The conflicting choices of alternating selves

Participants made choices after the salience of their social identities was manipulated. Choices assimilated to the salient identity, whether that identity stemmed from a person’s role (e.g., student, family member) or culture (e.g., Chinese, American). Thus, the preferences that participants expressed depended on the identity that happened to be salient at the moment of choice, with participants expressing preferences when one identity was salient that conflicted with the preferences they would express were another identity salient. These effects only arose for those who held and identified with the evoked identity. Studies further revealed that such identity-congruent choices influence post-choice satisfaction and regret: participants were less satisfied with their prior choices when the identity salient during post-choice evaluation or consumption was different from the identity salient during choice, compared to when the “choosing” and “consuming” identities were the same. Implications of the findings are discussed.     

Varying Problem Effort and Choice: Using the Interspersal Technique to Influence Choice Towards More Effortful Assignments

College students were exposed to two pairs of mathematics assignments. Assignment Pair A included a high-effort assignment containing 18 long three-digit × two-digit (3×2) multiplication problems with all numerals in each problem being equal to or greater than four and a moderate-effort assignment that contained nine long problems and nine interspersed moderate 3×2 problems with numerals less than four. Assignment Pair B contained similar assignment sheets, the exception being that the high-effort assignment contained six additional one-digit × one-digit (1×1) problems interspersed following every third 3×2 problem. After working on each assignment pair, students ranked assignments and chose a new assignment for homework. Analysis of Assignment Pair A revealed that students overwhelmingly preferred the moderate-effort assignment. Analysis of interaction effects showed that when additional brief problems were added to the high-effort assignments, the proportion of students who chose the high-effort assignment for homework and ranked it as being less difficult, time consuming, and effortful increased significantly. Results support previous research on effort and choice and the hypothesis that a completed discrete problem may serve a reinforcing stimulus.     

自我解释的研究

本文从以下几个方面阐述了关于自我解释的研究,首先介绍了自我解释的研究背景,然后定义了自我解释,并且与其他学习活动进行了比较,随后从不同的研究视角揭示出自我解释效果,随即讨论了促进自我解释的方法,即提示自我解释,最后探讨了两种自我解释效果的认知机制：空缺填补假设和心理模型修补假设。     

Passion and Reason: Aristotelian Strategies in Kierkegaard's Ethics

Both Aristotle and Kierkegaard show that virtues result, in part, from training which produces distinctive patterns of salience. The frame problem in AI shows that rationality requires salience. Salience is a function of cares and desires (passions) and thus governs choice in much the way Aristotle supposes when he describes choice as deliberative desire. Since rationality requires salience it follows that rationality requires passion. Thus Kierkegaard is no more an irrationalist in ethics than is Aristotle, though he continues to be charged with irrationalism. The compatibility of an Aristotelian reading of Kierkegaard with the suspension of the ethical and general problems with aretaic ethical theories are treated briefly. The author argues that it is possible to preserve a realist ethics in the face of the tradition relativism which threatens the version of virtue ethics here attributed to Kierkegaard.     

刺激的编码效力对重复知盲的影响

通过改变目标刺激和非目标刺激的编码效力, 探讨重复知盲发生的机制。采用RSVP任务, 操作目标的重复性与目标的性质(实验1a和实验2)、位置(实验1b)和非目标的字频(实验2), 对比不同条件下第二个重复刺激的正确报告率。结果是：(1)非目标为字母、目标是字母时的重复知盲大于目标为电脑符号时的重复知盲。(2)非目标为字母、目标为电脑符号时, 目标在1和3位置时出现了重复知盲, 而在2和4位置时没有出现重复知盲。(3)当非目标为高频汉字、目标也是高频汉字时的重复知盲大于目标为符号时的重复知盲。(4)当目标为高频汉字、非目标是高频汉字时出现了重复知盲, 而非目标是低频汉字时重复知盲消失。实验结果表明, 字母和汉字条件下, 目标刺激和非目标刺激的编码效力都会对重复知盲产生影响, 支持竞争假设。     

走神的理论假设、影响因素及其神经机制

围绕“为什么会走神”这一问题, 文章首先介绍了走神的两个理论假设：解耦合假设和执行控制失败假设。接着论述了影响走神的各种因素, 并探讨了走神的神经机制。最后指出未来研究应着眼于走神的潜在功能来发展理论假设; 整合影响走神的各种因素到一个模型中, 从而更好地发现各因素对走神的综合影响; 应用同步脑电和功能磁共振成像技术以更精确地探索走神的神经机制。此外, 对特殊群体的走神研究以及走神的跨文化研究也是很有必要的。     

视觉信息分布调节信息整合策略：来自眼动的证据

以空白单元格定位为实验任务,操纵序列点阵的分布,考察视觉短时记忆与视知觉的信息整合机制。实验一发现任务正确率与点阵1的圆点数呈近似U形关系。实验二发现在拐点前后被试的眼动模式从偏向于注视圆点位置转为偏向于注视空格位置。因此,视觉信息的分布模式调节整合策略,当处于视觉短时记忆中的圆点数在其容量之内时,采用图像—知觉整合策略,反之,则采用转换—比较策略。     

C1调制效应的理论评述及影响因素

C1成分是对视觉刺激最早做出反应的视皮层诱发电位,C1调制效应是指注意等因素能够影响C1振幅的现象.以往多数研究未观察到注意等因素对C1振幅的影响,仅发现注意等因素对晚于C1的P1与N1等成分存在调制作用,并有研究者据此提出延迟反馈假说.但近期研究提示,注意等因素可能会对C1成分产生影响,提示初级视皮层(V1)可能在视觉信息加工初期直接受注意调制.目前,对C1调制效应的影响因素尚未完全确定,知觉学习、负载等因素的作用尚待考察.未来研究需进一步明确C1调制效应的影响因素及实验条件.     

右视野颜色范畴知觉是长期习得语言范畴还是即时分类颜色的结果?

本研究探讨了右视野颜色范畴知觉是由长期习得语言范畴还是即时分类颜色引起的。实验1让被试先将深绿、浅绿、浅蓝和深蓝四种颜色分为四种范畴,再接受视觉搜索任务。结果发现,视觉搜索任务中出现了与颜色分类相应的右视野颜色范畴知觉,且这一效应在任务的早段就表现出来,提示右视野颜色范畴知觉并非由分类颜色所引起。实验2让被试将四种渐进的蓝色分为两种范畴,并在之前与后接受视觉搜索任务。结果表明,分类后的视觉搜索中并未出现右视野颜色范畴知觉。先前研究表明,习得语言范畴使四种颜色为两种范畴后,颜色辨别会出现右视野范畴效应。因此,这一结果提示右视野颜色范畴知觉并非由分类颜色,而是由习得语言范畴所引起的。总体上,本研究提示右视野颜色范畴知觉是由长期习得语言范畴,而非即时分类颜色引起的,进一步揭示了语言与颜色知觉的关系。