启动效应再探──预诱发提取策略和启动刺激显现时间的影响

本研究旨在发现启动效应与启动刺激呈现时间及预诱发提取策略的关系．实验Ⅰ表明在不同的建阈值的判断任务之后,语义启动效应随启动刺激呈现时间的减少而减小,但减小到某一值后又开始增大,而重复启动效应则随启动刺激呈现时间减少而增本,但增大到某一值后又开始减小,这一结果为证明中心──周围提取假说（Ｃａｒｒ,１９９０）提供了证据．实验Ⅱ的结果是：在相同的提取策略下,启动效应随启动刺激呈现时间的延长而增大,这一结果充分说明无意识知觉加工的作用;而在相同的呈现时间下,提取策略对启动效应的作用受启动刺激呈现时间长短的制约：当呈现时间达到或超过某一值时,提取策略导致启动效应是“Ｕ”型,小于该值时,提取策略则不起作用。     

TRAINING RESIDENTIAL SUPERVISORS TO PROVIDE FEEDBACK FOR MAINTAINING STAFF TEACHING SKILLS WITH PEOPLE WHO HAVE SEVERE DISABILITIES

We evaluated procedures for training supervisors in a residential setting to provide feedback for maintaining direct-service staff members' teaching skills with people who have severe disabilities. Using classroom-based instruction and on-the-job observation and feedback, 10 supervisors were initially trained to implement teaching programs themselves. The training improved supervisors' teaching skills but was insufficient to improve the quality of feedback they provided to direct-service staff regarding the staff members' teaching skills. Subsequently, classroom-based instruction and on-the-job observation and feedback that targeted supervisors' feedback skills were provided. Following training in provision of feedback, all supervisors met criterion for providing feedback to their staff. Results also indicated that maintenance of teaching skills was greater for direct-service staff whose supervisors had received training in providing feedback relative to staff whose supervisors had not received such training. The need for analysis of other variables that affect maintenance of staff performance, as well as variables that affect other important areas of supervisor performance, is discussed.     

Decision making in a dynamic situation: The effect of false alarms and time pressure

An experiment was conducted to investigate the effect of a priori probability of false alarms and time pressure on decision-making behaviour in a dynamic task environment. In order to assess whether strategy selection in a dynamic task environment would be adaptive, we modelled the task mathematically, and compared actual decision strategies to the optimal ones. In addition to the selected strategy, we also studied decision-making behaviour at a lower operational level, reflecting the amount of effort subjects are willing to spend on the decision process. Subjects were required to monitor the fitness level of a simulated athlete, who was running a race, and had to provide treatments whenever the athlete's fitness level suggested a real physiological problem. When a decline of the athlete's fitness was caused by a false alarm, a spontaneous recovery would occur after some time, without any need for intervention. Time pressure was manipulated by the rate at which the athlete's fitness level declined. Overall, subjects did not select the most efficient strategy: they dominantly selected information before applying an action, even though it would have been more profitable, and less effortful, just to apply actions. At the operational level, subjects appeared to invest less effort when the probability of false alarms increased and to invest more effort when time pressure increased. However, in contrast to the outcomes of our mathematical model, subjects adjusted the amount of intervention to the a priori probability of false alarms and not to time pressure. Together, the results indicate that the selection of a decision strategy in a dynamic task is less adaptive then is generally concluded from studies with static tasks.     

Instructive feedback: Review of parameters and effects

We present a review of the existing research on instructive feedback. Instructive feedback is a method of presenting extra, non-target stimuli in the consequent events of instructional trials (e.g., during praise statements). Students are not required to respond to those additional stimuli and are not reinforced if they do. The research is reviewed in terms of the characteristics of participants involved, the settings and instructional variables used, and the findings that emerged. The findings indicate that a wide range of students by age and disability were included and that most studies occurred in special education contexts. When used with response prompting procedures in a variety of direct instructional arrangements, students acquire and maintain some of the instructive feedback stimuli. Thus, teachers are encouraged to use instructive feedback in their direct instructional activities. Areas of future research include using instructive feedback in new contexts and examining methods for presenting instructive feedback. In addition, the use of instructive feedback to influence future learning and stimulus class formation should be investigated.     

