Depressive symptoms and parenting competence: An analysis of 13 regulatory processes

Mechanisms that lead depressive symptoms to undermine parenting are poorly understood. This review examines cognitive, affective, and motivational processes thought to be responsible for the impact of depressive symptoms on parenting. We present a five-step, action-control model and review 152 studies relevant to 13 regulatory processes. Evidence suggests that depressive symptoms undermine parenting because they reduce child-oriented goals, undermine attention to child input, increase negative appraisals of children and parenting competence, activate low-positive and high-negative emotion, and increase positive evaluations of coercive parenting. Yet, this review reveals significant limitations in knowledge of these processes. Evidence that they mediate depression-parenting relations is scare; important processes remain unstudied; conceptions of regulation are undifferentiated; children’s contributions are largely unexamined; moderating variables are largely unexplored; and methods fail to capture the dynamics of processing input from children. Rigorous testing of such process models holds promise for clarifying the basis of depression-related parenting problems.     

Quantity judgments of sequentially presented food items by capuchin monkeys (Cebus apella)

Recent assessments have shown that capuchin monkeys, like chimpanzees and other Old World primate species, are sensitive to quantitative differences between sets of visible stimuli. In the present study, we examined capuchins’ performance in a more sophisticated quantity judgment task that required the ability to form representations of food quantities while viewing the quantities only one piece at a time. In three experiments, we presented monkeys with the choice between two sets of discrete homogeneous food items and allowed the monkeys to consume the set of their choice. In Experiments 1 and 2, monkeys compared an entirely visible food set to a second set, presented item-by-item into an opaque container. All monkeys exhibited high accuracy in choosing the larger set, even when the entirely visible set was presented last, preventing the use of one-to-one item correspondence to compare quantities. In Experiment 3, monkeys compared two sets that were each presented item-by-item into opaque containers, but at different rates to control for temporal cues. Some monkeys performed well in this experiment, though others exhibited near-chance performance, suggesting that this species’ ability to form representations of food quantities may be limited compared to previously tested species such as chimpanzees. Overall, these findings support the analog magnitude model of quantity representation as an explanation for capuchin monkeys’ quantification of sequentially presented food items.

Answer comparison in automated question answering

In the context of Question Answering (QA) on free text, we assess the value of answer comparison and information fusion in handling multiple answers. We report improvements in answer re-ranking using fusion on a set of location questions and show the advantages of considering candidates as allies rather than competitors. We conclude with some observations about answer modeling and evaluation methodology, arising from a more recent experiment with a larger set of questions and a greater diversity of question types and candidates.     

文本检索模型综述

文本检索是信息检索一个重要的分支。随着互联网信息的迅速膨胀,如何检索到用户最需要的信息变得越来越关键。文本检索模型是文本检索中的核心技术,其性能直接影响到搜索引擎的检索质量。本文对当前的经典检索模型及其研究进展进行介绍,并分析各个模型之间的优缺点。     

速度、步幅与窗口对引导式中文文本阅读工效的影响

引导式显示是在视觉显示终端(VDT)上呈现动态文本的主要方式之一.本研究考察了显示窗口大小、跳动步幅、显示速度等因素对引导式中文文本的阅读工效的影响.实验中采用了3(跳动步幅,被试内变量)×3(显示速度,被试内变量)×2(显示窗口大小,被试间变量)的混合设计,共有18个被试参加了实验.结果发现(1)跳动步幅、显示速度和窗口大小均影响中文文本的阅读工效;(2)达到最佳阅读工效的实验条件在速度和步幅上分别集中于200～400字/分和1～3字/步.最后本文结合中文阅读的相关眼动研究,对这些结果的成因进行了简要的探讨.     

3~5岁儿童理解和使用空间表征的特点

以96名3~5儿童为被试,采用自编的儿童空间表征实验任务,在语言表征、模型表征和图画表征三种空间表征形式上,考察了儿童理解和使用空间表征的发展特点。结果表明:(1)总体上,3~5岁儿童理解空间表征的发展水平均显著高于使用空间表征的发展水平。(2)3~5岁儿童理解和使用空间表征的发展表现出显著的年龄效应。(3)从不同的空间表证形式来看,3岁儿童理解语言表征的能力与理解模型表征的能力之间差异显著,4岁儿童使用语言表征的能力与使用模型表征的能力之间的差异、使用语言表征的能力与使用图画表征的能力之间的差异、以及使用模型表征的能力与使用图画表征的能力之间的差异都显著,其余形式的空间表征理解之间的差异或空间表征使用之间的差异在各年龄段中均不显著。     

试析内隐学习的材料敏感性

在人工语法范式、序列反应时任务范式以及复杂系统控制任务范式中，内隐学习对学习材料的难度及复杂度、材料性质、材料呈现方式等较为敏感。具体表现为难度和复杂程度较高的学习材料，以及形象性较突出的学习材料，更适合内隐学习，而使材料结构特点变得明显的呈现方式不利于内隐学习。然而，内隐学习的材料敏感性在其它范式上的普遍性有待进一步的实验研究。     

Diagnosticity,confidence, and the need for information

Recent research has suggested that people prefer to use the most diagnostic available information as the basis for their choices and decisions, and are most confident in those decisions when information is highly diagnostic. However, the effect of information diagnosticity on the need for additional information has yet to be investigated; that is, in an optional stopping task, will the amount of information requested depend upon information diagnosticity? Three models of the role of diagnosticity in information use were examined; expected value, a confidence criterion, and information cost. Subjects attempted to categorize stimuli with the aid of information of varying costs and diagnosticity levels. They requested more information when it was obtained at a low cost. More importantly, across cost conditions, subjects consistently requested greater amounts of information when that information was of a low diagnosticity. These data seem most consistent with use of a confidence criterion that is adjusted for information costs.     

A call for a statement of expectations for the global information infrastructure

This paper considers the relationship between ethics, technology and law, and the roles and limitations each has in this relationship. It argues that ethics has the key role in establishing a resilient, comprehensive and sensitive information infrastructure. It puts forward a Bill of Rights and Responsibilities for the electronic community.

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