联想学习对消费行为的影响：基于产品搜索经验的视角

消费者能够基于长期形成的联结产生预期并引导产品搜索。然而,在实际搜索过程中,消费者可能会遭遇符合预期的经验或违反预期的经验。本研究主要探讨基于不同产品搜索经验的联想学习影响消费行为的机制,主要涉及(1)消费者是否会基于产品搜索经验的联想学习产生“违反预期”的预期,并且影响随后搜索中的注意加工;(2)违反预期和符合预期的产品搜索经验对任务无关信息的联想学习所产生的影响,同时关注先前短期的联想学习能否建立预期从而引导随后的产品注意搜索过程;(3)基于产品搜索经验的联想学习对产品偏好的影响,并将行为偏好和大脑奖赏进行联系。本研究有助于阐明消费情境中产品搜索对消费者行为和大脑的影响机制,为营销应用中通过改变消费体验、促进产品购买提供实证依据。     

Associative symmetry by pigeons after few-exemplar training

The present experiment investigated whether pigeons can show associative symmetry on a two-alternative matching-to-sample procedure. The procedure consisted of a within-subject sequence of training and testing with reinforcement, and it provided (a) exemplars of symmetrical responding, and (b) all prerequisite discriminations among test samples and comparisons. After pigeons had learned two arbitrary-matching tasks (A-B and C-D), they were given a reinforced symmetry test for half of the baseline relations (B1-A1 and D1-C1). To control for the effects of reinforcement during testing, two novel, nonsymmetrical responses were concurrently reinforced using the other baseline stimuli (D2-A2 and B2-C2). Pigeons matched at chance on both types of relations, thus indicating no evidence for symmetry. These symmetrical and nonsymmetrical relations were then directly trained in order to provide exemplars of symmetry and all prerequisite discriminations for a second test. The symmetrical test relations were now B2-A2 and D2-C2 and the nonsymmetrical relations were D1-A1 and B1-C1. On this test, 1 pigeon showed clear evidence of symmetry, 2 pigeons showed weak evidence, and 1 pigeon showed no evidence. The previous training of all prerequisite discriminations among stimuli, and the within-subject control for testing with reinforcement seem to have set favorable conditions for the emergence of symmetry in nonhumans. However, the variability across subjects shows that methodological variables still remain to be controlled.     

Not all positive categories are alike: Exploring the superiority of the self as a positive source for associative attitude change via intersecting regularities

In associative evaluative learning, attitudes can originate from intersecting regularities between a target and both positive- and self-related stimuli. Liking for a focal target is primarily driven by its reference to one source, but it might be qualified by the reference to a contrast target. This contribution focuses on how the nature of positive and contrast sources affects learning via intersecting regularities. In two studies (N = 199 and N = 185), the self and another positive category lead to increased implicit and explicit liking, regardless of the contrast source's valence. In Study 3 (N = 128), confronting the self and the positive category in the same paradigm yields only implicit preferences for self-related targets. Both implicitly and explicitly, this preference for self- over positive-related target was moderated by self-positivity. Our findings confirm the robustness of learning via intersecting regularities and suggest that the self is a special evaluative source.     

A different kind of pain: affective valence of errors and incongruence*

People hiss and swear when they make errors, frown and swear again when they encounter conflicting information. Such error- and conflict-related signs of negative affect are found even when there is no time pressure or external reward and the task itself is very simple. Previous studies, however, provide inconsistent evidence regarding the affective consequences of resolved conflicts, that is, conflicts that resulted in correct responses. We tested whether response accuracy in the Eriksen flanker task will moderate the effect of trial incongruence using affective priming to measure positive and negative affect. We found that responses to incongruent trials elicit positive affect irrespective of their accuracy. Errors, in turn, result in negative affect irrespective of trial congruence. The effects of conflicts and errors do not interact and affect different dimensions of affective priming. Conflicts change the speed of evaluative categorisation while errors are reflected in categorisation accuracy. We discuss the findings in light of the “reward value and prediction” model and the “affect as a feedback for predictions” framework and consider the possible mechanisms behind the divergent effects.     

