留学生汉语基本颜色词习得模式诊断研究——以规则空间模型为工具

认知诊断方法能够对留学生各不相同的基本颜色词习得模式进行描述,并且对补救提供建议.本文以规则空间方法对留学生现代汉语普通话基本颜色词的习得模式进行诊断,并提供“学习之路”供补救参考.研究发现,规则空间模型对汉语作为二语的颜色词习得研究适用,研究中的被试全部成功归类;对于汉语基本颜色词基本义和日常生活中较为常见的转义,留学生习得比例也较高;“学习之路”是一种实用的提示学习者补救路径的方法,对于下一步的学习和教学有直接的指导作用.     

风险回避行为中的“红色图形效应”

以往研究发现,风险回避领域存在着一种经典的"图形效应"(即图形会比数字激发出个体更强的风险回避行为)。但以往研究通常只采用灰色或黑色来呈现风险信息。基于近来关于红色效应的探讨,本研究试图将颜色因素引入到图形效应中以探讨不同颜色下的图形效应特点。结果发现,相比于蓝色,红色能激发出个体更强的风险回避行为,且颜色对图形效应具有调节作用,即与蓝色相比,红色条件下出现了增强的图形效应,即"红色图形效应"。有关结果说明,红色作为一种危险警示颜色可以激发出个体更强的风险回避行为,且会诱发更大的图形效应。     

Countering Deficits: A Grounded Theory of Success From Graduate Students of Color

The existing research on students of color in counselor education focuses on the barriers they experience, providing a deficit perspective. Using grounded theory and a critical race theory framework, we studied the racialized experiences of 19 graduate students of color in counselor education. Grounded in participants' voices, we propose a liberatory theory of academic success. Implications for promoting the success of students of color in counselor education and for future critical race theory research are discussed. Las investigaciones hasta la fecha sobre estudiantes de color en programas educativos de consejería se centran en las barreras que afrontan, lo cual ofrece un déficit de perspectiva. Usando un muestreo teórico y un marco de teoría crítica de la raza, estudiamos las experiencias racializadas de 19 estudiantes de posgrado de color en programas educativos de consejería. Basándonos en las voces de los participantes, proponemos una teoría liberatoria de éxito académico. Se discuten las implicaciones para fomentar el éxito de estudiantes de color en programas educativos de consejería y para investigaciones futuras de teoría crítica de la raza.     

When Being “Essential” Illuminates Disparities: Counseling Clients Affected by COVID‐19

The 2019 novel coronavirus (COVID‐19) has highlighted social disparities in the United States. This article examines how preexisting racial and ethnic disparities, exacerbated by COVID‐19, have negatively affected communities of color that tend to be overrepresented in lower socioeconomic groups, have limited access to health care and education, have an undocumented status, and work in jobs considered “essential.” Counselors are encouraged to use creative strategies to design and facilitate telecounseling and reduced‐ or no‐cost workshops in which attendees can participate safely. Specific cultural considerations, aspects of crisis management, and creative interventions that can be used with clients of color at an appropriate social distance are discussed. Counselors can also instill hope in their clients by promoting sociopolitical development. As the impact of COVID‐19 will be felt for years, it is crucial that counselors be prepared to address the needs of those disproportionately affected.     

Intergroup threat,social dominance,and the malleability of ideology: The importance of conceptual replication

Consistent with the theory of malleable ideology, research has shown that, under intergroup threat, antiegalitarian individuals will exploit the malleable character of color blindness and strategically claim to be strong supporters of it. In three studies conducted in France, we found no support for this theory when measuring color blindness but strong support when using measures of laïcité, an ideology of secularism. Indeed, those who score low on social dominance orientation (SDO) were more likely to support laïcité than antiegalitarian individuals. However, a situational threat (Study 1), a symbolic threat experimentally induced (Study 2), and a perceived symbolic threat (Study 3) were all related to increased support for laïcité by people high in SDO, without affecting those low in SDO. Thus, laïcité is a malleable ideology that can be adopted by individuals having contrasting motivations, as color blindness in the United States. Implications for the role of exact and conceptual replications in the development of a psychological science are discussed.     

