n-back任务下视觉工作记忆负荷研究

实验采用n-back范式,考察了视觉工作记忆负荷与反应时、辨别力和主观评价的关系,以及空间位置记忆负荷与图形记忆负荷的差异。结果发现,随着记忆负荷的增大,反应时延长,辨别力降低,主观负荷提高。视觉图形记忆任务的负荷水平高于视觉空间位置记忆任务的负荷水平;同时也为视觉图形记忆和视觉空间记忆具有不同的加工过程提供了证据。     

Relating individual differences in Attitude toward Ambiguity to risky choices

Subjects (76 adult Italians of varying ages) completed a two‐part procedure. One part used an Ellsberg‐type task which allowed for both aggregate and individual level analysis of Attitude toward Ambiguity. The other part used an expanded risky choice task to assess the same subjects' Attitude toward Risk. While there was an overall tendency for subjects to be slightly ambiguity‐averse, there was a positive correlation between Attitude toward Ambiguity and Attitude toward Risk. This relation was particularly strong when the risky choice was to avoid a loss rather than to achieve a gain. Copyright © 2001 John Wiley & Sons, Ltd.     

Reproducibility and a unifying explanation: Lessons from the shape bias

The goal of science is to advance our understanding of particular phenomena. However, in the field of development, the phenomena of interest are complex, multifaceted, and change over time. Here, we use three decades of research on the shape bias to argue that while replication is clearly an important part of the scientific process, integration across the findings of many studies that include variations in procedure is also critical to create a coherent understanding of the thoughts and behaviors of young children. The “shape bias,” or the tendency to generalize a novel label to novel objects of the same shape, is a reliable and robust behavioral finding and has been shown to predict future vocabulary growth and possible language disorders. Despite the robustness of the phenomenon, the way in which the shape bias is defined and tested has varied across studies and laboratories. The current review argues that differences in performance that come from even seemingly minor changes to the participants or task can offer critical insight to underlying mechanisms, and that working to incorporate data from multiple labs is an important way to reveal how task variation and a child’s individual pathway creates behavior—a key issue for understanding developmental phenomena.     

AN ANALYSIS OF A GROUP TEACHING PROCEDURE FOR PERSONS WITH DEVELOPMENTAL DISABILITIES

This study evaluated whether a concurrent group teaching procedure, in which all students respond simultaneously, could be used for persons with moderate or severe mental retardation. The teaching procedure used was the Task Demonstration Model, a program based on stimulus-control research and the fading techniques of behavioral psychology. Three teachers and three groups of students participated. Results showed that the teachers increased their rates of questions and instructions, positive feedback, and use of functional materials, but they reduced their rate of prompts to almost zero. Students increased their percentage and rate of correct responding as well as their engaged time. In addition, maladaptive responding, for which there were never any direct consequences, decreased from 45% to 10% for 8 of the 14 students. Results are discussed primarily in two areas: (a) changing stimulus control from teacher prompts to critical elements of the items being taught, and (b) reasons for the reduction of maladaptive behavior for 8 of the subjects.     

Societal risks as seen by a Norwegian public

In two studies, questionnaires originally developed to study risk perception in the United States were administered to Norwegian students. Level of perceived risk in Norway was clearly below American scores for most hazards, but slightly above what has been found in a parallel Hungarian study. Norwegians were more concerned than both Hungarians and Americans about narcotics, but less than Americans about chemicals used in food and agriculture, and less than Hungarians about a number of common, everyday hazards. When ratings on nine risk characteristics were factor analyzed, a two dimensional solution was found with Fatal risk and Involuntary risk as the two most important dimensions. Ratings of general death risk, harm risk, and death risk for those exposed were highly correlated, but appeared to be unrelated to the number of people believed to be exposed to the hazard.     

Implicit achievement motive limits the impact of task difficulty on effort-related cardiovascular response

In contrast to the motive literature, motivational intensity theory predicts that the implicit achievement motive (nAch) should only exert an indirect impact on effort by limiting the impact of task difficulty. To contrast these two views, sixty-eight participants with a low or high nAch performed an easy or difficult arithmetic task. Effort was assessed using cardiac pre-ejection period (PEP). Supporting motivational intensity theory’s view, PEP response was low in both easy-task conditions but stronger in the high-nAch group than in the low-nAch group in the difficult task. These findings suggest that nAch exerts an indirect effect on effort investment by setting the maximally justified effort instead of directly determining the amount of effort that is invested to satisfy the motive.     

