Gary Oppenheim  Yan Jing Wu  Guillaume Thierry 《Cognitive Science》2018,42(5):1700-1713

In their paper “Do Bilinguals Automatically Activate Their Native Language When They Are Not Using it?”, Costa, Pannunzi, Deco, and Pickering (Cognitive Science, 2017) proposed a reinterpretation of Thierry and Wu's (2004, 2007) finding of native language‐based (Chinese, L1) ERP effects when they tested Chinese–English late bilinguals exclusively in their second language (English, L2). Using simulations in a six‐node Hebbian learning model (three L1 nodes, three L2 nodes), Costa et al. suggested that form overlaps in L1 between otherwise unrelated words create a persistent relationship between their L2 translations. In this scenario, words in the nascent L2 lexicon overlapping in their L1 translations would become linked during learning because of the form overlap in L1; once the L2 words are learned, the direct link between them would be sufficient to generate robust, apparently “L1‐mediated” priming without requiring any activation of L1 translations. Costa et al. contend that links between L2 words remain beyond the learning phase, even after links to L1 representations have been severed, and thus that their model affords an alternative account to (but not a rebuttal of) Thierry and Wu's claim of language non‐selective activation—or automatic activation of translation equivalents—in late bilinguals. In this response, we build on Costa et al.'s original simulation code, showing that it can only reproduce L1‐independent priming when implementing the L1 disconnection in their particular way. By contrast, when severing inter‐language connections bidirectionally, their model fails to retain any sizeable influence of L1 form overlap on L2 activations. The model is not the theory, however, and we discuss several issues that would need to be addressed in further attempts to model language non‐selective activation in late bilinguals.  相似文献   

    

Aleksandra Cichocka 《European Review of Social Psychology》2016,27(1):283-317

Integrating psychoanalytic ideas of group idealisation with social identity and categorisation theories, this article discusses the distinction between secure and defensive in-group positivity. Narcissistic in-group positivity captures a belief in in-group greatness that is contingent on external validation. It reflects defensive in-group positivity, insofar as it stems from the frustration of individual needs, and predicts increased sensitivity to threats as well as undesirable consequences for out-groups and the in-group. Secure in-group positivity—that is, in-group positivity without the narcissistic component—is a confidently held positive evaluation of one’s in-group that is independent of the recognition of the group in the eyes of others. It stems from the satisfaction of individual needs, is resilient to threats and has positive consequences for the in-group and out-groups. I review evidence for these two distinct ways people relate to their social groups and discuss theoretical and practical implications for understanding intra- and intergroup relations.  相似文献   

    

《Consciousness and cognition》2016

People may change their memory predictions after retrieval practice using naïve theories of memory and/or by using subjective experience – analytic and non-analytic processes respectively. The current studies disentangled contributions of each process. In one condition, learners studied paired-associates, made a memory prediction, completed a short-run of retrieval practice and made a second prediction. In another condition, judges read about a yoked learners’ retrieval practice performance but did not participate in retrieval practice and therefore, could not use non-analytic processes for the second prediction. In Study 1, learners reduced their predictions following moderately difficult retrieval practice whereas judges increased their predictions. In Study 2, learners made lower adjusted predictions than judges following both easy and difficult retrieval practice. In Study 3, judge-like participants used analytic processes to report adjusted predictions. Overall, the results suggested non-analytic processes play a key role for participants to reduce their predictions after retrieval practice.  相似文献   

    

Tina Seabrooke  Lee Hogarth  Chris J. Mitchell 《Quarterly journal of experimental psychology (2006)》2016,69(12):2452-2470

Two experiments examined the role of propositional and automatic (ideomotor) processes in cue-elicited responding for rewarding outcomes (beer and chocolate). In a training phase, participants earned either chocolate or beer points by making one of two button-press responses. Rewards were indicated by the presentation of chocolate and beer pictures. On test, each trial began with a picture of beer or chocolate, or a blank screen, and choice of the beer versus chocolate response was assessed in the presence of these three pictures. Participants tended to choose the beer and chocolate response in the presence of the beer and chocolate pictures, respectively. In Experiment 1, instructions signalling that the pictures did not indicate which response would be rewarded significantly reduced the priming effect. In Experiment 2, instructions indicating that the pictures signified which response would not be rewarded resulted in a reversed priming effect. Finally, in both experiments, the priming effect correlated with self-reported beliefs that the cues signalled which response was more likely to be reinforced. These results suggest that cue-elicited response selection is mediated by a propositional belief regarding the efficacy of the response–outcome relationship, rather than an automatic ideomotor mechanism.  相似文献   

    

Hileen Boosman  Thamar J. H. Bovend'Eerdt  Johanna M. A. Visser‐Meily  Tanja C. W. Nijboer  Caroline M. van Heugten 《Journal of Neuropsychology》2016,10(2):186-210

