师范生对教学能力的自我评价、他人评价和反射性评价的关系研究

通过对36名师范生进行问卷调查,考察师范生在教学反思过程中对教学能力的自我评价、他人评价和反射性评价之间的关系。结果发现,在对教学能力的评价中：（1）师范生的自我评价和反射性评价显著低于他人评价;（2）相对于具体他人,泛化他人评价和泛化反射性评价对个体自我评价的影响更大;（3）自我评价与他人评价存在中低相关,而与反射性评价存在中高相关;（4）反射性评价在他人评价和自我评价之间起着完全中介作用。本研究表明,师范生对教学能力的自我评价、他人评价和反射性评价并不完全一致,他人评价通过反射性评价间接影响个体的自我评价。     

眼动分析技术在句子理解研究中的应用*

句子理解是阅读研究中的一个重要部分。研究者采用了不同的手段和任务对这一问题进行了长期的研究,其中,眼动分析技术是一种行之有效的手段。本文从句子理解的三个阶段(视觉信息的提取,句子中的词汇识别和句子整合),探讨了眼动分析技术在句子理解研究中的优势作用。在此基础之上,提出了未来使用眼动分析技术进行句子理解研究需要注意的几个问题。     

工作记忆训练的研究述评*

以往研究表明,工作记忆是一个资源有限的系统,但近年来大量研究发现工作记忆成绩可以通过训练提高。工作记忆训练是指针对低容量的个体进行针对存储系统或者中央执行系统各成分的训练,以提升个体工作记忆绩效及影响任务相关脑区的活动。来自认知神经科学的证据在评估工作记忆训练的效果上起到了重要作用。虽然目前该领域的研究已经取得一定的成绩,但是利用工作记忆训练来改善个体的工作记忆在具体的方法、训练成效等问题上还存在一定的争议。     

The relationship between face recognition ability and socioemotional functioning throughout adulthood

The relationship between face recognition ability and socioemotional functioning has been widely explored. However, how aging modulates this association regarding both objective performance and subjective-perception is still neglected. Participants, aged between 18 and 81 years, performed a face memory test and completed subjective face recognition and socioemotional questionnaires. General and social anxiety, and neuroticism traits account for the individual variation in face recognition abilities during adulthood. Aging modulates these relationships because as they age, individuals that present a higher level of these traits also show low-level face recognition ability. Intriguingly, the association between depression and face recognition abilities is evident with increasing age. Overall, the present results emphasize the importance of embedding face metacognition measurement into the context of these studies and suggest that aging is an important factor to be considered, which seems to contribute to the relationship between socioemotional and face-cognitive functioning.     

Computerized tabletop games as a form of a video game training for old-old

This research aimed at investigating the utility of a computerized version of a cognitively stimulating activity as a video game intervention for elderly. The study focused on the effect of a 6-week extensive practice intervention on aspects of cognitive functioning (vigilance, working memory (WM), inhibition, reasoning) of old-old participants (N = 29), randomly assigned to trained or active control group. The difference between groups was in the content of the extended video game practice – cognitively complex card game for trained and computerized version of a simple dice-game of chance for control participants. A pretest, posttest and a 4-month follow-up measurement was conducted. Results revealed improvements in both groups, except for improved reasoning found only in trained participants. These results suggest that: (1) improvements are dependent on the complexity of the program, (2) cognitively stimulating activity are a valid training procedure for old-old, (3) novelty of computer use is an important factor in determining training efficacy.     

Heterogeneity in generalized reinforcement learning and its relation to cognitive ability

In this paper, we study the connections between working memory capacity (WMC) and learning in the context of economic guessing games. We apply a generalized version of reinforcement learning, popularly known as the experience-weighted attraction (EWA) learning model, which has a connection to specific cognitive constructs, such as memory decay, the depreciation of past experience, counterfactual thinking, and choice intensity. Through the estimates of the model, we examine behavioral differences among individuals due to different levels of WMC. In accordance with ‘Miller’s magic number’, which is the constraint of working memory capacity, we consider two different sizes (granularities) of strategy space: one is larger (finer) and one is smaller (coarser). We find that constraining the EWA models by using levels (granules) within the limits of working memory allows for a better characterization of the data based on individual differences in WMC. Using this level-reinforcement version of EWA learning, also referred to as the EWA rule learning model, we find that working memory capacity can significantly affect learning behavior. Our likelihood ratio test rejects the null that subjects with high WMC and subjects with low WMC follow the same EWA learning model. In addition, the parameter corresponding to ‘counterfactual thinking ability’ is found to be reduced when working memory capacity is low.     

Fuzzy system for intelligent word recognition using a regular grammar

We present a new approach for off-line intelligent word recognition based on a fuzzy classification model. First, we segment a word into its single characters, and label each pixel as vertical or as horizontal so that we can group all the pixels into vertical or horizontal strokes. Then, we use dynamic zoning to obtain the locations of the connections between the vertical strokes – which are the main strokes – and the horizontal ones. These features let us construct the representative string of a character using a regular grammar and, subsequently, use a Deterministic Finite Automaton to check them out. To accomplish the recognition, we use a Fuzzy Lattice Reasoning classifier. The combination of the representative strings and the fuzzy classifier provides promising performance rates.     

人类基本数学能力的进化证据

数学能力是人类重要的高级认知能力。人类的基本数学能力从进化上而言是一种适应性的表现,对个体的生存和繁衍有重要的意义。近年来比较心理学研究发现,成年人、婴儿的基本数学能力的行为表现和脑神经机制与其它物种相似,分子遗传学研究表明基本数学能力具有一定的遗传性。这些发现有助于人们更深刻地理解基本数学能力的本质及发生发展机制。     

Age of acquisition ratings score better on criterion validity than frequency trajectory or ratings “corrected” for frequency

From the very first studies on the effect of age of acquisition (AoA) on word processing, researchers have validated their AoA ratings by correlating them with other, more objective indices of the age at which children know words. Still, the ratings have been questioned, and alternative measures have been proposed. Two of these are differences in word frequency between language directed at young children and language directed at older children (frequency trajectory) and AoA ratings corrected for word frequency. Surprisingly, the criterion validity of these alternative measures has never been established, partly because one of the validation criteria (the age at which children are able to name pictures) has been questioned. In the present study, four databases are used that aimed to establish the order of English word acquisition, going from the very first words learned to words taught in secondary education. The criteria for word knowledge included word production, multiple-choice questions about the meaning of the words, and teacher judgments about when words should be taught in the school curriculum. For all databases, the frequency trajectory correlated substantially less with the criterion than AoA ratings. For all but one, the same was true for AoA ratings “corrected” for other variables. On the basis of these findings, researchers should be cautious interpreting null effects with the “improved” variables as evidence against a genuine AoA effect.