不同形式的评估反馈对大学生的学习动机和学习成绩的影响

选取大学生被试,采用实验组对照组前后测实验设计考察不同评估反馈类型(个体反馈,任务反馈,社会反馈,无反馈)对大学生的学习动机和学习成绩的影响。结果发现:(1)随着时间的推移,4组成绩均升高,任务反馈对学习成绩有积极的影响,其余三组无显著差别,评估反馈与动机水平的交互作用不显著;(2)任务反馈能够提高大学生的学习动机,其余三组降低学习动机。     

The sign effect,systematic devaluations and zero discounting

The sign effect is the steeper discounting of gains compared to losses. However, we see a greater sign effect on an individual level compared to an aggregate level. In this experiment, we compare discounting of gains and losses on an individual and aggregate level, to explore further details about when and to what extent human adults discount. Thirty-one participants went through a computer-based choice-task procedure of hypothetical monetary gains and losses. The results show clear qualitative differences between discounting of gains and losses, adding empirical data to support the sign effect. The results also support previous findings that show that aggregate and individual results do not always correspond. Further, the within-subject details showing zero discounting or nonsystematic changes concerning losses, replicate earlier studies suggesting that discounting of gains and losses involve different reinforcing contingencies. The present study expands on this research area by including verbal reports, supplementing details about the unobserved reinforcing contingencies. Implications of research on discounting may indicate how to deal with decision-making challenges and might shed light on why predictions about complex decision making sometimes fail.     

先秦秦汉丧葬习俗中的数术行为

本文以先秦秦汉时期丧葬习俗中的数术行为作为研究对象,考察了先秦秦汉时期数术行为在丧葬习俗中的表现、地位,并对数术行为存在的社会原因、思想文化基础及社会意义进行了探究。     

大小判断任务中正负号及其异同对SNARC效应的影响

SNARC效应(Spatial-Numerical Association of Response Codes)是指被试对数字做按键反应时,对于较小的数字,按左键的速度快于按右键;对于较大的数字,按右键的速度快于按左键。本研究以ERP作为测量手段,采用修正的大小判断任务,旨在探究数字正负号及其异同对SNARC效应的影响。行为结果发现,在反应时上,当目标数字与基线数字正负号相同且基线数字为+5时,一致条件显著快于不一致条件。ERP结果发现,当目标数字与基线数字正负号相同时,无论基线数字为+5还是–5,在反应选择阶段,不一致都比一致条件更负且均诱发了P3。当目标数字与基线数字正负号相异时,若基线数字为+5,一致比不一致条件在刺激呈现阶段诱发了波幅显著更小的N300;若基线数字为–5,一致比不一致条件在反应执行阶段诱发了更正的LPP。无论目标数字与基线数字正负号相同还是相异,在反应选择阶段,不一致都比一致条件更负且均诱发了P3,表明出现了SNARC效应。同时,SNARC效应的出现激活了额叶头皮位置,负数加工伴随左额叶的激活,而正数加工伴随右额叶的激活,溯源分析结果进一步表明SNARC效应定位于额叶与顶叶。这些结果说明负数按实际大小表征在心理数字线上,支持了负数空间表征的个体发展论假说;表明符号捷径机制会改变SNARC效应的发生时间;同时证明了负数与正数的空间表征具有不同的优势半球。     

C. S. Peirce’s Dialogical Conception of Sign Processes

This article examines the contention that the central concepts of C. S. Peirce’s semeiotic are inherently communicational. It is argued that the Peircean approach avoids the pitfalls of objectivism and constructivism, rendering the sign-user neither a passive recipient nor an omnipotent creator of meaning. Consequently, semeiotic may serve as a useful general framework for studies of learning processes.     

Does ‘Wanting the Best’ create more stress? The link between baby sign classes and maternal anxiety

This study investigated whether gesturing classes (baby sign) affected parental frustration and stress, as advertised by many commercial products. The participants were 178 mother–infant dyads, divided into a gesture group (n=89) and a non‐gesture group (n=89), based on whether they had attended baby sign classes or not. Mothers completed a background demographics questionnaire and the Parenting Stress Index. Gesturing mothers had higher total stress scores, with higher scores on the child domain, despite having similar backgrounds to non‐gesturing mothers. There was no relationship between the frequency or duration of gesture use and stress scores. It is suggested that gesturing mothers had higher pre‐existing stress and were attracted to gesture classes because of the promoted benefits, which include stress reduction, although class attendance did not alleviate their stress. The possibility that attending gesturing classes made mothers view their infant in a more negative way, due to their heightened expectations not being met, is also discussed. Copyright © 2010 John Wiley & Sons, Ltd.     

Infant sign training and functional analysis

We taught manual signs to typically developing infants using a reversal design and caregiver-nominated stimuli. We delivered the stimuli on a time-based schedule during baseline. During the intervention, we used progressive prompting and reinforcement, described by Thompson et al. (2004, 2007), to establish mands. Following sign training, we conducted functional analyses and verified that the signs functioned as mands. These results provide preliminary validation for the verbal behavior functional analysis methodology and further evidence of the functional independence of verbal operants.     

Counting in sign language

Do the visuomanual modality and the structure of the sequence of numbers in sign language have an impact on the development of counting and its use by deaf children? The sequence of number signs in Belgian French Sign Language follows a base-5 rule while the number sequence in oral French follows a base-10 rule. The accuracy and use of sequence number string were investigated in hearing children varying in age from 3 years 4 months to 5 years 8 months and in deaf children varying in age from 4 years to 6 years 2 months. Three tasks were used: abstract counting, object counting, and creation of sets of a given cardinality. Deaf children exhibited age-related lags in their knowledge of the number sequence; they made different errors from those of hearing children, reflecting the rule-bound nature of sign language. Remarkably, their performance in object counting and creating sets of given cardinality was similar to that of hearing children who had a longer sequence number string, indicating a better use of counting than predicted by their knowledge of the linguistic sequence of numbers.     

The failure to respond to changes in the road environment: Does road familiarity play a role?

Road signs do not necessarily lead to the right response. Especially when signs are changed, drivers may not always detect new signs and may therefore fail to respond correctly to the situation indicated. The present driving simulator study investigated whether road familiarity (increased exposure to the same road) influenced failure to respond to a change in road signs. In order to study the failure to respond, participants were presented with a change in the road lay-out (as indicated by a road sign) in the last of a series of simulated drives. The change introduced was the conversion of a normal road into a No-Entry road. Results show that several participants failed to respond to this change. However, the failure to respond was not simply the result of familiarity with the road or prior exposure to precisely the same road, but seemed to be influenced by expectations induced by the road design. Additional safety measures such as the placement of additional road signs reduced the failure to respond. An auditory in-vehicle message gave the best results. Interestingly, both in the case of additional signs and of the in-vehicle message, a general warning was sufficient, without the need to specify the precise traffic situation.     

Do familiarity and expectations change perception? Drivers’ glances and response to changes

The present study shows that repeated exposure to a road environment changes eye movement behaviour. In addition, repeated exposure may result in inadequate responses to unexpected changes in the road environment. Participants drove a low-cost simulator while their eye movements were recorded. With repeated exposure participants’ glances at traffic signs along the route were shorter while having a better recollection of the traffic signs along the route. At the last drive, the priority situation at an intersection was changed (a priority road was changed into a yield situation). Even though drivers glanced at the sign that indicated the new priority situation, they did not sufficiently process the information to show an adequate response. Only two out of 12 drivers showed any response, being a response only after crossing the priority road markings. The current finding that unexpected but relevant information may be missed by drivers is relevant for other monitoring tasks.