长时记忆中文本目标信息的激活机制

选取138名大学生被试,采用移动窗口实时阅读技术和探测技术,探讨文本理解过程中长时记忆的目标信息激活的机制。实验1探讨在中文条件下目标焦点是否也启动长时记忆中目标信息的整合。结果表明在目标实现的条件下,目标句1可以作为目标启动句,激活进入长时记忆中的目标信息。实验2和3探讨长时记忆中目标信息的激活是自然实现的还是需要目标愈合信号启动激活,实验结果表明长时记忆中目标信息的激活需要目标愈合信号的启动。该研究结果总的表明:阅读过程长时记忆中目标信息的激活不需要与当前阅读信息发生共振,目标愈合情境是影响长时记忆目标信息通达的关键因素。     

“认知科学”与“第二代认知科学”刍议

以计算隐喻为核心假设的传统认知心理学以及联结主义心理学均不能克服离身心智（disembodied mind）的根本缺陷,当代认知心理学正面临着新的范型转换。以具身性和情境性为重要特征的第二代认知科学将日受重视,并促使认知神经科学进入新的发展阶段。作者认为在身心关系上应该坚持生理只是心理的必要条件,而非充分条件的立场,克服生理还原论的危险;应该重新审视基于二元论的生理机制这种说法;心理学传统中的科学主义和人文主义有可能在第二代认知科学强调认知情境性的基础上达成某种融合;第一代认知科学对意识的研究是不成功的,因为对知觉、注意、记忆、思维等心理过程的研究不能代替意识的研究,同时还应避免以意识内容的研究取代心理学研究的倾向。第二代认知科学中的动力系统理论关于变量（因素）之间的偶合（coupling）关系完全不同于变差分析中的变量之间的交互作用关系”,其动力系统模式可能更有助于破解意识的产生（涌现）之谜,并引发心理学研究的方法论的变革新潮。第二代认知科学的兴起将启发人们对身心关系、生理还原论、意识研究在心理学中的地位、人工智能对心智完全模拟的可能性等重大问题重新思考     

与立体视觉相关的视诱发电位研究

在微机上编制能产生动态随机点立体图（ＤＲＤＳ）,亮暗类棋盘格和随机点背景三种图形刺激的软件．记录了３４例正常人在这三种刺激下的ＶＢＰ．其结果为：（１）ＤＲＤＳ刺激下的ＶＥＰＮ１波潜伏期为２６５±２５ｍｓ,基波能量占总交流能量的６３．２±１８．９％．（２）亮暗类棋盘格刺激下的ＶＥＰＮ１波的潜伏期为１９０±２２ｍｓ,基波能量占总交流能量的３９．２±１９．６％．（３）随机点背景刺激下的ＶＥＰ波则为一些杂乱的小波．结果提示：动态ＲＤＳ刺激下的ＶＥＰ除在潜伏期方面具有特异性外,并在谐波的能量分布上也具有特异性,且客观性更强．根据这些特征有助于对立体视觉功能进行客观性评价．     

Student responses to a reflexive course evaluation

Simple surveys are the predominant tool for course evaluations in most universities, but their validity has been questioned. They have been criticized for being a ritual way of complying with administrative regulations rather than a way of improving educational quality. Moreover, there is often a focus on student satisfaction, where the complexity of learning processes and the development of learner identities are lost. As an alternative approach, a qualitative course evaluation was tested that consisted of a single question: What could have been done in this course in order to better support your learning? Twenty-one second-year psychology students completed the evaluation at the end of a course. They provided rich answers describing learning activities and communication, and they described both teachers and students as agents. Going beyond merely reporting possible improvements, the students saw their learning processes in a context of academic demands and social mechanisms. It is argued that qualitative course evaluations can provide information about students’ understanding of their own learning that is difficult to uncover in a traditional survey. It is concluded that qualitative course evaluations would support the development of a student learner identity and help create a role for students as co-producers of knowledge.     

Learning a keying sequence you never executed: Evidence for independent associative and motor chunk learning

A substantial amount of research has addressed how people learn and control movement sequences. Recent results suggested that practice with discrete key pressing sequences results in two types of sequence learning: associative learning and motor chunk development (Verwey & Abrahamse, 2012). In the present study, we addressed whether in keying sequences of limited length associative learning develops also when the use of the chunking mode is prevented by introducing during practice random deviants. In line with the notion of two different learning mechanisms, the present results indicate that associative sequence learning develops when motor chunks cannot be developed during practice. This confirms the notion that motor chunks do not rely on these associations. In addition, experience with a particular execution mode during the practice phase seems to benefit subsequent use of that mode with unfamiliar and random sequences. Also, participants with substantial video-gaming experience were faster in executing discrete keying sequences in the chunking mode. These last two results may point to the development of a general ability to produce movement sequences in the chunking mode.     

