学步儿母亲过度投入/未解决的依恋表征与控制行为：婚姻质量及儿童性别的调节作用

采用追踪设计,以北京市94名学步儿及其母亲为被试,系统考察学步儿期母亲过度投入/未解决的依恋表征对控制行为的影响,以及婚姻质量、儿童性别的调节作用。结果发现：(1)过度投入/未解决的依恋表征对3岁时的强制性控制具有显著的正向预测作用。(2)过度投入/未解决的依恋表征对3岁时温和控制及命令性控制的影响受到婚姻质量的调节。(3)婚姻质量及儿童性别共同调节过度投入/未解决的依恋表征与3岁强制性控制之间的关系。     

Social representations associated with men and women drivers among French adolescents and adults. Effects of the perceiver’s age,sex, and socioeconomic status

The aim of this study was to investigate the specific contents of the social representations (SR) associated with men and women drivers and examine the effects of the social insertions of individuals (i.e., age, sex and socio-economic status) on the content and structure of these SR. A preliminary study with 414 French participants identified thematic content associated with men and women drivers using the verbal association method. Based on these themes, 833 French participants, equally distributed by age group (from 12 to 50 years-old and over), sex and socioeconomic status (SES), were asked to answer a questionnaire on men (N = 422) or women (N = 411) drivers. The results show that each of these SR is organized around three factors: incompetence, prudence and lack of self-control for women drivers; carelessness, skills and self-control for men drivers. In-group favoritism bias can be noted in both groups as male participants, more than female ones, rated men drivers as having self-control and women drivers as lacking self-control, whereas female participants, more than male ones, perceived men drivers as careless and women drivers as prudent. Despite this phenomenon, more male respondents than female ones in all age groups seemed to believe that women are not competent at driving, whereas both sexes seem to agree that men have good driving skills. Among most age groups, three characteristics associated with men drivers (confidence, speed and pleasure of driving) and four characteristics associated with female drivers (caution, civil, compliance with rules and vigilance) emerged as central in the SR. The SR associated with men drivers appeared to be stable and shared across age groups, whereas the SR associated with women drivers appeared more mixed, heterogeneous and unstable with age. Female participants with higher SES consider women drivers as more incompetent, less prudent and more lacking self-control than female participants with lower SES.     

Satisfiability Decay along Conjunctions of Pseudo-Random Clauses

k-SAT is a fundamental constraint satisfaction problem. It involvesS(m), the satisfaction set of the conjunction of m clauses,each clause a disjunction of k literals. The problem has manytheoretical, algorithmic and practical aspects. When the clauses are chosen at random it is anticipated (butnot fully proven) that, as the density parameter m/n (n thenumber of variables) grows, the transition of S(m) to beingempty, is abrupt: It has a "sharp threshold", with probability1 – o(1). In this article we replace the random ensemble analysis by apseudo-random one: Derive the decay rule for individual sequencesof clauses, subject to combinatorial conditions, which in turnhold with probability 1 – o(1). This is carried out under the big relaxation that k is not constantbut k = log n , or even r log log n . Then the decay of S isslow, "near-perfect" (like a radioactive decay), which entailssharp thresholds for the transition-time of S below any givenlevel, down to S = .     

Principled and statistical connections in common sense conception

Nominal concepts represent things as tokens of types. We report six experiments that investigate the nature of the relations we represent between the type of thing something is (e.g. DOG) and its other properties. The experiments provide evidence that we represent principled connections between the type of thing something is (e.g. DOG) and some of its properties (k-properties; e.g. having four legs for dogs), but not other properties (t-properties; e.g. being brown for dogs). Principled connections are different from logical, statistical, and causal connections. Principled connections, (i) license the expectation that tokens of the type will generally possess the k-property, (ii) license explanation of the presence of k-properties in tokens of a type by reference to the type of thing it is, and (iii) license normative expectations concerning the presence of the k-property in tokens of the type. The experiments provide evidence for all three of these aspects of principled connections. The experiments also demonstrate that principled connections must be distinguished from merely strong statistical connections. We suggest that principled connections are one of the fundamental types of relations (in addition to logical, statistical, and causal relations) in terms of which our conceptual knowledge is structured. We argue that principled connections reveal a formal mode of understanding and explanation. This mode of understanding complements other modes of understanding that have been studied within the theory-based approach to conceptual representation. Finally, we suggest that kind representations are distinguished from representations of mere types by the representation of principled connections to k-properties.     

