无关言语对汉字短时记忆系列回忆的影响*

采用视觉呈现字表和听觉呈现无关言语方式,探讨在字表项目保持期间阻止被试复述情况下,不同呈现位置的无关言语对汉字短时记忆系列回忆的影响。在字表保持期间,采用计算任务进行分心作业。实验结果发现：(1)无关言语对汉字短时记忆系列回忆成绩存在显著影响;(2)在字表保持期间阻止被试进行复述消除了字表呈现期间呈现无关言语对回忆成绩产生的干扰效应;(3)汉字短时记忆系列回忆成绩表现出系列位置效应。实验结果没有完全支持客体情节记忆模型。     

Text recall and text recognition with and without a title

Abstract: Recall and recognition memory for a text were investigated in two conditions: in one, subjects could understand the text well because they were presented with the title of the text prior to reading it; in the other, they could not understand the text so well because they were not presented with the title. Results showed that recall was better and sentence recognition more accurate when subjects had understood the text. A 1-h delay of the memory test after reading decreased recall performance, but not recognition performance. Different memory representations may have been operating when subjects had understood the text from when they had not.     

Having a voice and getting a hearing: An educational perspective on free speech in a plural society

This paper examines Ronald Dworkin's claim that the right to free speech does not include a right to circumstances that encourage citizens to speak nor a right to competent and sympathetic understanding on the part of listeners. Drawing on familiar arguments for the existence of other human rights, the paper challenges Dworkin's claim. Even if, however, the challenge fails and it is not possible to show that there is such a right, that is not the end of the story. It is argued that democratic societies should try to foster conditions in which citizens are encouraged to speak and are listened to sympathetically in the interests of the well-being and flourishing of the polity. The important role education has to play in this is explored.     

Does a prototypical argumentative schema exist? Text recall in 8 to 13 years olds

120 students in grades 3 to 7 (aged 8 to 13) heard an argumentative text and were immediately submitted to a free recall task. The results show that before grade 7, the subjects did not view the text as argumentative. The discussion centers on the relevancy of a prototypical argumentative schema in accounting for these findings.     

Activation of emotion information in text among younger and older adults

The ability to represent emotions is an important capacity for the understanding of discourse. In the current literature, it is unclear whether older adults represent emotion information in the course of language processing, in particular as it relates to developing an adequate mental model of characters in narratives. We addressed this issue in two studies, one assessing emotion activation at the word level and the other at the mental model level. In the first experiment, subjects performed a lexical decision task in which words were drawn from both logic- and emotion-based categories. For both category types, priming was evident for young and old. In the second experiment, subjects read passages with emotion information that was consistent or inconsistent with the implied emotional tone. Both age groups showed an increase in reading time in response to inconsistent emotion information, indicating that the protagonist's emotional state was represented while reading. Results of these studies generally suggest age preservation in the activation of emotion information in language processing.     

Retrospective questions and correlations

In survey research it is not uncommon to ask questions of the following type: “How many times did you undertake actiona in reference periodT of length τ?.” The relationship is established between τ and the correlation of the number of reported actions with some background variable. To this end it is assumed that the process of actions satisfies a renewal model with individual heterogeneity. Also a model has to be formulated for possible recall effects. Applications are given in the field of medical consumption.     

Effects of visual-field and matching instruction on event-related potentials and reaction time

Vertical letter pairs were presented randomly in the left and right visual hemifields in a physical identity match and name identity match condition. The reaction times showed a right visual field superiority for name matches, and a left visual field superiority for physical matches. Event-related potentials to letter pairs showed a sequence of three waves: a negative wave (N2, around 270 msec), a positive wave (P3, around 500 msec), and a broad positive slow wave (SW, around 600-700 msec), respectively. P3 and SW amplitudes were consistently larger at the left hemisphere than at the right hemisphere, regardless of the field of stimulation. At both hemispheres, N2 waves were always larger to stimuli presented in the visual field contralateral to a hemisphere than stimuli presented in the visual field ipsilateral to a hemisphere. The positive waves (P3, SW) showed the opposite pattern: smaller amplitudes to stimuli that were presented contralaterally than stimuli that were presented ipsilaterally to a given hemisphere. These results were attributed to a shift in sustained negativity on the directly stimulated hemisphere, relative to the indirectly stimulated hemisphere, reflecting either sensory at attentional processes in the posterior cerebral hemispheres.     

A psycho-ethical approach to personality disorders: The role of volitionality

The rupture between psychology and ethics has led to an oversimplification of the study of personality disorders (PD). We claim that an integrated view could enrich and widen the study of PD. This article is an attempt to reconceptualize PD from a psycho-ethical perspective, which includes the dimension of volitionality, to clarify how moral decisions can undermine psychological capacities and contribute, to a greater or lesser degree, to a progressive depersonalization. It is proposed that behaviors with a strong similarity with types of classical vicious character can be categorized into different typical PDs. Using the contributions of theorists who have described types of cognitive biases, in light of virtue epistemology and the underling motivation, we present an understanding of how vicious cognition develops, which is a step in the crystallization of vicious character. This approach, also, offers a distinction between disharmonic and fragmented personality that allows establishing different levels of severity from the psychological and ethical perspective.     

What kinds of alternative possibilities are required of the folk concept(s) of choice?

Our concept of choice is integral to the way we understand others and ourselves, especially when considering ourselves as free and responsible agents. Despite the importance of this concept, there has been little empirical work on it. In this paper we report four experiments that provide evidence for two concepts of choice—namely, a concept of choice that is operative in the phrase having a choice and another that is operative in the phrase making a choice. The experiments indicate that the two concepts of choice can be differentiated from each other on the basis of the kind of alternatives to which each is sensitive. The results indicate that the folk concept of choice is more nuanced than has been assumed. This new, empirically informed understanding of the folk concept of choice has important implications for debates concerning free will, responsibility, and other debates spanning psychology and philosophy.     

Effects of Manipulation on Attributions of Causation,Free Will,and Moral Responsibility

If someone brings about an outcome without intending to, is she causally and morally responsible for it? What if she acts intentionally, but as the result of manipulation by another agent? Previous research has shown that an agent's mental states can affect attributions of causal and moral responsibility to that agent , but little is known about what effect one agent's mental states can have on attributions to another agent. In Experiment 1, we replicate findings that manipulation lowers attributions of responsibility to manipulated agents. Experiments 2–7 isolate which features of manipulation drive this effect, a crucial issue for both philosophical debates about free will and attributions of responsibility in situations involving social influence more generally. Our results suggest that “bypassing” a manipulated agent's mental states generates the greatest reduction in responsibility, and we explain our results in terms of the effects that one agent's mental states can have on the counterfactual relations between another agent and an outcome.