Effects of background chewing sounds on learning: The role of misophonia sensitivity

Misophonia refers to one's sensitivity to specific sounds, which can range from minor annoyance to extreme distress. This experiment tested the role of individual differences in misophonia sensitivity on learning. College students read a text passage about migraines in a quiet room with 2 or 3 other participants and 1 confederate. In some sessions, the confederate audibly chewed gum while reading the text (sound group); in other sessions, the confederate read silently (control group). All participants then completed a comprehension test on the material, followed by an assessment of their misophonia sensitivity. Although there was no overall difference between the two groups on the comprehension test, misophonia sensitivity significantly moderated the effect of the trigger sound on learning. Students who scored relatively high on misophonia sensitivity performed worse on the comprehension test if they were in the sound group but performed better if they were in the control group.     

The interaction between surface color and color knowledge: behavioral and electrophysiological evidence

In this study, we used event-related potentials (ERPs) to evaluate the contribution of surface color and color knowledge information in object identification. We constructed two color-object verification tasks - a surface and a knowledge verification task - using high color diagnostic objects; both typical and atypical color versions of the same object were presented. Continuous electroencephalogram was recorded from 26 subjects. A cluster randomization procedure was used to explore the differences between typical and atypical color objects in each task. In the color knowledge task, we found two significant clusters that were consistent with the N350 and late positive complex (LPC) effects. Atypical color objects elicited more negative ERPs compared to typical color objects. The color effect found in the N350 time window suggests that surface color is an important cue that facilitates the selection of a stored object representation from long-term memory. Moreover, the observed LPC effect suggests that surface color activates associated semantic knowledge about the object, including color knowledge representations. We did not find any significant differences between typical and atypical color objects in the surface color verification task, which indicates that there is little contribution of color knowledge to resolve the surface color verification. Our main results suggest that surface color is an important visual cue that triggers color knowledge, thereby facilitating object identification.     

论伊斯兰伦理道德形成初期的政治历史背景

伊斯兰教的兴起不但解决了穆斯林的信仰、伦理道德、行为规范、精神生活等问题,而且解决了民族命运、社会兴衰、阿拉伯半岛的统一等问题。本文试图通过对伊斯兰初创时期阿拉伯半岛外部形势和内部社会矛盾的深度剖析,探讨伊斯兰伦理道德形成初期的政治历史背景。     

背景性质对7-10岁自闭症谱系障碍儿童面孔搜索与加工的作用

为了考察背景性质对ASD者搜索面孔的影响,设计两个眼动实验任务,要求14名7~10岁ASD儿童和20名同年龄正常儿童观看图片。实验一采用将面孔嵌入风景图片中引起语义不一致的刺激;实验二采用含有面孔的无意义背景乱序图片刺激。结果发现：（1）面孔与背景语义不一致并不能促进ASD儿童对面孔的搜索;（2）乱序背景对ASD儿童面孔搜索与加工没有产生干扰作用,但使正常儿童的搜索时间变长;（3）一旦觉察到面孔后,ASD儿童对面孔的注视时间少于正常儿童。表明正常儿童对面孔的搜索与加工受背景性质的影响,而ASD儿童不受背景性质的影响;一旦发现面孔,ASD儿童的注意维持较短,但面孔加工模式与正常儿童相似。     

Processing Speed Weakness in Children and Adolescents with Non-Hyperactive but Inattentive ADHD (ADD)

DSM-IV-TR defines ADHD-Predominantly Inattentive as allowing up to five symptoms of hyperactivity/impulsivity, while theories of the inattentive type usually assume a group that is hypoactive and characterized by processing speed and cognitive interference deficits. In a community-recruited sample of 572 children and adolescents, a pure inattentive subtype of ADHD (ADD) was defined as those who met DSM-IV-TR criteria for ADHD-PI but had two or fewer hyperactive/impulsive symptoms. Processing and output speeds of those with ADD were compared to those identified with DSM-IV-TR ADHD combined type and non-ADHD controls. These results were then contrasted with those found when DSM-IV-TR defined ADHD-PI was compared with ADHD-C and controls. Processing and output speed were assessed with the Trailmaking A and B and the Stroop Naming Tests. Cognitive interference control was assessed with the interference score from the Stroop Task. Slower cognitive interference speed was found in the ADD vs. ADHD-C and controls comparisons, but not the ADHD-PI versus ADHD-C and controls comparisons. On output speed measures, ADD exhibited the slowest performance, significantly different from controls and the effect size for the set-shifting speed contrast (Trailmaking B) was double that of the ADHD-PI vs. control comparison. ADHD-Inattentive type as defined by the DSM-IV-TR is a heterogeneous condition with a meaningful proportion of those affected exhibiting virtually no hyperactive/impulsive symptoms. This subgroup may represent a distinct inattentive condition characterized by poor cognitive interference control and slow processing or output speed.