网络使用线索对不同动机使用者上网欲望的诱发作用

以67名信息获取性动机者和54名人际情感性动机者为被试,以基于实景照片的网络信息获取线索、网络情感满足线索和负性情绪线索为刺激材料,采用线索暴露范式探讨了网络使用线索对网络使用者上网欲望的相对影响。实验结果表明,网络信息获取线索仅对信息获取性动机者的上网欲望具有显著的诱发作用,而情感满足线索和负性情绪线索仅对人际情感性动机者的上网欲望具有显著的诱发作用。该研究为解释人际情感性动机者的病理性互联网使用行为特征提供了实验证据。     

Social stories, written text cues, and video feedback: effects on social communication of children with autism.

This study investigated the effects of written text and pictorial cuing with supplemental video feedback on the social communication of 5 students with autism and social deficits. Two peers without disabilities participated as social partners with each child with autism to form five triads. Treatment was implemented twice per week and consisted of 10 min of systematic instruction using visual stimuli, 10 min of social interaction, and 10 min of self‐evaluation using video feedback. Results showed increases in targeted social communication skills when the treatment was implemented. Some generalized treatment effects were observed across untrained social behaviors, and 1 participant generalized improvements within the classroom. In addition, naive judges reported perceived improvements in the quality of reciprocal interactions. These findings support recommendations for using visually cued instruction to guide the social language development of young children with autism as they interact with peers without disabilities.     

任务类线索对学习难易度判断及其准确性影响的实验研究

摘要：通过两个实验考察任务类线索（词频、关联性、学习次数）对学习难易度判断及其准确性的影响。结果表明：（1）词频和关联性对学习难易度判断均有显著影响,高频词对、有关联词对的预测成绩显著高于低频词对和无关联词对的预测成绩;（2）高频词对和低频词对的预测成绩均出现高估,但低频词对的估计更准确;有无关联词对相比,无关联词对预测成绩偏差更大,有关联词对的难易度判断更准确;（3）词频高低只影响成绩的预测,不影响实际回忆成绩;关联性既影响对成绩的预测,也影响实际回忆成绩。（4）学习次数对难易度判断没有显著影响,但随学习次数增加,判断准确性降低,出现低估现象。结论：材料因素对学习难易度判断等级具有较稳定的影响;不同材料因素（词频、关联性）对难易度判断准确性的影响方式不同;学习次数对学习难易度判断没有显著影响;学习难易度判断中存在练习伴随低估效应。     

知觉线索对元记忆监控的影响

近年来, 越来越多的证据表明知觉线索影响个体的高级认知--元记忆。元记忆指个体对自己学习和记忆活动的认知, 其核心成分是监测和控制。研究发现, 多种知觉线索(如字体大小、音量、文本清晰度、重量、亮度等)影响个体的元记忆监测(如学习判断和自信心评定)及控制(如学习时间分配)。这种影响可能是加工流畅性所致, 也可能基于人们的信念产生。未来研究有必要进一步探究知觉线索影响元记忆监控的条件, 并厘清加工流畅性和信念的具体作用。     

Multiple Framing: Verbal,Facial, and Vocal Cues in Risky Choice

Verbal framing effects have been widely studied, but little is known about how people react to multiple framing cues in risk communication, where verbal messages are often accompanied by facial and vocal cues. We examined joint and differential effects of verbal, facial, and vocal framing on risk preference in hypothetical monetary and life–death situations. In the multiple framing condition with the factorial design (2 verbal frames × 2 vocal tones × 4 basic facial expressions × 2 task domains), each scenario was presented auditorily with a written message on a photo of the messenger's face. Compared with verbal framing effects resulting in preference reversal, multiple frames made risky choice more consistent and shifted risk preference without reversal. Moreover, a positive tone of voice increased risk‐seeking preference in women. When the valence of facial and vocal cues was incongruent with verbal frame, verbal framing effects were significant. In contrast, when the affect cues were congruent with verbal frame, framing effects disappeared. These results suggest that verbal framing is given higher priority when other affect cues are incongruent. Further analysis revealed that participants were more risk‐averse when positive affect cues (positive tone or facial expressions) were congruently paired with a positive verbal frame whereas participants were more risk‐seeking when positive affect cues were incongruent with the verbal frame. In contrast, for negative affect cues, congruency promoted risk‐seeking tendency whereas incongruency increased risk‐aversion. Overall, the results show that facial and vocal cues interact with verbal framing and significantly affect risk communication. Copyright © 2016 John Wiley & Sons, Ltd.     

