中小学生注意转换能力的发展研究

采用任务转换范式考察了108名中小学生的注意转换能力。反应—线索间距和线索—目标间距都分为200ms和2000ms两种水平。结果发现：（1）一般转换条件下,小5学生、初2学生和高2学生的定势选择速度相同,小5学生的定势选择正确性比初2学生和高2学生低;特定转换条件下,短时CTI下小5学生的定势转换速度比初2学生和高2学生慢,长时CTI下小5学生的定势转换速度比初2学生和高2学生快,初2学生的定势转换正确性比高2学生低;（2）一般转换条件下,任务定势重组在任务转换中作用不大,任务定势惯性在任务转换中起作用;特定转换条件下,任务定势重组和任务定势惯性在任务转换中的作用都不大。     

Rule transition on the balance scale task: a case study in belief change

For various domains in proportional reasoning cognitive development is characterized as a progression through a series of increasingly complex rules. A multiplicative relationship between two task features, such as weight and distance information of blocks placed at both sides of the fulcrum of a balance scale, appears difficult to discover. During development, children change their beliefs about the balance scale several times: from a focus on the weight dimension (Rule I) to occasionally considering the distance dimension (Rule II), guessing (Rule III), and applying multiplication (Rule IV; Siegler, 1981). Because of the detailed empirical findings the balance scale task has become a benchmark task for computational models of proportional reasoning. In this article, we present a large empirical study (N = 420) of which the findings provide a challenge for computational models. The effect of feedback and the effect of individually adapted training items on rule transition were tested for children using Rule I or Rule II. Presenting adapted training items initiates belief revision for Rule I but not for Rule II. The experience of making mistakes (by providing feedback) induces a change for both Rule I and Rule II. However, a delayed posttest shows that these changes are preserved after 2 weeks only for children using Rule I. We conclude that the transition from Rule I to Rule II differs from the transition from Rule II to a more complex rule. Concerning these empirical findings, we will review performance of computational models and the implications for a future belief revision model.

It is one Thing, to show a Man that he is in an Error, and another, to put him in possession of Truth. John Locke

     

Estimates of the Validity and Utility of the Conners’ Continuous Performance Test in the Assessment of Inattentive and/or Hyperactive-Impulsive Behaviors in Children

This study evaluated the validity and classification utility of the Conners' Continuous Performance Test (CCPT) in the assessment of inattentive and hyperactive-impulsive behaviors in children. Significant, positive correlations between the CCPT parameters and behavioral ratings of ADHD behaviors were hypothesized. In addition, it was hypothesized that the CCPT parameters would perform better than a random test (chance) and show fair to moderate utility of classification across the different indices. Participants were 104 children between 6 and 12 years of age who were referred for evaluation of attention problems. The first hypothesis was not supported. There were no significant, positive correlations between the CCPT parameters and parent and teacher ratings of inattentive and hyperactive-impulsive behaviors. The second hypothesis was only partially supported. The CCPT Overall Index and the Omission Errors (84th percentile cutoff) performed better than a random test; however, the utility of the CCPT Overall Index only ranged from poor to slight. Receiver operating characteristic analyses showed the accuracy of the CCPT to be low. The implications and limitations of this study and future research directions are discussed.     

Sequence skill learning in persons who stutter: implications for cortico-striato-thalamo-cortical dysfunction

The basal ganglia and cortico-striato-thalamo-cortical connections are known to play a critical role in sequence skill learning and increasing automaticity over practice. The current paper reviews four studies comparing the sequence skill learning and the transition to automaticity of persons who stutter (PWS) and fluent speakers (PNS) over practice. Studies One and Two found PWS to have poor finger tap sequencing skill and nonsense syllable sequencing skill after practice, and on retention and transfer tests relative to PNS. Studies Three and Four found PWS to be significantly less accurate and/or significantly slower after practice on dual tasks requiring concurrent sequencing and colour recognition over practice relative to PNS. Evidence of PWS’ deficits in sequence skill learning and automaticity development support the hypothesis that dysfunction in cortico-striato-thalamo-cortical connections may be one etiological component in the development and maintenance of stuttering.

