错误记忆影响因素的实验研究

本研究采用DRM范式,考察了关联性、学习程度和时间间隔对错误记忆的影响,结果表明:(1)低学习程度和中学习程度下的再认错误率显著高于高学习程度下的再认错误率,说明错误记忆随着学习程度的增加而降低;(2)低关联程度下的再认错误率显著低于中关联程度和高关联程度下的再认错误率,说明关联性高低是引发错误记忆的重要变量;(3)时间间隔对错误再认率没有影响,说明错误记忆不具有时间上的衰退效应,一旦产生后极其顽固,不容易消退,可能更多地受无意识加工的影响。实验结果揭示了错误记忆与真实记忆之间存在着较为复杂的关系。真实记忆可能是错误记忆的根源,而二者的关系在不同影响因素条件下则既有共变又有分离。     

Engaging in Distancing Tactics Among Sport Fans: Effects on Self-Esteem and Emotional Responses

Abstract

The authors examined the effects of distancing tactics on self-esteem and emotions, following a win or loss of one's favorite team. They measured state self-esteem and emotional responses of basketball fans as they exited the sport arena after their team had won or lost an official game. Half of the fans were given the opportunity to increase or decrease their association with the team before the measures of self-esteem and emotions; the remaining fans were given the opportunity after the measures. The fans tended to associate more with the team after team success than after team failure. In addition, self-esteem and positive emotions were higher, and negative emotions lower, when measured after, rather than before, the opportunity to increase or decrease association with the team. Those effects were more pronounced among high-team-identification fans than among low-team-identification fans. The results suggest a distinction between the short- and long-term effects of game outcome on the willingness to associate with one's team. In the short term, willingness to associate with the team may oscillate in accordance with team performance, even among high-team-identification fans; in the long term, only high-team-identification fans may maintain their allegiance to the team.     

Association Learning with Own‐ and Other‐race Faces in three‐ and six‐month old infants – A longitudinal study

This longitudinal study assessed 133 Caucasian German infants at 3 and 6 months of age to investigate the influence of own‐race and other‐race faces as visual stimuli on association learning in the visual expectation paradigm (VExP). The study is related to the findings on the other‐race‐effect (ORE) which is said to emerge at 6 months of age. Caucasian faces were used as stimuli of a familiar ethnic category, whereas African faces were used as stimuli of an unfamiliar ethnic category. There was no significant difference between the two stimulus classes in infants' reaction time (RT) to stimulus shifts at 3 months. At 6 months of age, infants' RT decreased significantly in the Caucasian faces condition but not in the African faces condition. These results indicate that the processing of other‐race versus own‐race faces by the age of 6 months, which is also the relevant age for the onset of the ORE, has an important influence on the performance on the VExP. Copyright © 2011 John Wiley & Sons, Ltd.     

高级技工诊断生产活动的认知策略的汇编栅格法研究

本研究采用汇编栅格法探讨了高级技工(专家)诊断人机系统生产活动的认知策略,结果表明:第一,在高级技工的认知结构中,存在着对多因素交互作用下复杂情况进行诊断的认知地图,它以特定方式组合着常见的问题类型和原因特征,是制约技工复杂技能教学成效的关键要素。第二,汇编栅格法是对人机系统中专家的认知结构进行功能模拟的一种有效方法,它不仅在揭示未知的高级技工认知结构时,以其直观的投射方式提供专家启发式策略的新信息,而且在培训和评估复杂技能方面具有可观的应用前景。     

History of the Association for Creativity in Counseling

Abstract

The Association for Creativity in Counseling (ACC), though granted status as the 19th division of the American Counseling Association only three years ago, is rich with history. This article takes the reader through the evolution of ACC and its official journal: The Journal of Creativity in Mental Health (JCMH). The ACC and the JCMHare committed to promoting the values of diversity, creativity, and relational development. Goals include providing a forum for counselors and other mental health professionals to forge growth-fostering relationships and form positive connections. This historical account is a tribute to all those involved in making ACC a reality. It provides interesting and valuable information for anyone interested in ACC or in forming an association.     