Creating a qualitative typology of electric vehicle driving: EV journey-making mapped in a chronological framework

‘Range anxiety’ is considered a barrier to market acceptance of electric vehicles (EVs), but perceptions of inadequate recharging infrastructure and limited battery range may be part of a more complex set of consumer concerns; experiences and practices of existing EV drivers – with reference to wider transport and energy systems – need to be understood in greater detail. Qualitative material from semi-structured interviews [n = 88] is used to formulate a chronological Typology of Electric Vehicle Driving which synthesises drivers’ decisions, actions and dynamic considerations before, during and after a journey. The typology outlines and tabulates spatio-temporal elements specific to driving an EV; describes adaptations and compromises in household routines and travel habits; draws out how or when drivers engage with external digital information sources – i.e. smartphone apps, social media – during journey-making; plots their intervention in behavioural changes; and could inform development of infrastructure, tools or services, policy or interventions to support EV uptake.     

初中生风险决策表现的认知建模分析:自尊及性别的影响

选取山东省某初中308名学生,采用爱荷华博弈任务,使用“效用-固着”模型对决策包含的动机、认知、反应心理过程进行认知建模分析,探究自尊水平和性别对初中生风险决策表现的影响。结果发现,初中生的风险决策表现不佳,对损失不敏感。在控制年级的影响后,分层回归分析表明:(1)自尊水平和性别对决策的动机过程的影响存在交互作用,男生无论自尊高低对收益都较为关注,女生中高自尊者更加关注收益。(2)决策成绩不存在显著的性别差异,但男生更多选择有着较高损失值的不利选项,而女生更多选择损失频率较低的有利选项。(3)自尊的影响主要体现在动机和认知过程,高自尊水平者在动机过程中更多表现出对损失的规避,在认知过程中更多地考虑维持之前的决策选择。     

Risk compensation theory and bicycle helmets – Results from an experiment of cycling speed and short-term effects of habituation

It has been suggested that the safety benefits of bicycle helmets are limited by risk compensation. The current study contributes to explaining whether the potential safety effects of bicycle helmets are reduced by cyclists’ tendency to cycle faster when wearing them (as a result of risk compensation), and if this potential reduction can be associated with a change in perceived risk. A previous study (Fyhri & Phillips, 2013) showed that non-routine helmet users did not increase their speed immediately after being given a helmet to wear, while routine helmet users cycled more slowly. The current study tests whether the previously found reduction in speed in response to helmet removal – as an indirect indicator of risk compensation – could be established in non-routine helmet users, after a period of habituation while cycling with a helmet.We did this by conducting a randomized crossover trial, in which we used GPS-derived speed calculations and self-reported risk perception. To test the effect of habituation, we used a design where each participant took part in two rounds with a break between and each round having two trips. We collected the data in June 2015. Non-routine helmet users (N = 31) were recruited in the field (along cycle routes in Oslo), and through a sample drawn from the Falck National register of bicycle owners. In the first phase of the study, all participants were asked to complete a test route (2.4 km downhill) with and without a helmet. In the second phase of the experiment, conducted after 1.5–2 h, the same participants again completed the test route with and without a helmet. In the time between the first and second phases of the experiment, all participants were given helmets, and told to use them on a predefined bicycle route.Habituation to the helmet between the first and second phases of the experiment did not produce any decrease (with helmet removal) in speed, on top of the habituation that occurred while cycling down the hill (the order effect). Mean speed difference for cycling with/without a helmet before the break was −0.76 km/h, after the break this difference was 0.32 km/h; 95% CIs [−0.5, 2.9] and [−0.9, 1.5]. We argue that risk compensation is an unlikely effect of using a bicycle helmet, and probably cannot explain any adverse effects related to helmet legislation.     

Reducing young drivers’ crash risk: Are we there yet? An ecological systems-based review of the last decade of research

The involvement of young novice drivers in road crashes and violations has remained a significant transport and public health issue worldwide. Despite extensive evidence that multiple individual, social, and environmental factors contribute to risk while driving, crashes among young novice drivers have decreased only marginally. There is a need to define clear indicators of risk as well as develop effective interventions.The current study reviews the literature on young novice drivers, including empirical studies, systematic reviews, and crash reports published over the past ten years to provide a synthesis of risk and protective factors across multiple domains, from individual characteristics, to social influences, to behavioural and social interventions, to the car and road environment. Adopting an ecological systems perspective, we discuss links between these domains to clarify the strongest indicators of risk for young novice drivers as compared to experienced drivers, and we collate the available evidence on social and environmental factors that can improve young drivers’ behaviour so to reduce the rate of their road crashes.Among the factors discussed, the incomplete maturation of cognitive skills crucial to safe driving (visual scanning, hazard anticipation, handling of in-vehicle distractions) and the higher susceptibility to social influences (especially peers and parents) emerged as the strongest determinants of discrepancies in performance between young novice and experienced drivers. Growing awareness of the complex array of factors intervening synergistically in young drivers’ risk, as well as technological advancements have led to the design of interventions with some level of effectiveness, however, further research and more robust programmes adopting ecological and holistic approaches are needed to fully address the young driver problem.