Police officers' beliefs about,and use of,cues to deception

Meta‐analytic findings indicate that people, including police officers, are generally poor at detecting low‐stakes deception. Related to this, investigations of behaviours that people reportedly use to make truth or lie judgements tend to conclude that people rely on incorrect stereotypes. However, consistent findings suggest that police officers are able to detect high‐stakes deception; this implies that, at least in some contexts, police officers utilise reliable cues to deception. The research presented here was an investigation of cues to deception used by police officers (N  = 69), when making veracity decisions about real world, high‐stakes communications. Data were collected on both free report cues, and also prescribed cues that were known (from previous research), to discriminate between liars and truth‐tellers in the communications that the police officers observed. Officers free reported using cues related to verbal content, emotion, body language, eyes, vocal cues, and external cues. Most prescribed cues were self‐reportedly used correctly by large majorities of the officers, suggesting that they may not rely on inaccurate stereotypes. Self‐report use of categories of free report cues, and prescribed cues, was not related to accuracy in detecting deception. As people may not always be aware of the behaviours on which their judgements are based, the relationships between some of the behaviours actually displayed in the communications, and group accuracy in detecting deception in those communications, were also investigated. Group accuracy was related to the presence of subjective, emotion‐related cues in the communications.     

Children's use of geometric information in mapping tasks

Accumulating evidence, particularly from research using the disorientation technique, demonstrates early sensitivity to geometric properties of space. However, it is not known whether children can use geometric cues to interpret a map. The current study examined how 3- to 6-year-olds use geometric features of layouts in solving mapping tasks. Children were asked to identify a target location in a layout shaped as an isosceles triangle by using information provided in a picture of that layout. Performance depended on whether the shape was presented explicitly or needed to be inferred. Younger participants performed better when the triangle was formed by continuous connected lines than when it was formed by separate objects. Performance also depended on the type of geometric cues available. Children found it easier to establish mapping for targets located in the unique corner of the triangle than for targets located in equal-sized corners. Overall, the findings reveal both a remarkable early ability to use geometric information in mapping and limits in this ability.     

Pitch Cues for the Recognition of Yes-No Questions in French

Linguistic studies of the intonation of Yes–No questions in French show that, in questions containing more than two stress groups, interrogative intonation is characterized by a sequence of lowered pitches or downstepped tones which precede the final rise. The gating paradigm was used here to determine whether subjects listening to French NP utterances containing three stress groups could indicate whether the utterance was an statement or a question before the final rise was heard. Although the task was difficult, findings indicate that listeners can in fact to a certain extent, recognize with mid confidence ratings, the intonational device of a question while they were hearing the downstepped tones preceding the final rise.     

Idiomatic syntactic constructions and language learning

This article explores the influence of idiomatic syntactic constructions (i.e., constructions whose phrase structure rules violate the rules that underlie the construction of other kinds of sentences in the language) on the acquisition of phrase structure. In Experiment 1, participants were trained on an artificial language generated from hierarchical phrase structure rules. Some participants were given exposure to an idiomatic construction (IC) during training, whereas others were not. Under some circumstances, the presence of an idiomatic construction in the input aided learners in acquiring the phrase structure of the language. Experiment 2 provides a replication of the first experiment and extends the findings by showing that idiomatic constructions that strongly violate the predictive dependencies that define the phrase structure of the language do not aid learners in acquiring the structure of the language. Together, our data suggest that (a) idiomatic constructions aid learners in acquiring the phrase structure of a language by highlighting relevant structural elements in the language, and (b) such constructions are useful cues to learning to the extent that learners can keep their knowledge of the idiomatic construction separate from their knowledge of the rest of the language.     

The logic of the stimulus

This paper examines the contribution of stimulus processing to animal logics. In the classic functionalist S-O-R view of learning (and cognition), stimuli provide the raw material to which the organism applies its cognitive processes–its logic, which may be taxon-specific. Stimuli may contribute to the logic of the organism's response, and may do so in taxon-specific ways. Firstly, any non-trivial stimulus has an internal organization that may constrain or bias the way that the organism addresses it; since stimuli can only be defined relative to the organism's perceptual apparatus, and this apparatus is taxon-specific, such constraints or biases will often be taxon-specific. Secondly, the representation of a stimulus that the perceptual system builds, and the analysis it makes of this representation, may provide a model for the synthesis and analysis done at a more cognitive level. Such a model is plausible for evolutionary reasons: perceptual analysis was probably perfected before cognitive analysis in the evolutionary history of the vertebrates. Like stimulus-driven analysis, such perceptually modelled cognition may be taxon-specific because of the taxon-specificity of the perceptual apparatus. However, it may also be the case that different taxa are able to free themselves from the stimulus logic, and therefore apply a more abstract logic, to different extents. This thesis is defended with reference to two examples of cases where animals' cognitive logic seems to be isomorphic with perceptual logic, specifically in the case of pigeons' attention to global and local information in visual stimuli, and dogs' failure to comprehend means-end relationships in string-pulling tasks.This contribution is part of the special issue “Animal Logics” (Watanabe and Huber 2006).