外在暗示线索对学习者在多媒体学习中自我调节学习过程的影响

考察139名五、七年级学生在逐次阅读10组图文材料的过程中对阅读测试与媒体信息的关系的自我监察并据此对阅读时间分配模式的自我调节过程,结果发现：（1）二年级被试能够监察阅读测试和图文之间的相倚关系,并据此对图文阅读时间分配模式进行自我调节,分配更多时间在与测试相关的材料上;（2）五、七年级被试的图文时间分配均呈现逐步调节的模式。（3）七年级被试比五年级被试对阅读测试与图文的关系的监察更为准确、时间分配模式调节出现的时机更早,时间分配调节策略的使用更合理,测试成绩更高。     

Evidence of blocking with geometric cues in a virtual watermaze

Three computer based experiments, testing human participants in a non-immersive virtual watermaze task, used a blocking design to assess whether two sets of geometric cues would compete in a manner described by associative models of learning. In stage 1, participants were required to discriminate between visually distinct platforms. In stage 2, additional spatial information was provided by the shape or the color of the walls of the pool. In a test trial, the platforms were removed and the spatial knowledge acquired regarding the position of the platform was assessed. Experimental groups were compared against control groups which did not receive stage 1 training. The unique color of the correct platform, in Experiments 1 and 3, disrupted learning about the colored walls but not the geometry of the pool. In Experiment 2, the correct platform was identifiable from its position within the three platform array. Learning the relative position of the correct platform within the array disrupted learning about its position relative to the geometry of the pool, but not to the colored walls. The results suggest that learning the position of a goal in relation to the geometry of the environment can be blocked but only by an alternative geometric cue.     

Self-representationalism and phenomenology

To a first approximation, self-representationalism is the view that a mental state M is phenomenally conscious just in case M represents itself in the appropriate way. Proponents of self-representationalism seem to think that the phenomenology of ordinary conscious experience is on their side, but opponents seem to think the opposite. In this paper, I consider the phenomenological merits and demerits of self-representationalism. I argue that there is phenomenological evidence in favor of self-representationalism, and rather more confidently, that there is no phenomenological evidence against self-representationalism.

The stimulating and inhibiting effects of weapons on Aggressive behavior

Evidence is presented suggesting that firearms violence is an important social problem. Research strongly suggests that the effectiveness of firearms as a cause of death and injury may be due to their widespread availability, their lethality, and the impulsivity of their use. The investigation of a possible causal link between firearms and impulsive aggression led to Berkowitz and LePage's (1967) weapons effect experiment. The results suggested that weapons can increase the instigation to aggression in aroused an uninhibited individuals. The researchers reasoned that weapons might stimulate aggression by classical conditioning processes resulting from learned associations between aggressive acts and weapons. Although a few studies have failed to reproduce an aggression-enhancing effect of weapons, the original finding has been replicated in several countries with diverse subject groups both in field and laboratory settings. However, these studies also indicate that many individuals may react with anxiety or fear in the presence of weapons and inhibit aggressive reactions. Manipulations of evaluation apprehension, subject suspiciousness, and/or hypothesis awareness about the purpose of the weapons in the experiments all seem to lead to reduced levels of aggressive response in the presence of weapons. These findings offer a possible explanation for the few failures to replicate the original weapons effect; if researchers used apprehensive subjects or subjects who were aware of possible experimental deceptions, they were more likely to observe an inhibitory reaction rather than an aggression-enhancing effect of weapons.     

The influence of chemical cues on the territorial prior residence effect in convict cichlids (cichlasoma nigrofasciatum Günther)

The importance of accumulated chemical cues on the occurrence of the territorial prior residence effect was investigated in two experiments using adult convict cichlids (Cichlasonul nigrofasciatum). In the first experiment, pairs of fish, matched on a number of criteria, were randomly assigned to three independent treatment conditions in which (1) the territorial marker (pot or clump of plants) was removed just prior to a direct encounter in the aquarium of the resident (pair member in whose aquarium the encounter took place) with accumulated chemical cues remaining intact; (2) the marker was removed, as well as the chemical cues; or (3) the marker was present, but the chemical cues were removed. Results showed that a significant prior residence effect occurred when the marker was present, but did not occur in either condition in which the marker was removed. A second experiment, in which the marker was removed and the gravel substrate altered, also did not reveal a signficant prior residence effect. Apparently, the territorial resident recognizes his territory by using certain visual cues, with accumulated chemical cues being neither necessary nor sufficient in this process.     

The control of alcohol-related aggression: Redirecting the inebriate's attention to socially appropriate conduct

Forty male undergraduates ingested either a high dose of alcohol or a placebo, and were either provided with a nonaggressive norm or not, prior to being provoked by an opponent during a competitive reaction time task. Aggression was assessed by the intensity of shocks administered by the subject to the bogus opponent. Results suggest that the provision of an explicit nonaggressive norm enabled highly intoxicated subjects to moderate their aggressive responding even in a highly competitive situation. These findings are discussed in terms of current cognitive disruption models of alcohol-related aggression which assume intoxicated persons are unable to process information concerning appropriate standards of conduct.     