Educational objectives: As a result of this activity, the reader will: (1) be able to articulate the research regarding the basal ganglia system relating to sequence skill learning; (2) be able to summarize the research on stuttering with indications of sequence skill learning deficits; and (3) be able to discuss basal ganglia mechanisms with relevance for theory of stuttering.     

刺激的知觉辨认难度与大脑两半球间的分布式加工

采用半视野速示术将标准刺激在中间视野呈现,比较刺激以不同偏心视角（3.5°,5°和6.5°）在左或右视野同时呈现,以检查不同偏心视角引起比较刺激知觉辨认难度的改变对汉字大写数字奇－偶概念同/异判断任务在大脑两半球间分布式加工的影响。结果显示：随偏心视角的增大正确反应时和错误百分数均显著提高;三种视角条件下左右手的正确反应时均有明显的右视野（左半球）优势;3.5°视角右视野（左半球）呈现时右手反应明显快于左手,5°视角右视野（左半球）与左视野（右半球）呈现时均为右手反应明显快于左手,6.5°视角右视野（左半球）与左视野（右半球）呈现时均为左手反应明显快于右手。这些结果提示：本研究条件下只有比较刺激在6.5°偏心视角呈现时刺激和反应可能出现大脑两半球间分布式加工,3.5°和5°视角呈现时可能为左半球单独加工。6.5°视角刺激呈现的分布加工明显由于大视角呈现时比较刺激辨认难度与注意要求的提高所致。     

双任务间隔对特征搜索方式的影响

采用RSVP序列,以两个实验探讨了双任务间隔对特征搜索方式的影响。要求试被首先辨认数字序列中包含的字母(任务一,T1),随后完成特征搜索任务(任务二,T2)。在实验一中,T2是检测在同时呈现的多个椭圆中是否有方向不一致的目标出现;在实验二中,T2是检测同时呈现的多个灰色圆点中是否有红色圆点出现。结果发现:随T1-T2间距缩短,T2的正确率显著下降;T2所含刺激数目的增加并未引起其正确率下降,即任务转换只影响特征搜索的绩效而未改变搜索方式,特征搜索仍以并行方式进行。根据动态控制理论,由于在本研究范式中两个任务之间存在任务转换过程,特征搜索应当为系列搜索。可见上述结果与动态控制理论不符。     

触觉空间精确性与触觉神经元密度相关联的验证

本研究应用栅栏定向任务,通过对小学一年级儿童和大学生的触觉敏感性的比较,验证触觉敏感性与神经元密度的关系。结果表明：对较大的易于分辨的刺激,成人可以完成得较好,而对较细小的难于分辨的刺激,儿童成绩更好。本研究验证了高感受单元密度对应较强的触觉敏感性的假设。     

Building Collaborative Capacity in Community Coalitions: A Review and Integrative Framework

This article presents the results of a qualitative analysis of 80 articles, chapters, and practitioners' guides focused on collaboration and coalition functioning. The purpose of this review was to develop an integrative framework that captures the core competencies and processes needed within collaborative bodies to facilitate their success. The resulting framework for building collaborative capacity is presented. Four critical levels of collaborative capacity—member capacity, relational capacity, organizational capacity, and programmatic capacity—are described and strategies for building each type are provided. The implications of this model for practitioners and scholars are discussed.     

工作分析的工具及其选择策略

政治、经济和科学技术的急剧变化与发展对工作的性质产生了重大的影响.本文以工作性质的变迁为背景,结合文献深入探讨了工作分析诸工具的特点和效能,并就工作分析工具的选择问题提出了考虑信息的最终用途、考虑选定方法的成本效益、确保信息的可靠性与可接受性、定期回顾与适时更新以及综合应用与扬长避短等5项建议.     

不同SOA条件下的情感启动效应研究

在150ms和250ms两种SOA条件下,以彩色图片为启动刺激,以汉语双字词为目标刺激,通过评价分类任务考察情感启动效应。结果表明在两种SOA条件下均存在显著的情感启动效应;积极启动和消极启动对目标词产生了不同的影响。类似Stroop效应的反应冲突机制可解释本研究所获得的结果。