部分线索效应的作用机制

部分线索效应指让学习者学习一系列材料,在随后的测试阶段,给学习者提供先前学习的部分材料作为提取线索,让学习者回忆剩余的材料,其回忆成绩反而比没有提取线索时回忆成绩差。该效应的经典理论模型主要有组织干扰假说和提取抑制假说。由于它们有许多分歧之处,最近提出的双机制解释试图将二者融合,显示了诸多优势,但同时也存在一些缺陷。对双机制解释的进一步探索应侧重于确定组织干扰的量、探讨部分线索相对持久抑制作用的过程、界定组织干扰假说和提取抑制假说的关系,此外对部分线索效应在实际学习生活中的检验也很重要。     

Observational drawing biases are predicted by biases in perception: Empirical support of the misperception hypothesis of drawing accuracy with respect to two angle illusions

We tested the misperception hypothesis of drawing errors, which states that drawing accuracy is strongly influenced by the perceptual encoding of a to-be-drawn stimulus. We used a highly controlled experimental paradigm in which nonartist participants made perceptual judgements and drawings of angles under identical stimulus exposure conditions. Experiment 1 examined the isosceles/scalene triangle angle illusion; congruent patterns of bias in the perception and drawing tasks were found for 40 and 60° angles, but not for 20 or 80° angles, providing mixed support for the misperception hypothesis. Experiment 2 examined shape constancy effects with respect to reproductions of single acute or obtuse angles; congruent patterns of bias in the perception and drawing tasks were found across a range of angles from 29 to 151°, providing strong support for the misperception hypothesis. In both experiments, perceptual and drawing biases were positively correlated. These results are largely consistent with the misperception hypothesis, suggesting that inaccurate perceptual encoding of angles is an important reason that nonartists err in drawing angles from observation.     

Prosodic phrasing and attachment preferences

The attachment of a relative clause (RC) has been found to differ across languages when its head noun is a complex NP. One attempt to explain the attachment differences is the Implicit Prosody Hypothesis (IPH) proposed by Fodor (1998, 2002). The goal of this paper is to show how the default phrasing of a sentence (explicit prosody), defined phonologically, differs across seven languages (English, Greek, Spanish, French, Farsi, Japanese, and Korean), and how the prosodic phrasing of a sentence in each language, both default and nondefault, matches the interpretation of RC attachment by individual speakers. Observed tendencies show that there is a direct relationship between the prosodic phrasing and the interpretation of RC attachment, strongly supporting the IPH. In addition, the paper discusses the status of default phrasing and the factors affecting the default phrasing, including rhythmic and syntactic factors and their interactions.     

Silent letters and phonological priming

Many written English words contain silent letters. Omitting them produces nonwords pronounced identically to the original words, for example, SALM for PSALM and COLUM for COLUMN. We report two naming and two lexical decision experiments in which targets of 4–11 letters followed primes exposed for 100 ms in mask-prime-mask-target sequences. Priming in SALM-psalm and COLUM-column pairs exceeded priming in orthographic control pairs such as ASTA-pasta and COUSI-cousin, pairs in which pronounced letters are omitted to form the primes. SALM and COLUM, however, were less effective primes than PSALM and COLUMN. Results were discussed in terms of the phonological coherence hypothesis, the role of orthographic codes in filtering phonologically activated representations, and graphemes as reading units.     

Effects of Interspersing Additional Brief Math Problems on Student Performance and Perception of Math Assignments: Getting Students to Prefer to Do More Work

Three experiments were conducted to assess the effects of the interspersing procedure on students' mathematics performance, perceptions of mathematics assignments, and preference for mathematics assignments when more work was added. In Experiment I, college students worked computation problems from two assignments. The control assignment contained 15 three-digit by two-digit problems (3 × 2) and the experimental assignments contained 18 3 × 2 problems and 6 additional interspersed one-digit by one-digit problems (1 × 1). Students then rated the assignments and chose one for homework. Results showed significantly more students preferred (i.e., chose it for homework) the experimental assignment with the additional target (i.e., 3 × 2) and interspersed problems. Furthermore, significantly more students rated this experiment as requiring less effort and being less difficult. Moreover, students' mathematics performance was not affected by the procedure. Experiment II strengthened the internal validity by showing that students did not prefer the experimental assignment because it contained more target problems. Experiment III showed that the interspersing procedure was not powerful enough to extend findings beyond the 20% level (i.e., 40 and 60% more conditions). Results showed how the interspersing procedure could be used to encourage students to choose to do more target computation tasks. Discussion focuses on the applied value of the interspersing procedure and plausible causal mechanisms that may account for current and past findings related to student choice and interspersing brief tasks.     

