文本阅读过程中信息的协调性整合

采用移动窗口阅读技术探讨文本阅读中信息的协调性整合问题。被试为华南师范大学本科生120名。实验材料按照主 人公特征与其目标句行为的关系总体上分为一致与恢复一致两个版本,每个版本都有两个目标句,出现在不同位置。实验1主 要探讨阅读过程中背景信息的激活与协调性整合的性质与特点,实验2主要探讨阅读过程工作记忆中前后信息的协调性整合 问题。采用相关样本t检验分别对两个目标句的阅读时间进行统计分析,结果发现,无论是通过共振激活的背景信息,还是保留 在工作记忆的文本信息,如果与新进入的文本信息有局部的不协调,那么就会产生协调性整合,整合的结果不仅维持了文本的连 贯,而且将相关的信息建构成整体的信息块     

Generalization peak shift for autoshaped and operant key pecks.

Pigeons acquired discriminated key pecking between 528- and 540-nm stimuli by either a response-reinforcer (operant group) or a stimulus-reinforcer (autoshaped group) contingency, with other training-schedule parameters comparable over groups. For the birds in the operant group, key pecks intermittently produced grain in the presence of one hue on the key (positive stimulus) but not in the other (negative stimulus). For the birds in the autoshaped group, pecking emerged when grain was intermittently presented independently of key pecking during one key color but was not presented during the other key color. Two independent contingency assays, peck-location comparisons and elimination of differences in reinforcement rate, confirmed the effectiveness of the two training procedures in establishing operant or respondent control of key pecking. After reaching a 10:1, or better, discrimination ratio between key pecks during the two key colors, the birds received a wavelength generalization test. Criterion baseline key-peck rates were comparable for operant and autoshaped groups prior to testing. On the generalization test, performed in extinction, all birds pecked most at a stimulus removed from the positive training stimulus in the direction away from the negative stimulus. In testing, autoshaped "peak" rates (24.5 to 64.9 pecks per minute) were from 33% to 80% higher than rates in the presence of the training stimuli. Respondent peak shift rarely has been reported heretofore, and never this consistently and robustly. These results further confirm the similarity of perceptual processing in classical and operant learning. They are discussed in terms of Spence's gradient-interaction theory and Weiss' (1978) two-process model of stimulus control.     

心理控制源期望的认知－知识系统模型

在总结了有关心理控制源期望的理论与实证证据的基础上,结合作者近年来在责备、辩解、生活事件知觉与心身健康关系方面的研究,将心理控制源期望重新界定为一种“认知－知识系统模型”：个体的心理控制源期望既在总体上表现为一种一般性的内控或外控的倾向性,又受对情境特点的认知的影响,两者有交互作用,而且社会文化环境的特点也起重要的作用。这一模型总结了中国被试的研究结果,并且在人格、社会心理及临床心理学的有关理论和研究方面也有重要的参考价值。     

家兔具有分辨红绿的色觉行为

本文在11只上海家免上进行了色觉行为学的实验研究。通过限制方位、光强等可能成为条件刺激的因素,并排除了声音、气味、背景光刺激等的干扰,确保颜色成为唯一的条件刺激,建立食物性红绿色觉分辨条件反射。经过适应、筛选、驯练和测试,在家兔上建立了对绿光稳固的条件反射。该结果显示兔具有颜色分辨能力。     

不同照明条件下中国青年女性彩色图片的喜爱肤色

本研究采用类例判断法,在不同光源下对22张图片肤色样本逐一地进行主观评价。使用的照明光源为D65、CWF和A三种标准光源,色温分别为6500K、4150K和2856K。垂直照明,45°观察．肤色样本的视角为2°。实验结果表明：观察者在A光源下比D65光源更容易地评价肤色样本的质量,即在D65光源下的满意样本,在A光源下其喜爱程度趋于提高,而对不满意样本的喜爱程度趋于降低或基本相同;在三种照明条件下,被评为最佳肤色的样本与真实肤色有些偏离,色调略为偏黄,亮度较高,饱和度则非常接近;在肤色的波长范围内,亮度较高而饱和度偏低的肤色样本往往是优选样本。     

先天性色觉异常的特性及检查方法

本文简单介绍了各种先天性色觉异常的特性及常用的色觉检查方法。不同类型的先天性色觉异常在颜色匹配、光谱感受性、色差辨别等方面均表现出不同的特点,色觉检查方法就是在这些特点的基础上,根据异常者的某一色觉缺陷设计的。常用的检查方法有假同色图测验,色相排列测验和色盲镜等。一般来说,不同的检查方法各有所长,并应用于临床的不同阶段     

归因过程“背景效应假设”的初步实验研究

通过两个实验考证了归因过程的“背景效应假设”：实验1表明,当要求活动者和观察者采用同样的背景事件时．他们之间的归因差异消失了;实验2表明,当有其它的背景信息可供参考时,被试就不再完全按照Kelley所假定的一致性和区别性信息进行归因推断。     

中国人眼对非彩色系表色色差辨别的实验研究

报道了中国人眼对表色色差辨别的实验研究中非彩色系列实验研究结果,并与国外有关结果进行了比较。结果表明,非彩色的明度特性变化,对人眼色差辨别无显著影响,色差值仅随目视评价的感觉等级不同而异。此结果与国外有关报道的结果基本一致。实验结果为中国颜色体系的非彩色系颜色样品提出了色差宽容度：△Ｅ＜１．５。此色差宽容度已被全国颜色标准化技术委员会认定为ＧＳＢＡ２６００３—９４《中国颜色体系》国家标准中颜色样品色差宽容度的技术参数。     

Effectiveness of color in picture recognition memory

Investigations were conducted into the effectiveness of color in picture recognition memory. In the study phase, half of the pictures were presented in color and the other half in black and white. In the test phase, half were presented in the same color mode as the study pictures and the other half in the other mode. In immediate and 1-week-delayed tests, the recognition performance was highest when color pictures were used in both the study and test phases. The recall for the color mode of the study pictures, however, was not as good, even with the color pictures. This suggests that the effectiveness of color in picture recognition is not necessarily due to the memory for colors in the pictures themselves, but is probably due to the distinctiveness of features highlighted by the colors. We also found that in the recall performance for the color mode it was more difficult to detect the deletion of colors than to detect their addition.     

Multicultural Education as Fostering Individual Autonomy

This article attempts a philosophical defense of an autonomy-based approach to multicultural education. I contend that multicultural education is necessary in order for students to be able to develop personal autonomy. This, in turn, can empower students to effectively formulate their own version of the good life. The development of autonomy need not, as many critics claim, promote atomistic individualism. Rather, contemporary liberal autonomy strives for a balance between the individual and the community. In defending multicultural education, my argument relies on Joseph Raz's notion of autonomy and Will Kymlicka's concept of a context of choice. I conclude that through multicultural education, students can expand their contexts of choice and consequently develop individual autonomy, an essential ingredient of the good life.