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41.
当前阅读研究中眼动指标述评   总被引:8,自引:1,他引:7  
文章重点介绍了阅读研究中常用的眼动指标,它们包括注视时间、眼跳、回视和瞳孔直径等,从字和区域这两个方面探讨了这些眼动指标所反映的认知加工过程,以及选择这些指标时应该注意的问题。最后对眼动指标的选择和使用等问题提出了几点看法。  相似文献   
42.
We investigated how the information that supports novel associative and item object priming differs under identical study/test conditions. In Experiments 1 and 2, participants rated the meaningfulness of sentences linking two object pictures at study. At test, they performed either a size judgement or an associative recognition memory task on intact, recombined and novel picture (Experiment 1) or word (Experiment 2) associations. Associative priming was modulated by subjective meaningfulness of the encoded links, and depended on study/test perceptual overlap. In contrast, item priming was neither affected by the meaningfulness of the sentences nor by study/test changes in the stimulus presentation format. Associative priming and recognition were behaviourally dissociated, and associative recognition was probably too slow to have seriously contaminated associative priming. In Experiment 3, participants performed a perceptually oriented task during both experimental phases, and both associative and item priming were observed. These results suggest that associative priming depends on stored associative semantic and perceptual information when the test task requires flexible retrieval of associative information. Under the same conditions, item priming may only require activation of items' semantic properties. When both study and test tasks stress perceptual processing, retrieval of perceptual information is sufficient to support both kinds of priming.  相似文献   
43.
We propose that we encode and store information as a function of the particular ways we have used similar information in the past. More specifically, we contend that the experience of retrieval can serve as a powerful cue to the most effective ways to encode similar information in comparable future learning episodes. To explore these ideas, we did two studies in which all participants went through study–test cycles of single category lists while we manipulated the nature of the recognition tests. The recognition tests either included only same-category lures or only different-category lures. The experience of repeated testing leads participants to avoid conceptual-based strategies but only when conceptual knowledge was poorly diagnostic for recognition (i.e., in the same-category lures condition). In a second study with a similar manipulation, we showed that repeated testing with lures from the same category as study items improved performance in a final recall surprise test compared to conditions in which different-category lures were used. Such a difference is akin to the one obtained when encoding instructions focus on distinctive item features compared to cases in which the focus is on relational processing. We suggest that testing requirements lead to adaptive changes at encoding.  相似文献   
44.
Goals are mental representations that vary in accessibility and operate within goal systems. The implicit nature of goal activation and pursuit is shown here to make goals effective not merely at overturning the influence of an activated stereotype on how people respond to members of stereotyped groups, but effective at implicitly controlling the activation of stereotypes in the first place. In a set of experiments examining chronic egalitarian goals, faces and names of members of stereotyped groups presented as target stimuli led to the inhibition of stereotypes, as well as to the heightened accessibility of egalitarian goals. A separate set of experiments illustrate a similar ability of individuals to control stereotype activation when egalitarian goals are temporarily triggered within a context, rather than being chronically held. Goals that require one to inhibit stereotypic associations to a target can lead to the intended, yet implicit, control of stereotype activation, even when one is not aware the goal is active or being pursued or being regulated.  相似文献   
45.
Although it has been shown that immersive virtual reality (IVR) can be used to induce illusions of ownership over a virtual body (VB), information on whether this changes implicit interpersonal attitudes is meager. Here we demonstrate that embodiment of light-skinned participants in a dark-skinned VB significantly reduced implicit racial bias against dark-skinned people, in contrast to embodiment in light-skinned, purple-skinned or with no VB. 60 females participated in this between-groups experiment, with a VB substituting their own, with full-body visuomotor synchrony, reflected also in a virtual mirror. A racial Implicit Association Test (IAT) was administered at least three days prior to the experiment, and immediately after the IVR exposure. The change from pre- to post-experience IAT scores suggests that the dark-skinned embodied condition decreased implicit racial bias more than the other conditions. Thus, embodiment may change negative interpersonal attitudes and thus represent a powerful tool for exploring such fundamental psychological and societal phenomena.  相似文献   
46.
A handwriting task was used to test the assumption that explicit learning is dependent on age and working memory, while implicit learning is not. The effect of age was examined by testing both, typically developing children (5–12 years old, n = 81) and adults (n = 27) in a counterbalanced within-subjects design. Participants were asked to repeatedly write letter-like patterns on a digitizer with a non-inking pen. Reproduction of the pattern was better after explicit learning compared to implicit learning. Age had positive effects on both explicit and implicit learning; working memory did not affect learning in either conditions. These results show that it may be more effective to learn writing new letter-like patterns explicitly and that an explicit teaching method is preferred in mainstream primary education.  相似文献   
47.
Implicit theories of emotion—assumptions about whether emotions are fixed (entity theory) or malleable (incremental theory)—have previously been shown to influence affective outcomes over time. We examined whether implicit theories of emotion also relate to the immediate regulation of negative affect. Consistent with our hypotheses, we found that the more students endorsed an entity theory of emotion, the more discomfort they reported while watching an aversive movie clip, the more they avoided affective stimuli in this movie clip, the more negative affect they reported after the clip, and the less likely they were to watch the same clip again to learn about its ending. These findings suggest that implicit theories of emotion might produce poor affective outcomes immediately as well as over time. They also offer insight into why some people avoid negative affect while others confront it.  相似文献   
48.
Previous research has shown that automatic evaluations can be highly context dependent. Expanding on past research demonstrating context effects for existing attitudes toward familiar objects, the present research examined basic principles that guide the formation of context-dependent versus context-independent automatic attitudes. Results from four experiments showed that: (a) newly formed attitudes generalised to novel contexts when prior experiences with the attitude object were evaluatively homogeneous; (b) when prior experiences were evaluatively heterogeneous, automatic evaluations became context sensitive, such that they reflected the contingency between the valence of prior experiences and the context in which these experiences occurred; and (c) when prior experiences were evaluatively heterogeneous across different contexts, novel contexts elicited automatic evaluations that reflected the valence of first experiences with the attitude object. Implications for research on automatic evaluation and attitude change are discussed.  相似文献   
49.
Valence biases in attention allocation were assessed after remembering positive or negative personal events that were either still emotionally hot or to which the person had already adapted psychologically. Differences regarding the current state of psychological adjustment were manipulated experimentally by instructing participants to recall distant vs. recent events (Experiment 1) or affectively hot events vs. events to which the person had accommodated already (Experiment 2). Valence biases in affective processing were measured with a valence search task. Processes of emotional counter-regulation (i.e., attention allocation to stimuli of opposite valence to the emotional event) were elicited by remembering affectively hot events, whereas congruency effects (i.e., attention allocation to stimuli of the same valence as the emotional event) were obtained for events for which a final appraisal had already been established. The results of our study help to resolve conflicting findings from the literature regarding congruent vs. incongruent effects of remembering emotional events on affective processing. We discuss implications of our findings for the conception of emotions and for the dynamics of emotion regulation processes.  相似文献   
50.
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