The role of phonological recoding in orthographic learning

The objective of this research was to explore whether orthographic learning occurs as a result of phonological recoding, as expected from the self-teaching hypothesis. The participants were 32 fourth- and fifth-graders (mean age = 10 years 0 months, SD = 7 months) who performed lexical decisions for monosyllabic real words and pseudowords under two matched experimental conditions: a read aloud condition, wherein items were named prior to lexical decision to promote phonological recoding, and a concurrent articulation condition, presumed to attenuate phonological recoding. Later, orthographic learning of the pseudowords was evaluated using orthographic choice, spelling, and naming tasks. Consistent with the self-teaching hypothesis, targets learned with phonological recoding in the read aloud condition yielded greater orthographic learning than those learned with concurrent articulation. The research confirms the critical nature of phonological recoding in the development of visual word recognition skills and an orthographic lexicon.     

Orthographic directionality and thematic role illustration in English and Arabic

This study tested the hypotheses that people had a bias for drawing agents on the left of a picture when given a verb stimulus targeting an active or passive event (e.g., "kicked" or "is kicked") and that orthographic directionality would influence the way events were illustrated. Monolingual English speakers, who read and write left-to-right, and Arabic speakers, who read and write right-to-left, drew agents and patients in response to verb stimuli. We found no significant orthographic directionality effects and no preference for positioning agents on the left of pictures in either group or sentence type. Instead, participants drew agents on the right regardless of language or sentence type, and this was exaggerated in English speakers illustrating passive verbs. These findings support the existence of a preference for placing agents in the right hemispace that may result from asymmetrical hemispheric (i.e., left>right) activation induced by language processing. Our results are consistent with findings that people prefer pictures in which focus is on the right, a preference strongest in pictures with no implicit directionality of movement. This suggests that the methodology of the current study encouraged a static rather than dynamic interpretation of the verb in most participants.     

Processing Unpointed Hebrew: What Can We Learn from Determining the Identicalness of Monosyllabic and Bisyllabic Nouns

The aim of this study was to determine whether Hebrew readers reference phonological information for the silent processing of unpointed Hebrew nouns. A research paradigm in which participants were required to perform consecutive same/different judgments regarding the identicalness of members of stimulus pairs was used for answering this question. Twenty-eight students (mean grade 4.9) participated in the study. The nouns used in preparing the word stimulus pairs were comprised of various amounts of syllabic information (monosyllabic versus bisyllabic) and differed in the degree this information was represented by their letter graphemes. The main findings suggest that the processing of the identicalness of unpointed Hebrew words may not involve the referencing of their phonological information.     

Chess as a Behavioral Model for Cognitive Skill Research: Review of Blindfold Chess by Eliot Hearst and John Knott

This multifaceted work on chess played without sight of the pieces is a sophisticated psychologist's examination of this topic and of chess skill in general, including a detailed and comprehensive historical account. This review builds on Hearst and Knott's assertion that chess can provide a uniquely useful model for research on several issues in the area of cognitive skill and imagery. A key issue is the relationship between viewing a stimulus and mental imagery in the light of blindfold chess masters' consistent reports that they do not use or have images. This review also proposes a methodology for measuring and quantifying an individual's skill shortfall from a theoretical maximum. This methodology, based on a 1951 proposal by Claude Shannon, is applicable to any choice situation in which all the available choices are known. The proposed “Proficiency” measure reflects the equivalent number of “yes—no” questions that would have been required to arrive at a best choice, considering also the time consumed. As the measure provides a valid and nonarbitrary way to compare different skills and the effects of different independent variables on a given skill, it may have a wide range of applications in cognitive skill research, skill training, and education.