Action–effect congruence during observational learning leads to faster action sequence learning

Common coding theory suggests that any action (pressing a piano key) is intimately linked with its resultant sensory effect (an auditory musical tone). We conducted two experiments to explore the effect of varying auditory action–effect patterns during complex action learning. In Experiment 1, participants were assigned to 1 of 4 groups, watched a silent video of a hand playing a sequence on a piano keyboard with no auditory action effect (observation) and were asked to practise and perform the sequence on an identical keyboard with varying action effects (reproduction). During reproduction, Group 1 heard no auditory tones (identical to observed video), Group 2 heard typical scale-ascending piano tones with each key press, Group 3 heard fixed but out-of-sequence piano tones with each key press, and Group 4 heard random piano tones with each key press. In Experiment two, new participants were assigned to 1 of 2 groups and watched an identical video; however, the video in this experiment contained typical, scale-ascending piano sounds. During reproduction, Group 1 heard no auditory tones while Group 2 heard typical, scale-ascending piano tones with each key press (identical to observed video). Our results showed that participants whose action–effect patterns during reproduction matched those in the observed video learned the action sequence faster than participants whose action–effect patterns during reproduction differed from those in the observed video. Additionally, our results suggest that adding an effect during reproduction (when one is absent during observation) is somewhat more detrimental to action sequence learning than removing an effect during reproduction (when one is present during observation).     

The different representational frameworks underpinning abstract and concrete knowledge: Evidence from odd-one-out judgements

Recent evidence from neuropsychological investigations of individuals with global aphasia and deep or deep-phonological dyslexia suggests that abstract and concrete concepts are underpinned by qualitatively different representational frameworks. Abstract words are represented primarily by their association to other words, whilst concrete words are represented primarily by their taxonomic similarity to one another. In the current study, we present the first evidence for this association/similarity distinction to be gathered from healthy research participants. Using a semantic odd-one-out task, it is shown that normal participants identify associative connections more quickly than similarity-based connections when processing abstract words, but that the pattern is reversed for concrete words. It is also demonstrated that the typical concrete-word advantage observed in many cognitive tasks is abolished and even reversed when participants have to comprehend the semantic associations between words. The data provide converging evidence for the different representational frameworks hypothesis and suggest that claims based on information from previous neuropsychological investigations can be generalized to normal cognition.     

Socialization tactics: Antecedents for goal interdependence and newcomer adjustment and retention

This study argues that Deutsch's theory of goal interdependence is useful to examine the dynamics of serial and investiture tactics on newcomer adjustment and retention in work team contexts. Structural equation results of interviews of specific incidents collected from one hundred and two newcomers support the hypothesized model that serial and investiture tactics used by teams promote cooperative goal interdependence and weaken competitive goal interdependence and independent goal relationship between newcomers and their teams. Cooperative goals were also found to promote positive attitudes and strong co-worker relationships whereas competitive and independent goals resulted in intentions to quit and low levels of organizational commitment and job satisfaction.     

Two ways of listening to the patient

This paper highlights the tension between, on the one hand, listening to the patient's associative flow with evenly suspended attention, and, on the other hand, the vigilance and alertness required of the analyst when interpreting the transference through the patient's projective identifications. With reference to the work of Christopher Bollas, it is held that there is a fundamental ambiguousness about analytic work which in fact is desired, but that work with free associations to a large extent has unfortunately become obsolete.     

Mechanics of the animate.

Behavior is treated as basic physics. Dimensions are identified and their transformations from physical specification to axes in behavioral space are suggested. Responses are treated as action patterns arrayed along a continuum of activation energy. Behavior is seen as movement along a trajectory through this behavior space. Incentives or reinforcers are attractors in behavior space, at the centers of basins of lowered potential. Trajectories impinging on such basins may be captured; repeated capture will warp the trajectory toward a geodesic, a process called conditioning. Conditioning is enhanced by contiguity, the proximity between the measured behavior and the incentive at the end of the trajectory, and by contingency, the depth of the trajectory below the average level of the potential energy landscape. Motivation is seen as the potential of an organism for motion under the forces impinging on it. Degree of motivation is characterized by the depth of the potential field, with low motivation corresponding to a flat field and a flat gradient of activation energy. Drives are the forces of incentives propagated through behavior space. Different laws for the attenuation of drive with behavioral distance are discussed, as is the dynamics of action. The basic postulate of behavior mechanics is incentive-tracking in behavior space, the energy for which is provided by decreases in potential. The relation of temporal gradients to response differentiation and temporal discrimination is analyzed. Various two-body problems are sketched to illustrate the application of these ideas to association, choice, scalar timing, self-control, and freedom.