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.     

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。     

Unconscious preparation: Effects of prime visibility on semantic generalization of task priming

Studies found that subliminal primes can be associated with specific tasks to facilitate task performance, and such learning is highly adaptive and generalizable. Meanwhile, conditioning studies suggest that aversive/reward learning and generalization actually occur at the semantic level. The current study shows that prime–task associations can also be generalized to novel word/neighbour primes from the same semantic category, and this occurs without contingency awareness. Previous studies have counterintuitively suggested that both the learning of task priming and the semantic priming of word neighbours depend on the lack of visibility. Here, we show that semantic generalization indeed depends on reduced visibility, but cannot occur subliminally. The current study shows for the first time that semantic learning and generalization can occur without any emotional or motivational factors, and that semantic priming can occur for arbitrary-linked stimuli in a context completely devoid of semantics.     

Effects of making errors in learning a foreign language

ABSTRACT

Kornell, Hays, and Bjork ([2009]. Unsuccessful retrieval attempts enhance subsequent learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 989–998) showed that incorrect guesses do not necessarily harm and might even improve the retention of information on a subsequent test. We sought to replicate the finding using educationally relevant stimuli. In two experiments, our participants either translated sentences in a foreign language receiving immediate feedback (errorful condition), or copied and studied the correct translation (errorless condition). After this training phase, a final test with the same sentences showed that translating sentences wrongly during training did not lower the accuracy of the errorful as compared to the errorless condition. Overall there was evidence that errorful training produced superior learning of the meaning and grammar of the foreign language sentences. The results support the idea that search processes activate a greater network of related knowledge in the errorful than in the errorless condition.     

Effect of Quality Characteristics of Peer Raters on Rating Errors in Peer Assessment

Little research has been done on the effects of peer raters’ quality characteristics on peer rating qualities. This study aims to address this gap and investigate the effects of key variables related to peer raters’ qualities, including content knowledge, previous rating experience, training on rating tasks, and rating motivation. In an experiment where training and motivation interventions were manipulated, 24 classes with 838 high school students were randomly assigned to study conditions. Inter-rater error, intra-rater error and criterion error indices for peer ratings on four selected essays were analyzed using hierarchical linear models. Results indicated that peer raters’ content knowledge, previous rating experience, and rating motivation were associated with rating errors. This study also found some significant interactions between peer raters’ quality characteristics. Implications for in-person and online peer assessments as well as future directions are discussed.