中小学生内隐序列学习的机制

内隐序列学习是内隐学习的一种重要形式。该文探讨了中小学生内隐序列学习的心理机制及次级任务影响内隐序列学习的实质。结果表明,中小学生对不同结构序列的内隐学习是由一个单一的学习机制完成的,学习的过程即是形成序列内相邻元素间联合的过程;另外,注意能量并不是内隐序列学习的重要影响因素,次级任务影响内隐序列学习并不是因为其分散了注意能量,而是破坏了对序列元素的组织。     

短时存贮与复述动态分离的ERP证据

工作记忆参与信息的短时贮存和操作加工。为了分离参与词语短时存贮与复述的脑区及其时间过程,测量并比较了14名正常青年被试进行汉字2-back、0-back和复述任务时的事件相关电位(ERPs)。结果发现,2-back任务减复述任务在头皮后部出现差异波N430,可能反映了信息的短时存贮及其时间进程。2-back任务减0-back任务在头皮前部得到的持续负成分SNC可能是复述加工的动态指标。SNC和N430持续时间的重叠提示,大脑额叶和后部区域分别参与信息的复述和短时存贮,两者的动态分离加工可能是工作记忆中暂时保持的神经基础。     

Can implementation intentions help to overcome ego-depletion?

Research on ego-depletion suggests that the ability to self-regulate one’s behavior is limited: Exerting self-control on an initial task reduces performance on a subsequent task that also requires self-control. Two experiments tested whether forming implementation intentions could prevent ego-depletion and/or offset the effects of ego-depletion. Experiment 1 found that participants who formed implementation intentions during an initial ego-depleting task subsequently showed greater persistence on an unsolvable puzzles task compared to participants who did not form implementation intentions. Experiment 2 found that among participants who had been ego-depleted during an initial task, forming implementation intentions improved subsequent performance on a Stroop task to the level exhibited by non-depleted controls. Thus, implementation intentions help to enhance people’s ability to self-regulate their behavior.     

注意觉察系统：实现多任务环境下的人机交互

注意觉察系统是以认知心理学和认知工效学为理论基础设计的、能在多任务环境下帮助用户管理任务中断及转移的新型人机交互系统。本文概述了注意觉察系统的三大功能体系,研究现状,并对这种系统的未来发展趋势作了展望。     

A comparison of event-related potentials of humans and rats elicited by a serial feature-positive discrimination task

The purpose of this experiment was to compare components of the human and rat auditory event-related potential (ERP) in a serial feature-positive discrimination task. Subjects learned to respond to an auditory target stimulus when it followed a visual feature (X → A+), but to not respond when it was presented alone (A−). Upon solving the task, the N2 component, which has been suggested to reflect the activation of inhibitory processes, was temporarily more negative in response to the target on A− than on X → A+ trials in both species. However, whereas a P3 component was present in the human participants, this component was absent in the rats. In both species, the amplitude of several ERP components, including the N2, decreased in the course of training. These results are discussed in the framework of contemporary models of associative learning.     

任务重要性对前瞻记忆的迁移恰当加工效应的影响

为考察任务重要性对前瞻记忆迁移恰当加工（Transfer-appropriate Processing,以下简称TAP）效应的影响,随机选取在校大学生48名,采用基于双重任务的实验研究范式,探究了任务重要性对前瞻记忆TAP效应的影响。研究结果表明：任务的重要性对前瞻记忆TAP效应有显著的影响。当进行中任务较重要时,TAP效应存在;而当前瞻记忆任务较重要时,TAP效应没有出现     

Reward Influence on the Heart: Cardiovascular Response as a Function of Incentive Value at Five Levels of Task Demand

This study examined cardiovascular effects of incentive value in men and women confronted with cognitive challenges that were more and less difficult to meet. Participants performed computer memory tasks varying in difficulty from low to high, with instructions that they could earn chances toward a $100 prize or $10 prize by attaining a 90% success rate. Analysis of cardiovascular responses assessed during work revealed an interaction between difficulty and incentive value for heart rate. Participants' heart rate responses were proportional to task difficulty and unaffected by incentive value in all conditions except for the most difficult one. Where difficulty was greatest, $100 participants showed relatively high heart rate responsiveness, whereas $10 participants showed low heart rate responsiveness. This heart rate finding corroborates and extends cardiovascular results from previous experiments, and lends further support to the view that cardiovascular responses will be proportional to incentive value only under some task conditions.     

Intelligence and neural efficiency: The influence of task content and sex on the brain–IQ relationship

In studying physiological correlates of human intelligence, new brain imaging techniques like positron emission tomography (PET) and electroencephalography (EEG) mapping methods focus on the level and topographical distribution of cortical activation. Actually, there is strong empirical evidence that more intelligent individuals display a more focused cortical activation during cognitive performance resulting in lower total brain activation than in less intelligent individuals (i.e., neural efficiency hypothesis). Former studies have used only single, homogeneous tasks and most of the studies have been performed using males. Therefore, here the influence of different task content and of sex on the relationship between intelligence and cortical activation has been tested. In a sample of 26 males and 25 females, we administered verbal, numerical, and figural versions of a well-known elementary cognitive task, the so-called Posner task. Our results suggest a comparatively low cortical activation in brighter as compared to less intelligent individuals but this expected neural efficiency pattern interacted with sex and task content: In the verbal Posner task, the females were more likely to produce cortical activation patterns in line with the neural efficiency hypothesis, whereas in the figural task, primarily the males displayed the expected inverse relationship between IQ and cortical activation.     

Does well‐being contribute to performance? Emotional security,teacher support and learning behaviour in kindergarten

In this study, we examined relations between kindergartner's emotional security, task involvement and achievement and teacher's supportive presence in a cognitive training setting, in which the familiarity of the teacher was varied. Participants were 48 kindergarten children (mean age=51.65 months); 16 children were trained by their regular teacher (experimental group 1), 16 by a less familiar teacher (experimental group 2) and 16 received no training (control group). In three training sessions, children worked in pairs on a new categorization and recall task. Trained observers rated children's emotional insecurity and task involvement and teacher's supportive presence. Furthermore, spontaneous recall during the training was assessed. In addition, categorization and spontaneous recall was measured in various test sessions. Children's emotional insecurity during training negatively affected involvement. Involvement on its turn positively influenced spontaneous recall during training. In addition, emotional insecurity had a direct negative effect on spontaneous recall in a test situation. No effect of familiarity or supportive presence of the teacher on emotional security was found. Training conditions did not affect test performances. Findings suggest that children's involvement is important for learning and that experiences of emotional insecurity may negatively affect task involvement, test performance and eventually school achievement. Teachers in general seem capable of providing children with some sense of security. Copyright © 2004 John Wiley & Sons, Ltd.     

短期学习对陌生面孔认知绩效的影响

本文研究了不同的短期学习时间对陌生面孔的绝对辩认绩效的影响。结果表明：(1)0．5分、1分、5分这三种不同的短期学习时间对陌生面孔的绝对辩认绩效没有明显的影响。(2)人们对人脸结构信息的改变非常敏感,当结构信息变动4．88个象素(或9．13’)时,被试对陌生面孔的平均正确绝对辩认率可达到75％以上。(3)在对陌生人脸的绝对辩认中,被试的正确辩认率随着结构信息变化量的增加而提高,趋势分为快速增长区和迟滞增长区两个区域。