新一代测验理论-认知诊断理论的源起与特征

认知诊断理论被视为新一代测验理论的核心,是认知心理学与现代测量学相结合的产物。对认知诊断的研究已成为当前国外心理学研究的一个重要热点,并引起国内学者的广泛关注。本文从认知诊断的源起、概念、特征,及研究的基础、框架、意义和难点等七个方面对认知诊断的理论与技术作了一个简要述评,以期推进我国心理学界认知诊断的研究工作。     

Left to right: representational biases for numbers and the effect of visuomotor adaptation

Adaptation to right-shifting prisms improves left neglect for mental number line bisection. This study examined whether adaptation affects the mental number line in normal participants. Thirty-six participants completed a mental number line task before and after adaptation to either: left-shifting prisms, right-shifting prisms or control spectacles that did not shift the visual scene. Participants viewed number triplets (e.g. 16, 36, 55) and determined whether the numerical distance was greater on the left or right side of the inner number. Participants demonstrated a leftward bias (i.e. overestimated the length occupied by numbers located on the left side of the number line) that was consistent with the effect of pseudoneglect. The leftward bias was corrected by a short period of visuomotor adaptation to left-shifting prisms, but remained unaffected by adaptation to right-shifting prisms and control spectacles. The findings demonstrate that a simple visuomotor task alters the representation of space on the mental number line in normal participants.     

Before Reproduction: The Distortion of Generation

Jean Baudrillard has posited a theory of ‘the precession of simulacra’, arguing that it is no longer possible to tell the difference between an image and the meaning it purports to represent because technology allows the image to precede its meaning. Christa Wolf, while researching Cassandra: A Novel and Four Essays (1984), traveled to Greece and discovered the ways in which language in the rational, Western model of civilization has been distorted. Both Baudrillard and Wolf are disturbed by the ways in which sign systems can be manipulated and generated, and both demonstrate the effect this has in the political and cultural arenas. This analysis intends to show how Baudrillard’s theories play out in Wolf’s narrative, and how Wolf resolves the problems thus posed through the shock of the aesthetic experience, which forces communication while it defies representation.

Adolescent Depression: Stressful Interpersonal Contexts and Risk for Recurrence

ABSTRACT— High rates of diagnosable depression in adolescence, especially among young women, present challenging clinical and research issues. Depression not only portends current maladjustment but may also signal risk for recurrent or chronic depression and its associated impairment. Because depression is most often a response to stressful events and circumstances, it is important to understand the stress context itself. Individuals with depression histories are known to contribute to the occurrence of interpersonal and other stressors at a high rate, and for young women particularly, the occurrence of interpersonal stressors and conditions in turn predicts recurrences of depression, in a vicious cycle. Interpersonal dysfunction in early adolescence predicts the likelihood of continuing maladaptive functioning in peer, family, romantic, and parenting roles. The transmission of depression from one generation to the next involves not only heritable factors but also the likelihood that depressed youth become caught in life contexts of marital and parenting discord that portend dysfunction for their offspring and continuing depression for themselves.     

Relative accessibility of domain knowledge and creativity: The effects of knowledge activation on the quantity and originality of generated ideas

In brainstorming research, quantity is assumed to breed quality. However, little is known about the cognitive mechanisms underlying this relationship. A parsimonious explanation assumes a random process, in which every idea has an equal chance of being a high-quality (original and feasible) idea. In contrast, a ‘deep exploration’ approach suggests that the originality (but not the feasibility) of generated ideas is dependent on the degree to which people engage in deep exploration of their knowledge. We conducted two experiments to test the latter hypothesis. Prior to a brainstorming task, participants were primed with subcategories of the brainstorming topic. Priming caused a higher relative productivity and average originality within the primed subcategory, but did not affect global productivity and originality across categories. This effect was replicated in dyadic interactions. These results support the deep exploration hypothesis, and suggest that the relationship between quantity and quality is more complex than has previously been assumed.     

A prospective investigation of the impact of attachment style on stress generation among clinically depressed individuals

The present study sought to determine if attachment style contributed to the generation of stressful life events among clinically depressed individuals during the course of treatment. Participants (N=68) were interviewed about life stressors experienced during a 3-month treatment protocol using a contextual approach (Life Events and Difficulties Schedule; [Brown, G. W., & Harris, T. O. (1978). Social origins of depression: A study of psychiatric disorder in women. New York: Free Press]). Results suggested interactive effects between severity of depression and attachment style on stress associated with future sociotropic and dependent life events. Mildly depressed individuals who reported a dismissing attachment style (higher levels of avoidant attachment and lower levels of anxious attachment) or preoccupied style (lower levels of avoidant attachment and higher levels of anxious attachment) experienced higher levels of stress associated with sociotropic events. Likewise, a dismissing attachment style predicted stress associated with dependent events among mildly depressed individuals. These effects were not present among our more severely depressed participants.     

Learning from your mistakes: does it matter if you’re out in left foot,I mean field?

Studies have shown that generating errors prior to studying information (pencil–?) can improve target retention relative to passive (i.e., errorless) study, provided that cues and targets are semantically related (pencil–ink) and not unrelated (pencil-frog). In two experiments, we manipulated semantic proximity of errors to targets during trial-and-error to examine whether it would modulate this error generation benefit. In Experiment 1, participants were shown a cue (band–?) and asked to generate a related word (e.g., drum). Critically, they were given a target that either matched the semantic meaning of their guess (guitar) or mismatched it (rubber). In Experiment 2, participants studied Spanish words where the English translation either matched their expectations (pariente–relative) or mismatched it (carpeta–folder). Both experiments show that errors benefit memory to the extent that they overlap semantically with targets. Results are discussed in terms of the retrieval benefits of activating related concepts during learning.