and short-lived, versus (b) the strong association hypothesis: The two are robustly linked, even after a delay. Using a predictive modeling approach, we trained regression models to predict comprehension scores from global eye movement features, using participant-level cross-validation to ensure that the models generalize across participants. We used data from three studies in which readers (Ns = 104, 130, 147) answered multiple-choice comprehension questions ~30 min after reading a 6,500-word text, or after reading up to eight 1,000-word texts. The models generated accurate predictions of participants' text comprehension scores (correlations between observed and predicted comprehension: 0.384, 0.362, 0.372, ps < .001), in line with the strong association hypothesis. We found that making more, but shorter fixations, consistently predicted comprehension across all studies. Furthermore, models trained on one study's data could successfully predict comprehension on the others, suggesting generalizability across studies. Collectively, these findings suggest that there is a robust link between eye movements and subsequent comprehension of a long connected text, thereby connecting theories of low-level eye movements with those of higher order text processing during reading.     

Motor sequence learning in children with recovered and persistent developmental stuttering: preliminary findings

PurposePrevious studies have associated developmental stuttering with difficulty learning new motor skills. We investigated non-speech motor sequence learning in children with persistent developmental stuttering (CWS), children who have recovered from developmental stuttering (CRS) and typically developing controls (CON).MethodsOver the course of two days, participants completed the Multi-Finger Sequencing Task, consisting of repeated trials of a10-element sequence, interspersed with trials of random sequences of the same length. We evaluated motor sequence learning using accuracy and response synchrony, a timing measure for evaluation of sequencing timing. We examined error types as well as recognition and recall of the repeated sequences.ResultsCWS demonstrated lower performance accuracy than CON and CRS on the first day of the finger tapping experiment but improved to the performance level of CON and CRS on the second day. Response synchrony showed no overall difference among CWS, CRS and CON.Learning scores of repeated sequences did not differ from learning scores of random sequences in CWS, CRS and CON. CON and CRS demonstrated an adaptive strategy to response errors, whereas CWS maintained a high percentage of corrected errors for both days.ConclusionsOur study examined non-speech sequence learning across CWS, CRS and CON. Our preliminary findings support the idea that developmental stuttering is not associated with sequence learning per se but rather with general fine motor performance difficulties.