Dynamic testing includes procedures that examine the effects of brief training on test performance where pre‐ to post‐training change reflects patients’ learning potential. The objective of this systematic review was to provide clinicians and researchers insight into the concept and methodology of dynamic testing and to explore its predictive validity in adult patients with cognitive impairments. The following electronic databases were searched: PubMed, PsychINFO, and Embase/Medline. Of 1141 potentially relevant articles, 24 studies met the inclusion criteria. The mean methodological quality score was 4.6 of 8. Eleven different dynamic tests were used. The majority of studies used dynamic versions of the Wisconsin Card Sorting Test. The training mostly consisted of a combination of performance feedback, reinforcement, expanded instruction, or strategy training. Learning potential was quantified using numerical (post‐test score, difference score, gain score, regression residuals) and categorical (groups) indices. In five of six longitudinal studies, learning potential significantly predicted rehabilitation outcome. Three of four studies supported the added value of dynamic testing over conventional testing in predicting rehabilitation outcome. This review provides preliminary support that dynamic tests can provide a valuable addition to conventional tests to assess patients’ abilities. Although promising, there was a large variability in methods used for dynamic testing and, therefore, it remains unclear which dynamic testing methods are most appropriate for patients with cognitive impairments. More research is warranted to further evaluate and refine dynamic testing methodology and to further elucidate its predictive validity concerning rehabilitation outcomes relative to other cognitive and functional status indices.  相似文献   

    

Jojanneke van der Toorn  Naomi Ellemers  Bertjan Doosje 《European journal of social psychology》2015,45(5):609-622

When other ingroup members behave immorally, people's motivation to maintain a moral group image may cause them to experience increased threat and act defensively in response. In the current research, we investigated people's reactions to others' misconduct and examined the effect of group membership and the possible threat‐reducing function of moral opportunity—the prospect of being able to re‐establish the group's moral image. In Study 1, students who were confronted with fellow students' plagiarism and who received an opportunity to improve their group's morality reported feeling less threatened than students who did not receive such opportunity. In Study 2, students reacted to a recent academic fraud case, which either implicated an ingroup (scholar in their own discipline) or an outgroup member (scholar in another discipline). Results indicated that participants experienced more threat when an ingroup (versus an outgroup) member had committed the moral transgression. However, as hypothesized, this was not the case when moral opportunity was provided. Hence, the threat‐reducing effect of moral opportunity was replicated. Additionally, participants generally were more defensive in response to ingroup (versus outgroup) moral failure and less defensive when moral opportunity was present (versus absent). Together, these findings suggest that the reduction of threat due to moral opportunity may generally help individuals take constructive action when the behavior of fellow group members discredits the group's moral image.  相似文献   

    

《Quarterly journal of experimental psychology (2006)》2013,66(10):1948-1966

An experiment investigated whether exposure to orthography facilitates oral vocabulary learning. A total of 58 typically developing children aged 8–9 years were taught 12 nonwords. Children were trained to associate novel phonological forms with pictures of novel objects. Pictures were used as referents to represent novel word meanings. For half of the nonwords children were additionally exposed to orthography, although they were not alerted to its presence, nor were they instructed to use it. After this training phase a nonword–picture matching posttest was used to assess learning of nonword meaning, and a spelling posttest was used to assess learning of nonword orthography. Children showed robust learning for novel spelling patterns after incidental exposure to orthography. Further, we observed stronger learning for nonword–referent pairings trained with orthography. The degree of orthographic facilitation observed in posttests was related to children's reading levels, with more advanced readers showing more benefit from the presence of orthography.  相似文献   

    

Verena Klusmann  Andrea Evers  Ralf Schwarzer  Isabella Heuser 《Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition》2013,20(3):328-339

ABSTRACT

In this study we addressed the subjective benefits of activity interventions that were designed to improve cognitive fitness in old age. Two hundred and fifty-nine women (aged 70–93 years) were randomized to participate in an exercise or a computer course or a control condition for 6 months. Subjective ratings of the perceived change of cognitive and physical fitness components were captured before, during, after the intervention interval, and at a 10-month follow-up. Positive and negative affect levels and objective cognitive fitness parameters served as possible covariates. Multilevel modeling revealed that the computer group rated memory and concentration as having improved at 4 months and again at 6 months. The exercise group, in contrast, perceived physical capacities as maintained or improved. The characteristics of the activity experience seem to determine the perceived fitness changes. We conclude that actual learning experiences improve one's self-concept of abilities.  相似文献   

    

Ansie Elizabeth Kitching  Vera Roos  Ronel Ferreira 《Journal of Psychology in Africa》2013,23(2):187-199

This study aimed to understand the nature of nurturing and restraining relationships in a school communiy. The inquiry entailed a single instrumental case study of a selected school community in a semi-urban context in South Africa. Participants were learners (n=720), teachers (n=33) and administrative and terrain staff members (N=8) as well as two parents. Data on participants' perceptions of relationships in the school community were collected using work sessions/nominal group techniques, visual representations, and focus group interviews. Thematic analysis of the data revealed connectedness, respect, care and transparent communication as aspects that nurture relationships. Limited connectedness between people, the abuse of power, shifting of responsibility and disrespect for one another were revealed as aspects that restrain relationships.  相似文献   

    

Jenny Dover 《Psychodynamic Practice》2013,19(3):311-325

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