沃尔夫假说的新证据:范畴内和范畴间颜色辨别难度相同时语言范畴也会影响注意前颜色知觉

该研究探讨了当范畴内和范畴间颜色的辨别难度相同时,语言范畴是否会影响注意前颜色知觉。实验中,采用渐变且相邻者差别阈限数相当的A、B、C、D四种颜色（前两者为绿色,后两者为蓝色）为刺激材料,并让被试接受视觉Oddball脑电测试。脑电测试分视野给被试呈现标准刺激,以及与标准刺激属同一语言范畴（即颜色词绿色或蓝色）或不同语言范畴的偏差刺激。结果发现：在左视野呈现时,范畴内偏差刺激比范畴间偏差刺激诱发了边缘显著更大的视觉失匹配负波（vMMN）,在右视野呈现时,两类偏差刺激诱发的vMMN无显著差异;范畴内偏差刺激在不同视野呈现时诱发的vMMN无显著差异,范畴间偏差刺激则在右视野呈现时诱发了显著更大的vMMN。这一结果表明,当范畴内和范畴间颜色的辨别难度相同时,语言范畴也会影响早期的、注意前颜色知觉,支持了沃尔夫假说。     

La construction de compétences d’étudiants en soins infirmiers lors d’un apprentissage par simulation : étude au cours d’un exercice de prise en charge d’un arrêt cardiorespiratoire

Our study focuses on the professionalization process in nursing students. More specifically, it aims to understand how each step of simulation in nursing education contributes to skills development in nursing students. In total, forty-seven students participated in this study. All the learners were first year students and answered anonymously, at the four stages of the research process, to a questionnaire consisting of six questions to measure their opinion on the acquisition of skills during a learning session based on simulation. Each question was built on one of the six forms of knowledge defined by Le Boterf, 1997, Le Boterf, 2007, Le Boterf, 2011 in his theoretical model of competence. The results show that each stage of the simulation training significantly modifies the students’ opinion on the different forms of knowledge they have acquired. Moreover, the debriefing, that is an essential part of simulation learning, proves to be the most complex stage given the multiple psycho-cognitive and emotional processes involved.     

否定情绪词的具身动态模拟过程

实验1和实验2分别以“（不）+积极/消极情绪词”和“（不）+愤怒/悲伤情绪词”形式的情绪词语或否定短语作为实验材料,分别采取词-图匹配范式和趋近-回避范式,以否定加工的早期（250ms）和中后期（1000ms）两种探测时间,探讨否定对情绪词效价与动机维度加工是否符合否定的两步模拟假设。结果发现,否定情绪效价部分符合否定的两步模拟假设,早期以被否定的情绪状态模拟为主,即不高兴会首先激活高兴;中后期,否定消极词和积极词都被理解为积极;否定情绪动机维度并不符合否定的两步模拟假设,否定对愤怒与悲伤的趋近－回避的影响出现在否定加工中后期,否定改变愤怒的动机方向,由趋近变为回避,却没有改变悲伤的动机方向,悲伤仍表现为回避。本研究证明否定对情绪词的效价和动机维度部分符合两步模拟假设,否定情绪词有其特定的加工过程,各维度加工有所不同。     

Two Models of Moral Judgment

This paper compares two theories and their two corresponding computational models of human moral judgment. In order to better address psychological realism and generality of theories of moral judgment, more detailed and more psychologically nuanced models are needed. In particular, a motivationally based theory of moral judgment (and its corresponding computational model) is developed in this paper that provides a more accurate account of human moral judgment than an existing emotion‐reason conflict theory. Simulations based on the theory capture and explain a range of relevant human data. They account not only for the original data that were used to support the emotion – reason conflict theory, but also for a wider range of data and phenomena.     

Sensory load incurs conceptual processing costs

Theories of grounded cognition propose that modal simulations underlie cognitive representation of concepts [Barsalou, L. W. (1999). Perceptual symbol systems. Behavioral and Brain Sciences, 22(4), 577-660; Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59, 617-645]. Based on recent evidence of modality-specific resources in perception, we hypothesized that verifying properties of concepts encoded in different modalities are hindered more by perceptual short-term memory load to the same versus different sensory modality as that used to process the property. We manipulated load to visual and auditory modalities by having participants store one or three items in short-term memory during property verification. In the high (but not low) load condition, property verification took longer when the property (e.g., yellow) involved the same modality as that used by the memory load (e.g., pictures). Interestingly, similar interference effects were obtained on the conceptual verification and on the memory task. These findings provide direct support for the view that conceptual processing relies on simulation in modality-specific systems.     

All in this together? Group representations and policy support

The present research explored the relationship between how Canadians perceived the quality of intergroup contact with Americans and their support for different antiterrorism policies, considering the potential mediating role of intergroup representations specified in the Common Ingroup Identity Model. Canadian students (n = 360) completed questionnaires that assessed their perceptions of the quality of intergroup contact with Americans, group representations, and reactions to various policies tied to the war against terror. Specifically, we tested a model of how perceptions of the quality of intergroup contact, along the dimensions specified by the Contact Hypothesis, predict different representations of the two groups (Canadians and Americans), and then how these different representations predict reactions to antiterrorist policies. Structural equation modeling analysis supported the predictions, revealing the pivotal role of group representations for policy views.     

Direct perception in the intersubjective context

This paper, in opposition to the standard theories of social cognition found in psychology and cognitive science, defends the idea that direct perception plays an important role in social cognition. The two dominant theories, theory theory (TT) and simulation theory (ST), both posit something more than a perceptual element as necessary for our ability to understand others, i.e., to “mindread” or “mentalize.” In contrast, certain phenomenological approaches depend heavily on the concept of perception and the idea that we have a direct perceptual grasp of the other person’s intentions, feelings, etc. This paper explains precisely what the notion of direct perception means, offers evidence from developmental studies, and proposes a non-simulationist interpretation of the neuroscience of mirror systems.     

假设形成与检验的神经机制

假设形成与检验是解决任何复杂问题的重要思维工具, 是人们发现规则, 形成概念, 建立假说, 获得知识的基础。为进一步考察这一思维能力的神经机制, 本项目在已有行为及脑电研究的基础上以“类别概括－规则发现”为研究范式, 给被试提供包含多个知觉维度的刺激, 要求被试通过知觉观察与反馈学习发现基于类别的规则(假设)。本项目重点考察被试在此任务中选择与收敛假设,以及加工否定(冲突)信息的脑机制, 并尝试揭示假设形成与检验的个体发展特征。     

汉字习得的年龄效应:语音完整性假设的检验

采用语音匹配任务,考察汉字习得的年龄效应及其语音完整性假设的合理性。实验1首先采用整体语音匹配任务,证明了语音匹配实验范式的有效性。实验2和实验3分别采用声母匹配和韵母匹配任务,即事先呈现汉字的声母或者韵母,之后呈现汉字,要求被试判断呈现汉字的声母或者韵母是否与事先呈现的语音片段相同。结果发现,部分语音提取的任务中存在汉字习得的年龄效应,表现为早习得的汉字,无论声母和韵母的提取都比晚习得汉字声母和韵母的提取容易。研究结果不支持语音完整性假设,任意映射假设能够解释本研究的结果。