想象未来的认知加工成分及其脑网络

合理预期和想象未来事件或场景, 有利于个体做出适应性反应, 促进生存与发展。近年来, 研究者对想象未来的认知加工成分和神经机制进行了深入探讨, 提出了想象未来的相关概念和理论。我们首先概述了想象未来实验常用的思维采样范式和词语-线索范式, 接着介绍了想象未来的自我参照加工、心理场景构建等认知加工成分。此外, 特别介绍了想象未来的默认网络模型以及与之相关的其他大尺度脑网络, 并进一步提出了想象未来的脑网络研究框架。未来的研究可从想象未来的动态脑网络、复杂脑网络以及与疾病的关系等角度入手, 深入探究想象未来的神经机制。     

主动性控制在语言转换线索加工阶段的作用

利用ERP技术,考察个体的主动性控制在语言转换线索加工阶段的作用。实验采用线索化的语言转换范式,要求汉–英双语者根据线索使用汉语或英语对图片进行命名,记录线索加工阶段的脑电成分。采用AX连续执行测验（AX-Continuous Performance Test）中AY试次的错误率作为主动性控制参与程度的指标。结果发现,在线索呈现后的200-350 ms和350-500 ms两个时间窗口,转换试次比重复试次诱发了更负的N2波幅和晚期负波,而且AY试次的错误率可以显著地预测转换试次的N2和晚期负波的波幅。结果表明,语言转换的线索加工可区分为由主动性控制调节的两个阶段,即“与非目标语言任务图式的分离”和“转入目标语言任务图式”的阶段。本研究为主动性控制参与语言转换过程提供了直接的实验证据。     

Predicting the Vote: Implicit Attitudes as Predictors of the Future Behavior of Decided and Undecided Voters

Two studies assessed the predictive validity of implicit political attitudes in relation to voting behavior. In Study 1 , we demonstrated the validity of the adopted measure (i.e., the IAT; Greenwald, McGhee, & Schwartz, 1998 ) with a sample of voters who clearly sided with one of the opposing parties. In Study 2 , implicit political preferences were measured in a sample of undecided voters one month before the election, and actual voting behavior was assessed immediately after the election. Results demonstrated that implicit political attitudes were good predictors of future voting behaviors. These findings support the hypothesis of the presence of embryonic attitudes even in the case of those voters who at the explicit and conscious level deny any preference for one of the two opposing candidates.     

Flexible and inflexible response components: a Stroop study with typewritten output

Two experiments were directed at investigating the relationship between response selection and execution in typewriting, and specifically the extent to which concurrent processing takes place. In a Stroop paradigm adapted from [Logan, G. D., & Zbrodoff, N. J. (1998). Stroop-type interference: Congruity effects in colour naming with typewritten responses. Journal of Experimental Psychology: Human Perception and Performance, 24, 978–992], participants typed the names of colour patches with incongruent, congruent, or neutral distractors presented at various stimulus-onset asynchronies. Experiment 1 showed Stroop interference and facilitation for initial keystroke latencies and errors, contrasting with response durations (a measure of response execution) being unaffected by Stroop manipulation. Experiment 2 showed that all three measures were responsive to time pressure; again, Stroop effects were confined to latencies and errors only. The observation that response duration is both flexible under time pressure and protected from response competition, may imply either that response execution is structurally segregated from earlier processing stages, or that encapsulation develops during the acquisition of typing skills.     

Theory to social action: A university‐based strategy targeting prejudice against Aboriginal Australians

The level of racism in Australia against Aboriginal Australians is well documented. This has an extremely detrimental effect on the health and wellbeing of Aboriginal Australians. One part of the solution may be anti‐prejudice strategies, but to date few strategies that include a pre‐test and a post‐test assessment have been conducted in Australia. The present study describes the interventional qualities of a cultural psychology unit at an Australian university. Results indicated that after a 6‐week period, students reported a significant reduction in prejudice, acceptance of false beliefs about Aboriginal Australians, and the perception that Aboriginal Australians unfairly receive preferential or special treatment. The article concludes that cultural psychology units have the potential to be an effective way of developing acceptance of cross‐cultural differences.     

