在亮度对比和颜色对比下立体视知觉的定量研究

研究了在亮度对比与等亮度颜色对比的条件下,受试者分辨随机点阵立体图对的立体视敏度（最小视差）．结果表明：（１）在亮度对比条件下,立体视敏度随对比度的增加而增加,１０％的对比度即可引起立体视知觉,对比度大于３０％时达到饱和;（２）在亮度对比与等亮度颜色对比两种不同的条件下,受试者的立体视敏度不存在有统计学意义的差异;（３）当双眼分别接受不同颜色的等亮度立体图刺激时,与亮度对比条件相比,受试者的立体视敏度无明显差异;（４）当受试者双眼分别接受由亮度对比和颜色对比形成的立体图刺激时,只有当颜色对比图中图形与背景间的对比度超过等亮度值３８％以上时,才能形成立体视知觉．以上结果提示,大、小细胞系统（包括斑点系统与斑点间系统）均参与立体视知觉信息的传递．     

Relationship control and interpersonal perception in marriage

The correlation between married couples' interpersonal perception and relationship control in communication was investigated. A normated, standardized and shortened version of Laing et al. 's Interpersonal Perception method (IPM) was used to measure interpersonal perception. The test contain three levels of perception, namely (1) direct perception of the relationship, (2) misunderstandings, and (3) disagreements about the relationship. The couples' relationship control was observed in three different situations. Previous studies have found the amount of one-upmanship in married couples to be associated with problems of interpersonal perception. Although different methods were applied in the present study, this finding was replicated to some extent. Additionally, the results indicate that the more the couples communicated to each other that they both had the right to control the relationship, the less problems they had in interpersonal perception. The results also strongly suggest that couples communicating in egocentric and self-disqualifying ways perceive their marriage as less satisfying, and they also perceive each other's feelings and behaviours less accurately than those who have little or no such deviant communication.     

“面部反馈假设”的检验研究

该研究让被试做人为表现的面部表情并填写情绪分化量表,对“面部反馈假设”进行检验。结果表明:(1)愤怒表情显著地增强了被试怒体验的强度;(2)面部表情的反馈具有两重性:即既有分化性的反馈效果,它能增强与其相应的情绪体验的强度,而且又有加强或减弱“愉快—不愉快”维度上相反极的情绪体验;(3)面部表情反馈的发生无需以“自我知觉”作为中介。     

The development of responses to people and a toy in infants with down syndrome

The behavior of eight infants with Down syndrome was observed biweekly from 8 to 24 weeks and monthly up to 48 weeks. At each visit the infants were presented with their mother, a female stranger, and a rattle puppet that were alternately active and passive. Each condition lasted 60 s. The results showed that by 4 months of age the infants began to differentiate, in the proportion of time they looked, smiled, and vocalized, between people and the toy. They did not discriminate, however, between mother and female stranger and between the active and passive adults until the second half of the first year. In particular, whereas normal infants usually show distress toward passive or “still-face” adults, the infants in this study continued to vocalize, at times even with smiling faces. The implications of these atypical aspects of the social development of infants with Down syndrome for their subsequent nonverbal communicative development are discussed.     

Recognition of color-form compounds by 4-month-old infants

In two studies, a paired-comparison procedure was used to investigate whether 4-month-old infants can perceive and remember correlations of color and form. In Study 1, infants were shown simultaneous presentations of two different colored shapes until two criteria for familiarization had been met. They were then offered a simultaneous choice between a colored form that they had already seen and one that was a new combination of a familiar color and a familiar shape. The infants looked significantly longer at the new combination than at the familiar combination on the test trial. In Study 2, the same procedure was used, except that the familiarization criteria were less stringent and additional analyses of the infants' test trial behavior were conducted. Infants again exhibited a significant preference for the new combination, both when looking time accumulated during the entire test-trial was analyzed and when looking just up to the “first look away” was considered. These findings that 4-months-olds can perceive and remember compounds of visual attributes conflict with the results of several studies in which the habituation and test stimuli were presented sequentially rather than simultaneously. Differences in the nature of the information processing that may be evoked by the two methods are discussed.