The Effect of modality specific interference on working memory in recalling aversive auditory and visual memories*

Both auditory and visual emotional memories can be made less emotional by loading working memory (WM) during memory recall. Taxing WM during recall can be modality specific (giving an auditory [visuospatial] load during recall of an auditory [visual] memory) or cross modal (an auditory load during visual recall or vice versa). We tested whether modality specific loading taxes WM to a larger extent than cross modal loading. Ninety-six participants undertook a visual and auditory baseline Random Interval Repetition task (i.e. responding as fast as possible to a visual or auditory stimulus by pressing a button). Then, participants recalled a distressing visual and auditory memory, while performing the same visual and auditory Random Interval Repetition task. Increased reaction times (compared to baseline) were indicative of WM loading. Using Bayesian statistics, we compared five models in terms of general and modality specific taxation. There was support for the model describing the effect on WM of dual tasking in general, irrespective of modality specificity, and for the model describing the effect of modality specific loading. Both models combined gained the most support. The results suggest a general effect of dual tasking on taxing WM and a superimposed effect of taxing in matched modality.     

In search of transfer following cued recall practice: The case of process‐based biology concepts

Previous work has demonstrated that cued recall of a term from a fact yields learning that does not transfer, relative to a restudy control, to recall of another term from the same fact. Here we report six experiments in which a series of manipulations during the initial study and training phases of learning, hypothesized to increase transfer for process‐based biology concepts, were investigated. In Experiments 1 and 2, fill‐in‐the‐blank questions combined with immediate or delayed and repeated correct answer feedback improved learning but not transfer. In Experiments 3 and 4, practice questions that involved recalling process steps, understanding ordinal relationships, or making inferences did not improve transfer. Positive transfer was produced, however, in Experiments 5 and 6 via retrieval–verification–scoring, a new method in which difficult fill‐in‐the‐blank questions were combined with extensive feedback processing. We discuss implications for transfer in both theoretical and applied contexts.     

耳标在小屏幕界面设计中的应用

耳标是一种向用户提供计算机客体、操作或交互信息的非言语听觉信号。本文比较了言语听觉界面与非言语听觉界面的特点 ,并就非言语听觉界面设计中的两种基本表征方式———耳标技术和听标技术的优缺点做了简单介绍 ,指出耳标技术是用于小屏幕界面设计的有效方式之一。作者重点概述了耳标的构成元素、构成方式以及信息呈现方式 ,并从功效学角度对耳标设计原则作了简要总结     

目标定向与进步反馈对优差生写作成绩影响的实验研究

本研究以24名优生和24名学习困难学生(以下简称差生或学困生)为被试,通过实验探讨了目标定向与进步反馈对优差生写作成绩的影响。结果表明：(1)目标定向和反馈对优生的写作成绩影响不显著;(2)在成绩目标定向时,接受进步反馈的差生其作文成绩显著优于无进步反馈的差生;在掌握目标定向时,进步反馈对差生的影响不显著;(3)在无进步反馈时,掌握目标定向的差生其写作成绩显著优于成绩目标定向的差生;在给予进步反馈时,目标定向对差生的影响不显著。     

The dynamic relationship between performance feedback, trust, and conflict in groups: A longitudinal study

Moderate task conflict has generally been associated with higher group performance, and relationship conflict associated with lower performance. Past studies have most often discussed their findings as though differences in level of intragroup conflict cause differences in group performance—rather than testing the additional possibility that reported group conflict is a reaction to feedback on past group performance. This paper explores the dynamic relationships between intragroup conflict and performance with a longitudinal design. Results from 67 groups suggest that initial performance feedback to groups can have significant consequences for future team interaction. We find evidence to suggest that, (a) negative initial group performance feedback results in later increases in both task and relationship conflict, but that (b) groups with high early intragroup trust are buffered from experiencing the worst of future relationship conflict.     

Using auditory feedback to improve striking for mixed martial artists

The purpose of this study was to evaluate auditory feedback to increase the effectiveness of throwing a “right cross.” Auditory feedback, implemented by the mixed martial arts coach, was evaluated in multiple baselines across participants design with four mixed martial arts students, two males and two females, 25–54 years old. The target behavior was the percentage of correct steps in the 20‐step task analysis of throwing a right cross. In the auditory feedback procedure, the coach used a handheld clicker and make the clicking sound as a reinforcer each time the participant performed a specific step in the task analysis correctly. This process continued until all steps were performed correctly. The percentage of correct steps of the right cross improved substantially during assessment sessions following the introduction of the auditory feedback and maintained at 90% or more for all participants during follow‐up. Improvements were also noted in the social validity assessment.     

Comparing statistical learning across perceptual modalities in infancy: An investigation of underlying learning mechanism(s)

Statistical learning (SL), sensitivity to probabilistic regularities in sensory input, has been widely implicated in cognitive and perceptual development. Little is known, however, about the underlying mechanisms of SL and whether they undergo developmental change. One way to approach these questions is to compare SL across perceptual modalities. While a decade of research has compared auditory and visual SL in adults, we present the first direct comparison of visual and auditory SL in infants (8–10 months). Learning was evidenced in both perceptual modalities but with opposite directions of preference: Infants in the auditory condition displayed a novelty preference, while infants in the visual condition showed a familiarity preference. Interpreting these results within the Hunter and Ames model (1988), where familiarity preferences reflect a weaker stage of encoding than novelty preferences, we conclude that there is weaker learning in the visual modality than the auditory modality for this age. In addition, we found evidence of different developmental trajectories across modalities: Auditory SL increased while visual SL did not change for this age range. The results suggest that SL is not an abstract, amodal ability; for the types of stimuli and statistics tested, we find that auditory SL precedes the development of visual SL and is consistent with recent work comparing SL across modalities in older children.     

错觉轮廓的适应效应

错觉轮廓反映知觉的主动建构过程, 考察其是否存在适应效应有助于理解视觉系统反馈调节的特性。我们采用Kanizsa这种典型的错觉轮廓来研究其适应过程, 结果发现：Kanizsa错觉轮廓具有适应效应, 并且这种适应主要是由主观形成的整体轮廓造成的, 而不是由Pac-Man上的线条引起的。表明依赖于高级视觉皮层反馈调节的主观建构过程和自下而上的神经元信息一样, 会随呈现时间的增加, 神经活动减弱, 体现为适应效应。     

多源评价的特点与内在机制

多源评价在国外企业中的运用已日益成熟, 但在我国还停留在探索与发展阶段。基于已有的研究发现, 围绕评价过程、评价源及被评价者三方面对多源评价的特点及内在机制进行了探讨与分析。从评价过程看, 其评价目的具有多重性, 评价形式注重匿名性, 且评价结果的合理应用非常重要; 从评价源看, 不同评价源间的评价一致性较低, 且易造成晕轮效应和宽大效应; 从被评价者来看, 个体对多源评价结果的反应, 受到个性特征、反馈信号及自我-他人评价间差距等因素影响。研究也发现, 多源评价所带来的绩效改进结果具有不稳定性。基于此, 如何提高多源评价过程的有效性与准确性, 改善评价者对评价结果的反应, 以及如何对多源评价结果进行有效汇总等是未来值得研究的重要内容。