生存加工：一种独特而强大的记忆编码程序

记忆是进化的产物。生存是人类面临的首要问题, 在进化过程中生存压力可能塑造了记忆的有关特征。生存加工比控制条件使信息有更好的记忆表现, 产生稳定的记忆优势, 这就是所谓的记忆生存优势效应。而传统的编码程序, 如图式加工、关系加工、一致性、精细加工、努力程度、情绪激活、熟悉度、新异性及自我参照等, 均不能解释生存优势。因此, 生存加工很可能是一种新的独特而强大的记忆编码程序。最后文章指出未来研究应重视生存加工的神经机制、跨文化、儿童群体及错误记忆等方面的研究。     

儿童社会信息加工的情绪－认知整合模型

回顾与总结了社会认知中情绪过程对儿童社会能力发展作用的研究成果,探讨了社会信息加工过程中情绪过程和认知的关系问题。发现就个人--社会决策活动而言,情绪过程具有核心作用。并且由此介绍了社会情绪--认知整合模型及其对情绪过程的理解。在此基础上,重点综述了情绪过程在社会情境中对儿童社会信息的线索编码与解释、目标分类、反应提取与决定及行为实施的影响。     

线索有效性对儿童返回抑制的影响

采用通常的线索—靶子实验,来考察不同的线索有效性对儿童返回抑制的影响。所用的外源性线索分高有效性、低有效性和非信息性三类。儿童被试在实验中的任务为觉察圆形光点后即按键反应,记录反应时。结果表明,7岁、9岁和11岁儿童在高有效性和非信息性线索条件下均出现返回抑制;但7岁和9岁儿童在低有效性线索条件未出现返回抑制,而11岁儿童则出现。这些儿童的实验结果有别于成人。结果提示,7岁、9岁和11岁儿童的返回抑制是在外源性线索的作用下自动出现的,具有反射性质;但7岁和9岁儿童的返回抑制仍受线索有效性的制约,而11岁儿童返回抑制的发展已不受线索有效性的影响。     

Effects of Performance Context on Processing Speed and Performance Ratings

The present study demonstrated that the presence of evaluatively polarized context performances not only produces contrast and halo effects on judgments of a target performance, but also causes judgments to be made much faster. Processing speed and positive halo were highly correlated, supporting the notion that halo in performance ratings results from raters' recall and use of a single, general impression. Furthermore, regression analyses demonstrated that processing speed mediates the relationship between context and halo. The relationship between these findings, halo, processing speed, and general impressions, as well as implications for performance appraisals, are discussed.     

Lexicality, morphological structure, and semantic transparency in the processing of German ver-verbs: The complementarity of on-line and off-line evidence

Two types of experiments investigate the visual on-line and off-line processing of German ver-verbs (e.g., verbittern ‘to embitter'). In Experiments 1 and 2 (morphological priming), latency patterns revealed the existence of facilitation effects for the morphological conditions (BITTER-VERBITTERN and BITTERN-VERBITTERN) as compared to the neutral conditions (SAUBER-VERBITTERN and SÄUBERN-VERBITTERN). In Experiments 3 and 4 (rating tasks) participants had to judge whether the target (VERBITTERN) “comes from,” “contains a form of,” or “contains the meaning of” the root (BITTER) or the root+en substring (BITTERN). Taken together, these studies revealed the combined influence of the three factors of lexicality (real word status), morphological structure, and semantic transparency.     

Not all happy people are lazy or stupid: Evidence of systematic processing in happy moods

Two experiments investigated the effects of mood on the use of global trait information in impression formation tasks. Participants in both experiments formed an impression of a target based on traits and a series of behaviors that were both consistent and inconsistent with the traits. In Experiment 1, participants in happy moods, relative to those in unhappy moods, made impression judgments that reflected the evaluative implications of the trait information to a greater extent than the behaviors, regardless of the order in which they received the information. In Experiment 2, both happy and sad participants engaged in systematic processing, as reflected by the recall data, but only happy participants’ recall of target information was significantly biased by the global trait information they received. These findings are consistent with the affect-as-information model in which affective cues influence the extent to which individuals rely on general knowledge and, importantly, are inconsistent with models that posit that happiness results in reduced motivation or ability to process information carefully.     

图形推理任务中儿童策略获得的微观发展过程

运用微观发生学设计,对30名6岁儿童在矩阵填充任务中的策略获得过程进行了研究。结果发现:从策略获得的来源看,实验处理(教育干预)是图形推理策略获得的重要来源;从策略获得的个体差异看,儿童遵循的是学习领会或半学习领会的策略获得发展方式;从策略获得的路径看,快速组儿童在达到策略获得标准后正确率不高,而标准组和延迟组则能保持较高的正确率;从策略获得的速率看,在实验前3个阶段正确率有快速的变化,而到后期则保持正确率稳定不变。     

Location of a missing object and detection of its absence by infants: Contribution of an eye‐tracking system to the understanding of infants' strategies

Previous research has demonstrated infants' capacity to discriminate between situations in which all the objects successively hidden behind a screen are present, or not, after the removal of the screen. Two types of interpretation have been proposed: counting capacity or object memorization capacity. In the usual paradigm, the missing object in the impossible event is usually the last object which is placed behind the screen. Following this, a third interpretation can be offered: infants' exploration is first directed to this object's location, and its presence or absence is noticed. Two experiments using Wynn's (Nature 1992; 358 :749) paradigm were performed to test the third hypothesis. The first experiment involved four objects (teddy bears) placed in four squares. Infants looked longer at the impossible event (3 objects, the last one missing) than at the possible event (4 objects) when the impossible event was presented first. No difference in looking duration was observed for the opposite order. In the second experiment, the four objects were disposed in a line and an eye‐tracking system was used. No difference in the number of looks was observed between the impossible event (3 objects, the second one missing) and the possible event (4 objects). Therefore, it appears that at least in this complex situation (4 objects used instead of 2 usually), the location of the missing object is a key factor for event discrimination. Eye‐tracking also indicated in the second experiment that infants looked less at the second location during an impossible event (object missing) than during the possible event (object present), indicating that the impossibility of the event was not a determining factor for looking durations. Altogether, the data indicate the potential usefulness of eye‐tracking analysis in this type of situation. Copyright © 2004 John Wiley & Sons, Ltd.     

双作业任务中人格特质对选择性加工的影响

运用双操作任务,该研究考察了人格的神经质和外倾性特质对选择性加工的影响。实验结果表明：(1)对各类词性的辨别速度,低神经质普遍快于高神经质,外倾者普遍快于内倾者．选择性加工偏向在RT指标上并不明显;(2)从词性辨别的正确率指标分析,高神经质被试对负性词存在明显的反应偏向;对于特质词与中性词的判断,内、外倾被试之间不存在显著差异;(3)在自由回忆任务中,各类被试均存在明显的回忆偏向及特质一致性倾向。     

4～5岁儿童对书面数符号的表征和理解能力的发展

本研究对61名中班儿童的书面数符号表征和理解能力进行了跟踪调查。一年中三次个别面试的结果表明,约40％的4岁儿童已能运用1—10的书面数符号表征数量。至中班末期,大多数5岁儿童能够较熟练地运用至少1一17的书面数符号来表征数量,尽管其中有人在两位数的表征和数字的正确写法上有困难。儿童的书面数符号表征与他们的基数概念发展水平密切相关。大学附属幼儿园4—5岁儿童的书面数符号表征能力好于为工人家庭服务的幼儿园儿童的能力。