Verbal cues flexibly transform spatial representations in human memory

ABSTRACT

Humans possess a unique ability to communicate spatially-relevant information, yet the intersection between language and navigation remains largely unexplored. One possibility is that verbal cues accentuate heuristics useful for coding spatial layouts, yet this idea remains largely untested. We test the idea that verbal cues flexibly accentuate the coding of heuristics to remember spatial layouts via spatial boundaries or landmarks. The alternative hypothesis instead conceives of encoding during navigation as a step-wise process involving binding lower-level features, and thus subsequently formed spatial representations should not be modified by verbal cues. Across three experiments, we found that verbal cues significantly affected pointing error patterns at axes that were aligned with the verbally cued heuristic, suggesting that verbal cues influenced the heuristics employed to remember object positions. Further analyses suggested evidence for a hybrid model, in which boundaries were encoded more obligatorily than landmarks, but both were accessed flexibly with verbal instruction. These findings could not be accounted for by a tendency to spend more time facing the instructed component during navigation, ruling out an attentional-encoding mechanism. Our findings argue that verbal cues influence the heuristics employed to code environments, suggesting a mechanism for how humans use language to communicate navigationally-relevant information.     

Immediate reinforcement in delayed reward learning in pigeons

Pigeons were trained on simultaneous red-green discrimination procedures with delayed reward and sequences of stimuli during the delay. In Experiment 1, three stimuli appeared during the 60-second intervals between the correct responses and reward, and the incorrect responses and nonreward. The stimulus that immediately followed a correct response also preceded nonreward, and the stimulus that followed an incorrect response preceded reward. These stimuli were 10 or .33 second in duration for different groups. Stimuli during the remainder of the delay interval differed following correct and incorrect responses. Group 10 initially persisted in the nonrewarded choice, but shifted to a preponderance of rewarded responses after further training. Group .33 rapidly acquired the correct response. Similar results were obtained in Experiment 2 where delay intervals consisted of opposite sequences of two stimuli of equal duration and total delays were 6, 20, or 60 seconds. Early in training, generalization of differential conditioned-reinforcing properties from the conditions preceding reward and nonreward to postchoice conditions had a greater effect relative to backchaining than it did later. It was concluded that delayed-reward learning is best analyzed in terms of the conditioned-reinforcing value of the patterns of cues that follow immediately after rewarded and nonrewarded responses.     

Pigeons' spatial memory: III. Effect of distractors on delayed matching of key location.

The effect of distractors on pigeons' delayed matching of key location was investigated. Baseline trials began with a "ready" stimulus (brief operation of the grain feeder). Then one (randomly chosen) key from a three-by-three matrix was lit briefly as the sample. After a short delay (retention interval) the sample key was lit again along with one of the other eight keys. A peck at the key that had served as the sample (correct comparison) produced grain reinforcement, whereas a peck to the other key (incorrect comparison) produced only the intertrial interval. In Experiment 1, a houselight distractor, presented during either the sample, retention interval, or choice phases of the trial, had little if any effect on accuracy of matching key location. In Experiment 2, one of three types of spatial stimuli was interpolated during the retention interval, or the interval was blank as during baseline trials. The three stimuli were: the sample (correct comparison) location for that trial, the incorrect comparison location for that trial, or one of the seven unused locations for that trial. Relative to blank trials, accuracy improved slightly on sample-interpolated trials, decreased slightly on unused location-interpolated trials, and decreased considerably on incorrect comparison-interpolated trials. In Experiment 3, retention intervals were blank or had one of six types of interpolation: the sample, the incorrect comparison, two presentations of the sample, two presentations of the incorrect comparison, the sample followed by the incorrect comparison, or the incorrect comparison followed by the sample.(ABSTRACT TRUNCATED AT 250 WORDS)     

THE EFFECTS OF SEQUENTIAL PICTORIAL CUES,SELF-RECORDING,AND PRAISE ON THE JOB TASK SEQUENCING OF RETARDED ADULTS

The present study investigated the effects of a self-recording procedure using sequentially organized picture cues on independent task changes of four mentally retarded adults. Independent task changes were identified as the beginning of new tasks without directives or instruction. In addition to investigating treatment effects, the long-term maintenance of the task-change behavior was measured. During self-recording and picture-cue training, the subjects completed an increased proportion of independent task changes, and this behavior was maintained for more than 10 wk following removal of the training procedures. Self-recording using picture cues was shown to be an effective procedure for teaching mentally retarded adults to function more independently in a job setting.