Effects of different accessibility of reinforcement schedules on choice in humans

Based on the delay-reduction hypothesis, a less profitable schedule should be rejected if its duration exceeds the mean delay to reinforcement. It should be accepted if its duration is shorter than the mean delay. This was tested for humans, using a successive-choice schedule. The accessibility of the less profitable (variable-interval 18 s) schedule was varied by changing the duration (in terms of a fixed interval) of the waiting-time component preceding its presentation. Forty-eight students were randomly assigned to three groups. In Phase 1, the duration of the less profitable schedule equaled the mean delay to reinforcement in all groups. In Phase 2, waiting time preceding the less profitable schedule was reduced in Group 1 and increased in Group 2. Thus, the schedule was correlated either with a relative delay increase (Group 1) or a delay reduction (Group 2). In Group 3, conditions remained unchanged. As predicted, acceptance of the less profitable schedule decreased in Group 1 and increased in Group 2. The increased acceptance in Group 2 was accompanied by a decreased acceptance of the more profitable (variable-interval 3 s) schedule, resembling a pattern of negative contrast. Response rates were higher under the component preceding (a) the more profitable schedule in Group 1 and (b) the less profitable schedule in Group 2. Implications for the modification of human choice behavior are discussed.     

Intergroup contact between professional groups: Two evaluation studies

We report two studies which evaluate practically-oriented programmes of interprofessional contact involving doctors and social workers. The evaluation is based on the ‘contact hypothesis’ in intergroup relations, and highlights four sets of dependent measures: background perceptions, ingroup and outgroup ratings, knowledge, and judgements about work with outgroup partners and experienced contact. Consistent with the contact hypothesis, both studies revealed an improvement in outgroup attitudes, evidence of mutual intergroup differentiation (acknowledged superiority of ingroup and outgroup on independent dimensions), and increased outgroup knowledge. Greater change in Study 2 is interpreted in terms of its longer duration, and the opportunity it provided for contact with multiple outgroup members, compared with a single outgroup partner in Study 1. These findings from field studies are consistent with results from published laboratory experiments.     

Complex learning and information processing by pigeons: a critical analysis

Three models of conditional discrimination learning by pigeons are described: stimulus configuration learning, the multiple-rule model, and concept learning. A review of the literature reveals that true concept learning is not characteristic of the behavior of pigeons in matching-to-sample, oddity-from-sample, or symbolic matching studies. Instead, pigeons learn a set of sample-specific S^D rules. Transfer of the discrimination to novel stimuli, at least along the hue dimension, is predicted by a “coding hypothesis”, which holds that pigeons make a unique, but usually unobserved response, R₁, to each sample, and that the comparison stimulus chosen depends on which R₁ was emitted in the presence of the sample. Convincing evidence is found that pigeons do code sample hues, but there is little evidence that allows one to infer that the “coding event” must have behavioral properties. Parameters of the conditional discrimination paradigm are identified, and it is shown that by appropriate parametric manipulation, a variety of analogous tasks may be generated for both human and animal subjects. The tasks make possible the comparative study of complex learning, attention, memory, and information processing, with the added advantage that behavior processes may be compared systematically across tasks.     

Maximum likelihood estimation in multidimensional scaling

A variety of distributional assumptions for dissimilarity judgments are considered, with the lognormal distribution being favored for most situations. An implicit equation is discussed for the maximum likelihood estimation of the configuration with or without individual weighting of dimensions. A technique for solving this equation is described and a number of examples offered to indicate its performance in practice. The estimation of a power transformation of dissimilarity is also considered. A number of likelihood ratio hypothesis tests are discussed and a small Monte Carlo experiment described to illustrate the behavior of the test of dimensionality in small samples.The research reported here was supported by grant number APA 320 to the author by the National Research Council of Canada.     

A dialogue on Zeno's paradox of Achilles and the tortoise

The five participants in this dialogue critically discuss Zeno of Elea's paradox of Achilles and the tortoise. They consider a number of solutions to and restatements of the paradox, together with their philosophical implications. Among the issues investigated include the appearance-reality distinction, Aristotle's distinction between actual and potential infinity, the concept of a continuum, Cantor's continuum hypothesis and theory of transfinite ordinals, and, as a solution to Zeno's puzzle, the distinction between infinite and indeterminate or inexhaustible divisibility.