空间-时间关联的中介共同表征结构:来自反转STEARC效应的证据

通过3个双任务实验(诱导任务和特征任务)探讨空间-时间联合编码(STEARC)效应的加工机制。实验1采用时间信息作为诱导任务材料,实验2采用空间信息作为诱导任务材料,在特征任务中都发现映射不一致组被试(看到过去/左侧刺激时按右键反应,看到未来/右侧刺激时按左键反应)出现反转STEARC效应,映射一致组被试表现出常规的STEARC效应,表明从时间信息加工到空间反应过程符合中介共同表征结构。实验3分离两种任务的反应方式(手动和眼动),发现不一致映射规则下,被试仍然表现出常规的STEARC效应,表明这种中介共同表征结构存在特定联结效应,即在不同反应器中出现时间和空间相互独立的表征结构。总体而言,研究支持空间-时间关联符合中介共同表征结构,并且这种关联中存在反应器特定联结效应。     

预测特征竞争范式下的特征推理方式

当面临归类不确定的情景时,人们的特征推理是基于类别进行,还是基于特征联结进行,一直是类别研究中的重要内容。本研究采用预测特征竞争范式对这一问题进行了探究。共两个实验：实验1采用预测特征竞争范式探讨推理前预先归类时,人们的推理方式是基于类别还是基于特征联结。实验2采用预测特征竞争范式探讨推理前不预先归类时,人们的推理是基于类别还是基于特征联结。实验结果表明,推理前预先归类时,被试倾向于基于类别进行推理。推理前不预先归类时,被试倾向于根据特征联结进行推理。     

媒体暴力对大学生攻击性的长时效应和短时效应

本研究采取前后测实验设计,以内隐联想测验和Buss的攻击性问卷为研究工具,探讨了媒体暴力对大学生攻击性的长时效应和短时效应。结果发现:(1)个体实验前接触媒体暴力的程度越强烈,内隐攻击性越强,外显攻击性也越强;(2)接触暴力视频游戏10分钟就会增强个体的内隐攻击性,接触非暴力视频游戏10分钟对个体的内隐攻击性没有影响;接触暴力和非暴力视频游戏10分钟对个体的外显攻击性没有影响;(3)外显攻击性基线水平和游戏类型的交互作用不显著;内隐攻击性基线水平和游戏类型交互作用显著。内隐攻击性基线水平较高的个体,游戏类型对其内隐攻击性的影响差异不显著;内隐攻击性基线水平较低的个体,暴力视频游戏增加了他们的内隐攻击性,非暴力视频游戏对他们的内隐攻击性没有影响。     

大学生性别自我概念的结构

同时运用外显的自陈式量表和自行设计的内隐联想测验来研究大学生的性别自我概念 ,结果表明 :(1)运用内隐联想测验来测量内隐性别自我概念是可靠、有效、敏感的 ;(2 )在性别自我概念的内隐层面上 ,性别差异十分显著 ;在性别自我概念的外显层面上 ,除了女性正性量表外 ,其他量表上均未表现出显著的差异。 (3)性别自我概念是一个双重的结构 :包括一个内隐的性别自我概念和一个外显的性别自我概念 ,前者是一个一维的未分化的结构 ,后者是一个两维的结构 ,并且二者相对独立     

小儿巨大肾积水的循证诊疗策略与思考

通过典型的病例分析,分别从小儿巨大肾积水的概念、影像学诊断、无功能肾脏的判断以及治疗方式的选用等方面入手,结合循证医学实践的三大要素,包括利用最佳的临床研究证据、注重医生的专业技能和经验、尊重患者的期望和权利。简述临床上治疗小儿巨大肾积水时所应当采用的循证诊疗策略,以及从中引申出来的哲学思考。     

Socialization tactics, proactive behavior, and newcomer learning: Integrating socialization models

The purpose of the study was to examine how socialization processes (socialization tactics and proactive behavior) jointly affect socialization content (i.e., what newcomers learn) and adjustment. Longitudinal survey data from 150 business and engineering graduates during their first 7 months of work indicate that: (1) institutionalized socialization and proactive behavior are each associated with newcomer learning, (2) the socialization processes and learning are each associated with various forms of adjustment, and (3) the socialization processes are associated with adjustment, while controlling for learning. These findings suggest that how newcomers are socialized has substantive and symbolic value over and above what they actually learn.     

