6-9岁儿童工作记忆的发展研究

以Baddeley工作记忆模型为基础考察儿童语音环路、视觉空间模板、中央执行的发展及其与复杂广度的关系。225名6-9岁被试完成9个任务,分别测量听力广度及工作记忆三个子系统的功能。发现工作记忆各个子成分的功能在6-9岁期间发展速度不同;中央执行与语音环路和视觉空间模板的联系随年龄增长加强;结构方程模型分析发现中央执行和语音环路功能对儿童听力广度都有显著的直接影响,表明言语复杂广度任务既涉及中央执行功能也涉及语音环路的存贮功能。     

学科规训视野中近代中国心理学学科的发展——以中央大学心理学系为例

学科规训制度是一种知识生产与专门人才培养同步进行的整合性制度,在某一知识门类学科化发展进程中起到至关重要的作用。民国时期,我国诸多大学纷纷成立心理学系,并开始着手建设中国自己的心理学,在这方面,中央大学心理学系成为了当时学科建设的桥头堡,它们的探索与实践在一定程度上与现代学科规训制度存在某种契合。     

The effects of lesions in the central nucleus of the amygdala on appetitive classical conditioning in rats

Abstract: Lesions in the central nucleus of the amygdala (cAMY) have been known to interfere with the acquisition of fear classical conditioning when footshock is used as an unconditioned stimulus (US). The present study examined whether or not a similar interference would occur with an appetitive US. Five rats with lesions in the cAMY (the cAMY group), and eight unoperated control rats were trained in an appetitive classical conditioning paradigm, which did not include elements of operant learning, using a visual conditioned stimulus (CS) (5 W of light for 10 s duration) paired with a food pellet US (45 mg, cheese flavor). The behavioral index of appetitive conditioning was an increase in rearing approach behavior to the CS after CS and US pairings. During CS and US pairings, the movement of the rat was limited so that this approach behavior could not occur. As a result, all control rats showed an increase in rearing, but the cAMY group did not. These results suggest that the cAMY is critical for appetitive as well as fear classical conditioning.     

The 'self' in analytical psychology: the function of the 'central archetype' within Fordham's model

This paper concerns the self as Fordham came to conceive it after a conceptual analysis of Jung's use of the term. Fordham identified a contradiction in Jung's usage, and resolved it by reserving 'self' for a definition of the psychosomatic entirety of the individual, and using a separate term for referring to expressions of the self in human experience (e.g. symbols). Fordham tentatively suggested that the latter be termed the 'central archetype', although this was neither developed nor dropped. I explore the value of this term from a developmental perspective and, more specifically in terms of the deintegration of psyche out of an early psychosomatic unity. This draws upon infant research and an observation of a 14-month old boy. Finally, further developments are briefly described and illustrated, whereby pre-symbolic expressions of the central archetype become symbolic and come to reflect what was for Jung, the 'ultimate', 'Formation, Transformation, Eternal Mind's eternal recreation'.     

双语经验对认知能力的影响

综合近年关于双语经验对认知影响的研究, 探讨双语经验对认知的积极和消极两方面的影响, 且着重介绍了双语经验对认知的积极影响。双语经验对认知的积极影响主要体现在语言认知能力、非语言认知能力和中央执行功能几个方面。此外, 进一步对双语促进认知发展的原因进行了两方面的分析：一个是双语思维经验促进抑制控制的发展, 另一个双语学习经验强化双语者的左右脑交流, 从而导致脑功能活动方式的变化。最后, 对今后双语与认知关系的研究中需要注意的问题提出了一些思考。     

轴突变性研究进展及思考

轴突变性是中枢神经系统疾病的基本病理过程,但是由于把其作为轴突失去胞体营养后的被动死亡,长期未受到重视。最近的研究发现轴突变性是神经元对外界刺激的可逆可控的主动过程,在这个研究过程中,我们体会到轴突变性所蕴涵的深刻哲学内涵,如其在细胞周期调控和凋亡的作用。这种研究使我们认识到应该用辩证的思维方法去认识分析客观事物。     

汉字视听再认的ERP效应与记忆提取脑机制

测定了正常青年人汉字再认的事件相关电位(ERP)。观察到对听觉汉字的认知产生“持续中央负成分”,而视觉汉字的认知出现“晚期正成分”,提示汉字的视听认知具有不同的脑机制。汉字视听认知皆出现了新旧效应,即旧词皆引起ERP晚期成分的正走向变化,但视听新旧效应的起始时间与头皮分布不同,听觉效应为右半球优势,视觉效应则出现在左侧顶叶、左侧颞叶后部与右侧枕叶。以上实验结果提示,“优势半球”概念已难以概括半球间的多维动态关系,需要修正。     

The Learning of Programmed- and Feedback-Based Processes Controlling the Production of a Positioning Response in Two Dimensions

Two experiments were conducted to investigate the learning of the programmed- and feedback-based processes controlling the production of a slow, self-paced positioning response in two dimensions (direction and extent) in the horizontal plane. Both experiments had two phases: an acquisition phase of 60 trials with KR, followed by a KR withdrawal phase of 20 trials. In Experiment 1, one group (N=15) had visual feedback about the ongoing movement and the other group (N=15) did not. In Experiment 2, one group (N=15) practiced initiating the response in the criterion direction and moving the criterion extent, whereas, the other group (N=15) practiced initiating the response in the criterion direction and moving randomly varied extents. The results of Experiment 1 indicated that the learning of a programmed-based process is a gradually acquired freedom from visual feedback. Experiment 2 revealed that a programmed-based process can be learned independent of a feedback-based process.     

Central Nervous System Complications of Sickle Cell Disease in Children: An Overview

Complications involving the central nervous system are among the most devastating manifestations of sickle cell disease. Although overt stroke occurs in 1 in 10 children with Hemoglobin SS, “silent cerebral infarcts” are even more frequent. Both are associated with significant neuropsychological deficits. The end result of these effects on the CNS often is diminished school performance. The use of transcranial Doppler ultrasonography screening allows the identification of patients at high risk for clinical stroke as well as stroke prevention by chronic transfusion. However, definitive prophylaxis and treatment for most CNS complications of sickle cell disease have yet to be determined.     

The role of prediction in mental processing: A process approach

Although prediction plays a prominent role in mental processing, we have only limited understanding of how the brain generates and employs predictions. This paper develops a theoretical framework in three steps. First I propose a process model that describes how predictions are produced and are linked to behavior. Subsequently I describe a generative mechanism, consisting of the selective amplification of neural dynamics in the context of boundary conditions. I hypothesize that this mechanism is active as a process engine in every mental process, and that therefore each mental process proceeds in two stages: (i) the formation of process boundary conditions; (ii) the bringing about of the process function by the operation – within the boundary conditions – of a relatively ‘blind’ generative process. Thirdly, from this hypothesis I derive a strategy for describing processes formally. The result is a multilevel framework that may also be useful for studying mental processes in general.