Early Change Trajectories in Cognitive-Behavioral Therapy for Binge-Eating Disorder

Rapid response is considered the most well-established outcome predictor across treatments of binge-eating disorder (BED), including cognitive-behavioral therapy (CBT). This study sought to identify latent trajectories of early change in CBT and compare them to common rapid response classifications. In a multicenter randomized trial, 86 adults with BED (DSM-IV) or subsyndromal BED provided weekly self-reports of binge eating over the first 4 weeks of CBT, which were analyzed to predict binge eating, depression, and body mass index at posttreatment, 6-, and 18-month follow-up. Using latent growth mixture modeling, three patterns of early change—including moderate and low decreasing—as well as low stable binge eating were identified, which significantly predicted binge-eating remission at 6-month follow-up. Other classifications of rapid response based on Receiver Operating Characteristics curve analyses or on the literature (≥ 10% reduction in binge eating at week 1, ≥ 70% reduction in binge eating at week 4) only predicted posttreatment remission or overall depression, respectively. Latent change trajectories, but not other rapid response classifications, predicted binge-eating frequency over time. A fine-grained analysis of change over the first 4 weeks of CBT for BED revealed different trajectories of early change in binge eating that led to an improved prediction of binge-eating outcome, compared to that of common rapid response classifications. Thorough monitoring of early change trajectories during treatment may have clinical utility.     

提取练习在记忆保持与迁移中的优势效应：基于认知负荷理论的解释

提取练习比建构概念图更有利于记忆保持和迁移的研究结果尚存在争议。依据认知负荷的3个成分,设计两个实验探究前期知识水平与策略复杂性对以上两种学习策略有效性的影响。结果表明：(1)前期知识水平的主效应不显著,但是与学习策略之间存在交互作用：在提取练习策略条件下,高前期知识水平的被试与低前期知识水平的被试在记忆保持和迁移上的正确率没有显著差异,但是在建构概念图策略条件下,高前期知识水平的被试在记忆保持和迁移上的正确率显著地高于低前期知识水平的被试;(2)当降低概念图的难度后,被试使用建构部分概念图策略产生的认知负荷与使用提取练习策略相比显著降低,并且其在学习阶段学习到的知识量显著地高于使用提取练习策略的结果,但是在最终测试上,其记忆保持与迁移的正确率与使用提取练习策略并没有显著差异,策略的复杂性增加了学习者的额外负荷,但是对策略有效性的发挥却不具有决定性影响。以上结果说明提取练习策略之所以比建构概念图策略更具优势,不是因为其策略本身更易掌握,而是因为其与建构概念图策略相比不受学习者前期知识水平的影响。这意味着认知负荷理论可以很好地解释提取练习在记忆保持与迁移中产生优势效应的内部机制,并进一步证实提取练习与精细编码不同,具有独特的加工机制。     

依赖于唤醒与效价的情绪记忆增强效应：自动与控制加工*

情绪记忆增强(Emotionally Enhanced Memory, EEM)效应受到刺激的唤醒度和效价的影响。Kensinger 等人提出依赖于唤醒的 EEM 效应与自动加工相联系,依赖于效价的 EEM 效应与控制加工相联系。然而现有研究并不能为这一假设提供充分的证据。本研究的三个实验采用学习--再认范式和 DA 范式(divided attention paradigm)相结合的方法,分别考察了在两种注意条件下依赖于唤醒和依赖于效价的EEM 效应在编码阶段的加工机制。结果发现,中性词、正性非唤醒词、负性非唤醒词在集中注意条件下的记忆再认成绩显著高于分散注意条件下的记忆再认成绩;正性唤醒词在集中注意条件下的记忆再认成绩也显著高于分散注意条件下的记忆再认成绩,但负性唤醒词的记忆再认成绩在两种注意条件下不存在显著差异。这表明依赖于效价的 EEM 效应与控制加工相联系,而依赖于唤醒的 EEM 效应并不总是与自动加工相联系,其加工还受到情绪效价的调节,对于负性刺激,依赖于唤醒的 EEM 效应与自动加工相联系;对于正性刺激,依赖于唤醒的EEM效应则与控制加工相联系。