Plausible assumptions, questionable assumptions and post hoc rationalizations: Will the real IAT, please stand up?

In a recent article, we described psychometric limitations to the Implicit Association Test (IAT). These limitations restrict the utility of this measure and render it problematic for testing many psychological theories that posit a causal role for implicit attitudes. Past failures to recognize this may have promoted faulty conclusions in the literature. In a critique of our article, Nosek and Sriram rejected our entire analysis. They asserted that our original article was based on faulty assumptions and argued that the IAT performs nicely when these assumptions are replaced by other, more plausible assumptions. We show that these plausible assumptions have all the hallmarks of post hoc rationalizations. They make little theoretical sense, are buttressed by deceptive statistical practices, contradict statements these same researchers have made in the past and do little to advance research and theory on implicit attitudes. We close by considering the vigor with which IAT researchers have dismissed meaningful criticisms of their measure.     

Effects of Gender, Education, and Age upon Leaders’ Use of Influence Tactics and Full Range Leadership Behaviors

Relationships of gender, age, and education to leadership styles and leaders’ influence tactics were examined with 56 leaders and 234 followers from a variety of organizations. Leadership behaviors were measured with the Multi-factor Leadership Questionnaire (MLQ—rater version). Influence tactics were measured with Yukl’s Influence Behavior Questionnaire (IBQ). Multivariate Analysis of Variance (MANOVA) was used to test behavioral differences attributed to leaders’ gender, age, and education groups, as well as the interaction of age and education with gender. Results show that gender produced a small direct effect on leadership behaviors. The interaction of gender and education produced consistent differences in leadership behaviors. Implications for future research are provided, and a call for re-analysis of previously published work is advised.     

The organization of play fighting in the grasshopper mouse (Onychomys leucogaster): Mixing predatory and sociosexual targets and tactics

The body targets contacted, the type of contact made, and the patterns of defense and counterattack elicited by those attacks are examined in the play fighting of captive male and female pairs of grasshopper mice. The nape was the most frequently contacted body target, irrespective of the type of contact made, be it nosing, allogrooming, biting, or striking with a forepaw. The types of defense varied with both body area contacted and type of attack performed. Based on the topography and pattern of contact, it was concluded that grasshopper mice, as is the case for many other muroid rodents, primarily attack and defend targets otherwise contacted during precopulatory encounters. However, grasshopper mice, which are obligate carnivores, also attack and defend predatory targets, although less frequently than sociosexual targets. Surprisingly, predatory attacks were more likely to be counterattacked with predatory attacks, whereas sociosexual attacks were more likely to be counterattacked with sociosexual attacks. Conspecific aggression involves bites directed at the face, lower flanks, and dorsum. Neither the biting of these areas nor the tactics of attack and defense usually associated with such bites were observed during the juvenile interactions. There were no sex differences in either frequency or patterns of attack and defense in play fighting. The data presented for grasshopper mice shed light on the issue of mixing behavior patterns from multiple functional systems during play. Aggr. Behav. 26:319–334, 2000. © 2000 Wiley‐Liss, Inc.     

情境特异比例一致变化对冲突效应的影响

采用Hedge和Marsh任务与比例一致性操纵相结合,分别以刺激的空间位置和形状作为比例一致操纵的情境线索,考察刺激-反应联结学习与注意调节在比例一致效应中的作用。结果发现,在情境比例一致操纵下,冲突效应的效应量受到比例一致操纵的影响产生反转。表明刺激-反应联结学习在情境特异比例一致效应中起到主要作用。