联结再认中双语者第二语言记忆优势效应

研究使用ERPs技术, 考察了双语者在联结再认中是否存在第二语言记忆优势效应。实验要求被试完成维吾尔语(L1)和汉语(L2)两类“学习-测试”任务。学习阶段要求被试学习混合呈现的复合词和无关词, 测验阶段要求被试区分“旧”、“重组”或“新”词对。行为结果发现：(1)复合词中, L2的正确率高于L1, L2的反应时快于L1; 无关词中, L2的正确率与L1无显著差异, 但L2的反应时快于L1。(2) 在L2和L1中, 复合词的正确率均高于无关词, 反应时均快于无关词。ERPs结果发现：(1)在高整合条件下, L2仅诱发了FN400效应, L1诱发了FN400效应和LPC效应; 在低整合条件下, L2和L1都只诱发了LPC效应。(2)在时间进程上, L2和L1分别在650 ms和900 ms完成联结关系的提取。上述结果表明, 在高整合条件下, 双语者在联结再认中存在L2记忆优势。此外, 实验结果也从双语角度证明了, 整合编码能促进熟悉性在维吾尔语联结再认中发挥作用。本研究结果的实践意义在于, 为我国少数民族学生习得国家通用语言文字提供了认知神经科学依据。     

额叶在启动效应中的作用机制：对额叶损伤病人颜色命名和词命名任务的分析

以额叶损伤病人为被试,探讨在知觉型联想启动和知觉启动中,额叶的作用及其内在机制。实验任务包括颜色命名和词命名任务,以及相应的再认任务。结果表明,额叶损伤病人在颜色命名和词命名任务中,对旧词和重组颜色词的命名时间都没有明显差别,联想启动和颜色启动效应受损,但轻度记忆损伤病人与正常对照组之间的再认成绩相似。相关分析发现联想启动和颜色启动与额叶的多项功能有中度相关。这表明,额叶参与了知觉型联想启动效应和知觉启动,并且与其抑制和注意等执行功能有关。     

Children's scale errors: A by‐product of lexical development?

Scale errors occur when young children seriously attempt to perform an action on an object which is impossible due to its size. Children vary substantially in the incidence of scale errors with many factors potentially contributing to these differences, such as age and the type of scale errors. In particular, the evidence for an inverted U‐shaped curve of scale errors involving the child's body (i.e., body scale errors), which would point to a developmental stage, is mixed. Here we re‐examine how body scale errors vary with age and explore the possibility that these errors would be related to the size and properties of children's lexicon. A large sample of children aged 18–30 months (N = 125) was tested in a scale error elicitation situation. Additionally, parental questionnaires were collected to assess children's receptive and expressive lexicon. Our key findings are that scale errors linearly decrease with age in childhood, and are more likely to be found in early talkers rather than in less advanced ones. This suggests that scale errors do not correspond to a developmental stage, and that one determinant of these errors is the speed of development of the linguistic and conceptual system, as a potential explanation for the individual variability in prevalence.     

On simulating one-trial learning using morphological neural networks

“Learning once, remembering forever”, this wonderful cognitive phenomenon sometimes occurs in the learning process of human beings. Psychologists call this psychological phenomenon “one-trial learning”. The traditional artificial neural networks can simulate the psychological phenomenon of “implicit learning”, but can’t simulate the cognitive phenomenon of “one-trial learning”. Therefore, cognitive psychology gives a challenge to the traditional artificial neural networks. From two aspects of theory and practice in this paper, the possibility of simulating this kind of psychological phenomenon was explored by using morphological neural networks. This paper takes advantage of morphological associative memory networks to realize the simulation of “one-trial learning” for the first time, and gives 5 simulating practical examples. Theoretical analysis and simulation experiments show that the morphological associative memory networks are a higher effective machine learning method, and can better simulate the cognitive phenomenon of “one-trial learning”, therefore provide a theoretical basis and technological support for the study of intelligent science and cognitive science.     

合体字与复合词中联结编码和项目编码的关系

本研究通过考察合体字和复合词加工过程中联结记忆和项目记忆的变化,探究了在将不同项目绑定为整体的过程中联结编码和项目编码间的关系,并结合脑电技术比较了合体字和复合词的加工过程在神经机制上的差异。行为结果显示:与不能组成字或词的编码条件相比,合体字和复合词编码条件下的联结记忆成绩有显著提升,且项目记忆成绩没有下降;与复合词编码相比,合体字编码条件下的联结记忆和项目记忆成绩都显著更好。脑电结果显示:复合词编码时晚期负成分(LNC)主要位于额区且发生较早,而合体字编码时的LNC主要位于枕区且发生更晚;合体字编码比复合词编码在α/β频段的神经振荡去同步化更强。这些结果表明,将不同项目绑定为整体的操作可以强化大脑对联结信息的加工,同时不会损害对项目的加工,支持了“只有收益”的观点。本研究也从实证的角度为汉语学习材料的编排提供了参考。