CHANCE AND NECESSITY IN ARTHUR PEACOCKE'S SCIENTIFIC WORK

Arthur Peacocke was one of the most important scholars to contribute to the modern dialogue on science and religion, and for this he is remembered in the science‐religion community. Many people, however, are unaware of his exceptional career as a biochemist prior to his decision to pursue a life working as a clergyman in the Church of England. His contributions to studies of deoxyribonucleic acid (DNA) structure, effects of radiation damage on DNA, and on the interactions of DNA and proteins are among the most important in the field at the time and have had a lasting scientific impact that is still felt today. Peacocke's arguments with Jacques Monod over stochastic (chance) and deterministic (necessity) processes driving evolution became important independently for both the science and the religion communities and appear to have contributed significantly to his decision to become involved in science‐religion dialogue rather than continuing his work exclusively in the field of science. Nevertheless, although Peacocke took on an active church life and ceased his experimental work, he never left science but continued to read the scientific literature and published a scientific review on different approaches in defining DNA structure as recently as 2005.     

The pedagogical imperative of values education

Recent research has exposed the potential of quality teaching to exercise a positive influence on student achievement. Extending beyond surface and factual learning, quality teaching has posited conceptions of ‘intellectual depth’, ‘communicative competence’ and ‘self‐reflection’ as being central to effective learning. Implicit in these conceptions are values dimensions reflected in notions of positive relationships, the centrality of student welfare, school coherence, ambience and organisation. The influences of these on student learning, welfare and progress have been observed across public, private and religious sectors, thus confirming earlier studies of similar phenomena in religious schools. Evidence from the Australian Government's Values Education Good Practice Schools Project indicates the benefit to all schools of reflecting on, re‐evaluating and rethinking the implications of values education for curricula, classroom management and school ethos in the interests of student wellbeing and progress. This indicates a pedagogical imperative for values education which extends beyond boundaries of personal or systemic interests and ideologies.     

影响情绪一致性效应的因素

本研究旨在考察情绪一致性效应的本质特点及其影响因素。以模糊程度不同的图片为判断任务,以情绪状态、个性特质以及加工方式为自变量进行实验。结果发现个性因素通过影响情绪间接影响情绪一致性效应,自动加工存在“积极偏向”,图片特征的变化没有显著改变情绪一致性效应。     

Investigating sustained attention ability in the elderly by using two different approaches: Inhibiting ongoing behavior versus responding on rare occasions

Previous studies on sustained attention ability in the elderly produced inconsistent results. The aim of this study was to evaluate sustained attention performance in younger and older individuals by using, in a within-subjects design, two versions of the same task (the sustained attention to response task, SART) in which only in the response mode differed: in a traditionally formatted task (TFT), subjects had to respond to rare targets, and in a Go/No-Go task they had to withhold response to rare targets. Results showed that in the TFT SART only the older group exhibited a vigilance decrement. On the contrary, only young individuals showed a vigilance decrement in the Go/No-Go SART. These results showed that older individuals, who also reported less mind wandering and a higher level of motivation, exhibited preserved sustained attention ability in the Go/No-Go SART, which could be explained by increased engagement of cognitive control mechanisms in this population. The discrepancy in performance depending on the approach used also underlines the need for further studies on the nature of attention failures and their underlying mechanisms.     

Association between individual differences in non-symbolic number acuity and math performance: A meta-analysis

Many recent studies have examined the association between number acuity, which is the ability to rapidly and non-symbolically estimate the quantity of items appearing in a scene, and symbolic math performance. However, various contradictory results have been reported. To comprehensively evaluate the association between number acuity and symbolic math performance, we conduct a meta-analysis to synthesize the results observed in previous studies. First, a meta-analysis of cross-sectional studies (36 samples, N = 4705) revealed a significant positive correlation between these skills (r = 0.20, 95% CI = [0.14, 0.26]); the association remained after considering other potential moderators (e.g., whether general cognitive abilities were controlled). Moreover, a meta-analysis of longitudinal studies revealed 1) that number acuity may prospectively predict later math performance (r = 0.24, 95% CI = [0.11, 0.37]; 6 samples) and 2) that number acuity is retrospectively correlated to early math performance as well (r = 0.17, 95% CI = [0.07, 0.26]; 5 samples). In summary, these pieces of evidence demonstrate a moderate but statistically significant association between number acuity and math performance. Based on the estimated effect sizes, power analyses were conducted, which suggested that many previous studies were underpowered due to small sample sizes. This may account for the disparity between findings in the literature, at least in part. Finally, the theoretical and practical implications of our meta-analytic findings are presented, and future research questions are discussed.