语词分析下结构式写作在应对负性生活事件中的作用

对以结构式写作处理负性生活事件的90份写作文本进行语词分析,以语词分析类别中心理历程四个维度的语词数为自变量,以被试写作后SF-36量表总分、社会功能、躯体功能和情感职能得分为因变量进行的回归分析表明,对写作文本的认知历程对被试总体身心健康、社会功能和躯体功能状况均有正向作用,社会历程对躯体功能状况呈负向作用．感知历程中的特征因素对被试情绪职能呈负向作用。研究证实了书面叙述对负性生活事件的积极处理效应,并对认知与社会互动因素的作用机制进行了初步探索。     

重复启动对时序知觉的影响

在时序判断任务中,重复启动导致被试把启动的靶刺激知觉为先出现的。知觉加工增强观和决策反应偏向观都试图解释其机制,但仍存在争议。本研究采用图形材料,通过三个实验系统考察了重复启动对时序知觉的影响。实验结果显示,启动和指导语都具有显著效应。这说明,重复启动对时序知觉的影响涉及知觉加工和决策水平两个方面。实验还首次发现,在启动的靶刺激先出现时发生了重复启动效应的反转。最后,研究提出了双加工表征匹配调节假说,用以综合解释目前的研究结果     

Exploring Visual–Spatial Working Memory: A Critical Review of Concepts and Models

The ability to retain and process an object's identity and spatial location is essential for many daily tasks, often referred to as visual-spatial working memory. Research investigating visual-spatial processing has concentrated on three aspects or mechanisms thought to sub-serve this process; perceptual processes, anatomical correlates and working memory functions. An approach integrating all three areas has largely been neglected. Hence, this review sought to (1) outline some of the advances made to the understanding by these three concepts or models of visual-spatial processing, (2) establish the relationship between these processes, and discuss the challenges faced by researchers attempting to dissociate this functions from other visual-spatial processes as well as other working memory functions. It is suggested that a more comprehensive and integrative understanding of visual-spatial working memory has implications for research seeking to investigate visual-spatial memory, and to relate visual-spatial memory to other cognitive functions, such as executive function and attention.     

Violence Exposure and PTSD: The Role of English Language Fluency in Latino Youth

Although Latinos have been a rapidly growing population in the US, little is known about how mental health symptoms may present in Latino children especially in the context of those living in poverty and exposed to violence. We explored the level of violence exposure and trauma symptoms in Latino youth and the relationship of these factors with English language fluency. During 2000–2002, 1,601, Latino students from seven middle schools participated in a school-based screening to identify students with exposure to community violence and symptoms of Posttraumatic Stress Disorder (PTSD). The students completed a self-report instrument, in either Spanish or English, that combined a modified version of the Life Events Scale and the Child PTSD Symptom Scale (CPSS). Bivariate analyses and multivariate regression models showed that youth with higher English language fluency reported greater violence exposure and PTSD symptoms than those with lower fluency. No difference was found in functioning by English language fluency. English language fluency appears to be related to violence exposure and PTSD symptoms in these Latino youth. We discuss the importance of school-based programs especially designed to serve Latino students of varying English language fluency.     

When thinking is beneficial and when it is not: The effects of thin and round advertising models

This study addresses the advertising effectiveness of round and thin models. Integrating previous findings and theories, the authors predict and find that impulsive and reflective product evaluations as responses to thin and round advertisement models diverge. Specifically, four experiments indicate that impulsive product evaluations follow a priming logic, such that the beauty of the model spills over directly onto product evaluations; thin models thus produce more favorable implicit responses than do round models. For reflective product evaluations however, this pattern appears reversed. Moreover, these explicit product evaluations are mediated by campaign liking.     

A tutorial on partially observable Markov decision processes

The partially observable Markov decision process (POMDP) model of environments was first explored in the engineering and operations research communities 40 years ago. More recently, the model has been embraced by researchers in artificial intelligence and machine learning, leading to a flurry of solution algorithms that can identify optimal or near-optimal behavior in many environments represented as POMDPs. The purpose of this article is to introduce the POMDP model to behavioral scientists who may wish to apply the framework to the problem of understanding normative behavior in experimental settings. The article includes concrete examples using a publicly-available POMDP solution package.     

Math in actions: Actor mode reveals the true arithmetic abilities of French-speaking 2-year-olds in a magic task

Our previous studies provide some evidence of between-language effects on arithmetic performance in 2-year-olds. French-speaking children were especially biased by the use of the word un as a cardinal value and as an article in the singular/plural opposition (1 vs. the set 2, 3, …). Here we evaluated the ability of a new action-based assessment method to avoid this bias. A total of 80 French-speaking 2- and 3-year-olds were confronted with impossible (1 + 1 = 1 or 1 + 1 = 3) and possible (1 + 1 = 2) addition problems that triggered the bias. The problems were either presented to the children by the experimenter (onlooker mode) or realized by themselves (actor mode). The 2-year-olds performed better in the actor mode than in the onlooker mode. A subtraction control with no language ambiguity (2-1 = 2 or 1) was conducted with 80 other children; both modes elicited comparable performances regardless of age. These data indicate that the actor mode is effective for assessing arithmetic ability in French-speaking 2-year-olds.     

Spanish developmental dyslexia: Prevalence, cognitive profile, and home literacy experiences

This study was designed to examine the prevalence, cognitive profile, and home literacy experiences in subtypes of Spanish developmental dyslexia. The subtyping procedure used comparison with chronological-age-matched and reading-level controls on reaction times and accuracy responses to high-frequency words and pseudowords. Using regression-based procedures, 8 phonological dyslexics and 16 surface dyslexics were identified from a sample of 35 dyslexic fourth graders by comparing them with chronological-age-matched controls on reaction times to high-frequency word and pseudoword reading. However, when the dyslexic subtypes were defined by reference to reading-level controls, 12 phonological dyslexics were defined but only 5 surface dyslexics were identified. Both dyslexic subtypes showed a deficit in phonological awareness, but children with surface dyslexia also showed a deficit in orthographical processing assessed by a homophone comprehension task. This deficit was associated with poor home literacy experiences, with the group of parents with children matched in reading age, in comparison with the group of parents with children with surface dyslexia, reporting more literacy home experiences.     

The development of automatic associative processes and children’s false memories

We investigated children’s ability to generate associations and how automaticity of associative activation unfolds developmentally. Children generated associative responses using a single associate paradigm (Experiment 1) or a Deese/Roediger–McDermott (DRM)-like multiple associates paradigm (Experiment 2). The results indicated that children’s ability to generate meaningful word associates, and the automaticity with which they were generated, increased between 5, 7, and 11 years of age. These findings suggest that children’s domain-specific knowledge base and the associative connections among related concepts are present and continue to develop from a very early age. Moreover, there is an increase in how these concepts are automatically activated with age, something that results from domain-general developments in speed of processing. These changes are consistent with the neurodevelopmental literature and together may provide a more complete explanation of the development of memory illusions.