反馈相关负波与成瘾

反馈相关负波(feedback-related negativity, FRN)是反馈加工诱发的脑电成分, 体现了个体对奖赏的敏感性。成瘾分为物质成瘾和行为成瘾, 两类个体的反馈加工都呈现病理性模式。相对于普通反馈物(如金钱), 物质成瘾个体在加工成瘾物质时诱发的FRN波幅显著增大; 在与非成瘾被试的对照研究中, 物质成瘾者加工金钱反馈时的FRN也表现出与成瘾相关的异常模式; 在行为成瘾个体中亦观察到与物质成瘾个体类似的FRN失调现象。但以往多数研究中对成瘾类型的区分还不够详细, 未来研究应进一步考虑成瘾不同亚型的特点; 且成瘾个体往往伴随其他精神障碍(如抑郁、焦虑), 将来的研究要区分共病因素的影响, 揭示成瘾独特的奖赏加工机制问题。     

认知负荷取向下基于记忆-反应冲突的欺骗检测

欺骗检测一直是心理学的重要研究问题。基于欺骗理论的认知视角, 研究者提出欺骗检测的认知负荷取向。采用隐瞒信息测试这一测谎范式, 通过操纵认知负荷影响个体在虚假反应时的记忆-反应冲突解决过程, 考察增加认知负荷对欺骗检测的影响, 以期更好地揭示欺骗检测的认知机制。在此基础上, 以普通人群和犯罪嫌疑人为被试探查基于记忆-反应冲突的欺骗检测的行为和生理指标, 并根据获得的行为和生理指标, 采用机器学习方法进行建模, 预测个体的欺骗行为。研究结果将服务于司法、安防和人际交往等领域的欺骗检测。     

文化演化的认知视角——从个体社会学习出发探究文化动态性

文化演化是多学科共同关心的文化研究主题。文化演化的认知视角是心理学家切入该研究主题的一种方式, 它着眼于社会文化环境中的个体认知, 研究个体在社会学习过程中对文化信息的加工、改变、记忆与提取。文化演化的认知视角借用达尔文生物演化理论, 涉及文化传承、创新、选择三个子领域, 提出了文化演化的三原则: 遗传、变异、选择。文化传承的路径包括模仿和教导, 类型分为工具性与习俗性文化传承; 文化创新具有层次性, 人类特有的累积性文化演化建立在文化创新的基础之上, 体现了文化创新的代际传递; 基于行为生态学和人类认知机制的文化选择造成了文化信息的差异化适应。未来研究可以从研究概念、研究思路、研究方法三方面推进认知视角下的文化演化研究, 探索更高层次的文化创新, 扩展文化演化的前因变量, 结合新技术加深对文化演化的理解; 发挥文化演化对文化心理学研究的助推作用, 研究文化混搭、个性心理特征对文化演化的影响。     

亲社会视频游戏中的合作对博弈决策中合作行为的影响

以38名大学生和研究生为被试,采用Chicken Game实验范式测量合作行为,考察了单人和双人合作模式游戏后,性别和游戏习惯对玩家在博弈决策中合作行为的影响。结果表明：（1）双人合作模式游戏可以促进玩家在博弈决策中的合作行为;（2）双人合作模式游戏后,男玩家（相比女玩家）在博弈决策中的合作行为更多;（3）玩游戏的习惯影响博弈决策中的合作行为,相比于经常习惯与现实朋友玩游戏和独自玩游戏的玩家,经常习惯与网友玩游戏的玩家在双人合作模式游戏后的合作行为更多。本研究不仅证实了一般学习模型,也证实了亲社会合作类视频游戏可以有效促进博弈决策中的合作行为。     

The longitudinal associations between personal belief in a just world and teacher justice among advantaged and disadvantaged school students

The Just World Hypothesis states that people need to believe in a just world in which they get what they deserve and deserve what they get. This study examines the longitudinal associations between personal belief in a just world (BJW), the belief that events in one's own life are just and teacher justice in different status groups. It is posited that the more individuals believe in a personal just world, the more they feel they are treated justly by others, and this should be particularly true for students with a low-status background. Longitudinal questionnaire data were obtained from students with German and Turkish/Muslim backgrounds over a period of 3–4 months. The pattern of results revealed that personal BJW was important for the Turkish/Muslim students in evaluating teachers as more just over a given period of time, but not for the German students. That is, the buffering effect of personal BJW was crucial for the disadvantaged students.     

“Mistakes Can be Beautiful”: Creative Engagement in Arts Integration for Early Adolescent Learners

In this study we explored students’ perspectives and experiences engaging in an arts integration learning model during middle school through a pluralistic lens of creative engagement in learning. The sample included N = 86 students in Grades 6–7 attending schools in fringe rural and urban locales from small and mid-sized cities in the Pacific Northwest. We used a grounded theory approach to explore how creative engagement takes shape for the early adolescent learner. Our conceptual framework integrated intrapsychological (inward) processes with interpsychological (outward) exchange in the social environment of an arts integrated classroom. Schools involved in the study were part of a larger mixed-methods research investigation and received intensive support for school-wide arts integration development. We found that students valued opportunities in arts integration for (a) choice, (b) the expression of their unique interpretations, (c) taking risks and making mistakes, (d) recognizing and applying their Studio Habits of Mind, and (e) enhancement of motivation and engagement in learning. The need for competency, belonging, and autonomy were important conditions of the learning environment and the need for meaning-making was paramount in the process of creative engagement.     

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.     

Expert or Esoteric? Philosophers Attribute Knowledge Differently Than All Other Academics

Academics across widely ranging disciplines all pursue knowledge, but they do so using vastly different methods. Do these academics therefore also have different ideas about when someone possesses knowledge? Recent experimental findings suggest that intuitions about when individuals have knowledge may vary across groups; in particular, the concept of knowledge espoused by the discipline of philosophy may not align with the concept held by laypeople. Across two studies, we investigate the concept of knowledge held by academics across seven disciplines (N = 1,581) and compare these judgments to those of philosophers (N = 204) and laypeople (N = 336). We find that academics and laypeople share a similar concept of knowledge, while philosophers have a substantially different concept. These experiments show that (a) in contrast to philosophers, other academics and laypeople attribute knowledge to others in some “Gettier” situations; (b) academics and laypeople are much less likely to attribute knowledge when reminded of the possibility of error, but philosophers are not affected by this reminder; and (c) non-philosophy academics are overall more skeptical about knowledge than laypeople or philosophers. These findings suggest that academics across a wide range of disciplines share a similar concept of knowledge, and that this concept aligns closely with the intuitions held by laypeople, and differs considerably from the concept of knowledge described in the philosophical literature, as well as the epistemic intuitions of philosophers themselves.     

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.