物体识别中的视点问题

视点问题是物体识别研究中的热点问题。文章回顾了两个主要的物体识别理论：结构描述模型和基于图像的模型,前者认为物体识别是视点独立的（viewpoint-invariant）,后者认为物体识别是视点依赖的（viewpoint-dependent）。在介绍了物体识别领域的一些最新研究进展和分析了当前研究存在的问题之后,文章进一步探讨解决视点争论的可能的途径:完善现存的物体心理表征模型     

面部表情识别与面孔身份识别的独立加工与交互作用机制

面孔识别功能模型认为,面部表情识别与面孔身份识别是两条独立的并行路径。以往诸多研究者都认可并遵循二者分离的原则。但近期研究表明,面部表情识别与面孔身份识别存在交互作用。首先总结和分析已有的面部表情识别的研究成果,评述神经心理学与认知神经科学研究中的论争,然后介绍人脸知觉的分布式神经机制以及相关的实验证据,最后提出面部表情识别与面孔身份识别的多级整合模型,并展望研究前景。     

汉字识别中的同音字效应:语音影响字形加工的证据

两个实验考察汉字识别中语音对字形加工产生的影响。实验一采用视觉呈现材料的词汇判断法,没有发现如同英语研究中的同音字效应,实验二采用视、听跨通道的实验范式,首先呈现汉字的语音,然后进行视觉的词汇判断,结果发现,当出现的汉字为低频字时,其同音字越多,词汇判断的时间越长。这说明汉字的识别过程中,语音对低频字字形的加工有一定影响。     

知觉场理论对面孔知觉年龄偏差效应的解释

使用融合面孔范式和倒置面孔范式来研究面孔知觉的年龄偏差效应,检验知觉场能否作为面孔整体加工的指标,并以此发展年龄偏差的整体加工解释。结果发现：（1）成人和儿童在加工正立面孔时的知觉场均大于加工倒置面孔时的知觉场;（2）在加工正立面孔时,成人加工本年龄面孔比加工他年龄面孔的知觉场更大。上述结果表明：（1）知觉场大小可以作为面孔整体加工的指标,且受面孔朝向的影响;（2）知觉场假设可以解释面孔的年龄偏差效应。     

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。     

再认的心理模型的构建

研究将再认模型的构建置于适应、认知和监控三个系统背景之下,认为将人视为类似于计算机的符号系统是不够的,人更具有生物的基础和演化的历史。从进化的角度来看,再认模型的构建应当满足种系发展和个体发生的延续性。在完成再认模型的构建后,以此作应用．对William James提出的情绪理论进行了新的诠释。     

Evidence for a confidence–accuracy relationship in memory for same- and cross-race faces

Discrimination accuracy is usually higher for same- than for cross-race faces, a phenomenon known as the cross-race effect (CRE). According to prior research, the CRE occurs because memories for same- and cross-race faces rely on qualitatively different processes. However, according to a continuous dual-process model of recognition memory, memories that rely on qualitatively different processes do not differ in recognition accuracy when confidence is equated. Thus, although there are differences in overall same- and cross-race discrimination accuracy, confidence-specific accuracy (i.e., recognition accuracy at a particular level of confidence) may not differ. We analysed datasets from four recognition memory studies on same- and cross-race faces to test this hypothesis. Confidence ratings reliably predicted recognition accuracy when performance was above chance levels (Experiments 1, 2, and 3) but not when performance was at chance levels (Experiment 4). Furthermore, at each level of confidence, confidence-specific accuracy for same- and cross-race faces did not significantly differ when overall performance was above chance levels (Experiments 1, 2, and 3) but significantly differed when overall performance was at chance levels (Experiment 4). Thus, under certain conditions, high-confidence same-race and cross-race identifications may be equally reliable.     

Instructions to mimic improve facial emotion recognition in people with sub-clinical autism traits

People tend to mimic the facial expression of others. It has been suggested that this helps provide social glue between affiliated people but it could also aid recognition of emotions through embodied cognition. The degree of facial mimicry, however, varies between individuals and is limited in people with autism spectrum conditions (ASC). The present study sought to investigate the effect of promoting facial mimicry during a facial-emotion-recognition test. In two experiments, participants without an ASC diagnosis had their autism quotient (AQ) measured. Following a baseline test, they did an emotion-recognition test again but half of the participants were asked to mimic the target face they saw prior to making their responses. Mimicry improved emotion recognition, and further analysis revealed that the largest improvement was for participants who had higher scores on the autism traits. In fact, recognition performance was best overall for people who had high AQ scores but also received the instruction to mimic. Implications for people with ASC are explored.     

Does retrieval practice depend on semantic cues? Assessing the fuzzy trace account of the testing effect

Retrieval practice enhances long-term retention more than restudying; a phenomenon called the testing effect. The fuzzy trace explanation predicts that a testing effect will already emerge after a short interval when participants are solely provided with semantic cues in the final test. In the present study, we assessed this explanation by gradually reducing the surface features overlap between cues in the learning phase and the final recognition test. In all five experiments, participants in the control/word condition received as final test cues the same words as in the learning phase. The experimental final test cues consisted of scrambled words, words in a new context, scrambled words in a new context (Experiment 1), synonyms (Experiment 2), or images (Experiments 3, 4a, 4b). A short-term testing effect was only observed for the image final test cues. These results do not provide strong support for the fuzzy trace explanation of the testing effect.     

面孔再认及学习程度判断中的同龄效应

同龄效应指个体对自己年龄段面孔的记忆成绩显著高于其他年龄面孔.实验采用3×3混合设计,考察不同年龄被试对面孔再认及学习程度判断中的同龄效应,探讨同龄效应的发展规律.结果显示,青年和老年人对同龄面孔的再认显著好于异龄面孔,儿童对同龄与异龄面孔的再认成绩差异不显著;各组被试对不同年龄的面孔学习程度判断准确性之间的差异没有区别.这表明:青年和老年人在面孔再认中出现了同龄效应,儿童没有表现出同龄效应;个体学习程度判断中不存在同龄效应,且这种特点与年龄无关.