Facework and Rhetorical Strategies in Intercultural Argumentative Discourse

Intercultural discourse (especially via a lingua franca when interlocutors have a false impression that they are speaking one and the same language) adds a new dimension – facework (the establishment of culture-sensitive politeness strategies) – to the theory and practice of argumentation from a number of perspectives: its specificity as compared to ordinary argumentational discourse, the interpretation of the concept of incommensurability, and the conduct of international negotiations. Politeness systems relevant for different cultures are not unpredictable, but represent linguistically and cognitively a highly generalised universal system which can be adopted by interlocutors and used in practical discourse. Politeness expressions are governed by linguistic components – by language forms of a certain type and by specific discourse patterns. The proper choice of language forms and discourse patterns adds a special dimension to argumentative schemata. The politeness-relevant packaging of discourse adds a zero-step to the normative stages of an argumentative discussion (establishing hierarchical relations as such), and needs permanent alignment of these relations, by using correct language forms and discourse patterns.     

初中生在方程学习中学习能力感,学习策略与学业成就关系的研究

探讨了初中生在代数方程学习中,代数能力感与方程能力感两类学习能力感、计划性策略、努力策略与认知策略三类一般学习策略、适宜性策略和多样性策略两类方程具体策略与学业成就之间的关系。研究结果表明,方程成绩优秀生和不良生在学习能力感和学习策略上存在着显著的差异,两类具体策略和两类能力感对方程成绩具有显著的影响。     

Men's and Women's Mating Preferences: Distinct Evolutionary Mechanisms?

Have men and women evolved sex-distinct mating preferences for short-term and long-term mating, as postulated by some evolutionary theorists? Direct tests of assumptions, consideration of confounds with gender, and examination of the same variables for both sexes suggest men and women are remarkably similar. Furthermore, cross-species comparisons indicate that humans do not evidence mating mechanisms indicative of short-term mating (e.g., large female sexual skins, large testicles). Understanding human variability in mating preferences is apt to involve more detailed knowledge of the links between these preferences and biological and chemical mechanisms associated with sexual motivation, sexual arousal, and sexual functioning.     

The Effect of Active Supervision and Pre-correction on Minor Behavioral Incidents in a Sixth Grade General Education Classroom

This study examines the effect of using active supervision, pre-correction, and daily data review on occurrences of minor behavioral incidents in a sixth grade general education classroom. The results suggest a functional relationship between the use of the teacher-training package and concomitant decreases in minor behavioral incidents. The findings from this study extend the existing literature on the use of active supervision and pre-correction, and establish a useful model for bringing teachers in contact with proactive instructional strategies.     

顿悟式组块破解的时间进程：ERP研究

本研究旨在探讨顿悟式组块破解的信息加工机制及神经动态变化。被试完成汉字拆解任务,也即从一个源汉字中移动部件从而得到有效汉字。研究操纵部件之间在空间交错背景下的类别关系：同类（移动部件和剩余部件都是汉字）和异类（移动部件是笔画,剩余部件是汉字）。与此同时记录事件相关电位变化。结果显示,同类条件比异类条件引发了更大的N2波动和减小的LPC波动。早期的N2效应可能提示了组块破解过程中的识别困难,而晚期的LPC效应可能提示了组块破解过程中的知觉转换困难。     

Crisis Management: Looking Back to Look Forward

Alexander George made a seminal contribution to theories of preventive diplomacy, crisis management, deterrence, and coercive diplomacy. Although he made his contribution in the highly structured environment of the Cold War, his analysis of the close connections between positive and negative inducements, the importance of interests in shaping outcomes, and the dangers of threat-based strategies as substitutes for policy speaks to the central challenges of contemporary global politics.