不同特征维度下ADHD儿童的任务切换特点

本研究采用双向刺激设置,通过操纵两实验的特征维度,以考察任务维度对ADHD儿童任务切换的影响。结果发现,在两个实验中,相对于正常组儿童,ADHD儿童在任务切换上都表现出缺损。当注意维度相同时,ADHD儿童在固定顺序上的切换损耗大于随机顺序,但在跨维度任务中,ADHD儿童在固定顺序上的切换损耗则小于随机顺序,这与正常儿童的表现模式不一致。该结果表明,工作记忆会对ADHD儿童产生影响,但这取决于任务的特征维度是否一致。     

不同熟练双语儿童注意定向中的抑制控制

研究目的：探讨不同熟练双语儿童“注意定向”成分中抑制控制的差异,及这一差异是否依赖于双语儿童第二语言的熟练程度。方法：采用IOR范式的行为实验。被试为平衡、未平衡双语儿童和单语儿童。结果：SOA600ms时,三组被试均出现了IOR,平衡双语儿童与单语儿童的IOR效应量差异显著,其余被试间差异均不显著。结论：（1）双语学习促进了平衡双语儿童抑制控制能力的发展。（2）双语学习对抑制控制能力的促进作用依赖于双语儿童第二语言的熟练程度。     

Discrimination of coronal stops by bilingual adults: the timing and nature of language interaction

The current study was designed to investigate the timing and nature of interaction between the two languages of bilinguals. For this purpose, we compared discrimination of Canadian French and Canadian English coronal stops by simultaneous bilingual, monolingual and advanced early L2 learners of French and English. French /d/ is phonetically described as dental whereas English /d/ is described as alveolar. Using a categorial AXB task, the performance of all four groups was compared to chance and to the performance of native Hindi listeners. Hindi listeners performed well above chance in discriminating French and English /d/-initial syllables. The discrimination performance of advanced early L2 learners, but not simultaneous bilinguals, was consistent with one merged category for coronal stops in the two languages. The data provide evidence for interaction in L2 learners as well as simultaneous bilinguals; however, the nature of the interaction is different in the two groups.     

HOW TO ANALYZE IMMEDIATE EXPERIENCE:

Abstract: This article discusses Jaakko Hintikka's interpretation of the aims and method of Husserl's phenomenology. I argue that Hintikka misrepresents Husserl's phenomenology on certain crucial points. More specifically, Hintikka misconstrues Husserl's notion of “immediate experience” and consequently fails to grasp the functions of the central methodological tools known as the “epoché” and the “phenomenological reduction.” The result is that the conception of phenomenology he attributes to Husserl is very far from realizing the philosophical potential of Husserl's position. Hence if we want a fruitful rapprochement between analytical philosophy and Continental phenomenology of the kind that is Hintikka's ultimate aim, then Hintikka's account of Husserl needs correcting on a number of crucial points.     

The effect of childhood bilingualism on episodic and semantic memory tasks

Kormi-Nouri, Moniri and Nilsson (2003) demonstrated that Swedish-Persian bilingual children recalled at a higher level than Swedish monolingual children, when they were tested using Swedish materials. The present study was designed to examine the bilingual advantage of children who use different languages in their everyday life but have the same cultural background and live in their communities in the same way as monolingual children. In four experiments, 488 monolingual and bilingual children were compared with regard to episodic and semantic memory tasks. In experiments 1 and 2 there were 144 boys and 144 girls in three school groups (aged 9-10 years, 13-14 years and 16-17 years) and in three language groups (Persian monolingual, Turkish-Persian bilingual, and Kurdish-Persian bilingual). In experiments 3 and 4, there were 200 male students in two school groups (aged 9-10 years and 16-17 years) and in two language groups (Persian monolingual and Turkish-Persian bilingual). In the episodic memory task, children learned sentences (experiments 1-3) and words (Experiment 4). Letter and category fluency tests were used as measures of semantic memory. To change cognitive demands in memory tasks, in Experiment 1, the integration of nouns and verbs within sentences was manipulated by the level of association between verb and noun in each sentence. At retrieval, a recognition test was used. In experiments 2 and 3, the organization between sentences was manipulated at encoding in Experiment 2 and at both encoding and retrieval in Experiment 3 through the use of categories among the objects. At retrieval, free recall or cued recall tests were employed. In Experiment 4, the bilingual children were tested with regard to both their first and their second language. In all four experiments, a positive effect of bilingualism was found on episodic and semantic memory tasks; the effect was more pronounced for older than younger children. The bilingual advantage was not affected by changing cognitive demands or by using first/second language in memory tasks. The present findings support the cross-language interactivity hypothesis of bilingual advantage.     

积极情绪影响任务转换的性别和发展特点

情绪研究中的性别和年龄因素一直是不容忽视的问题.已有研究表明,积极情绪能够提高认知的灵活性,任务转换是认知灵活性的主要成分.本研究以52名大学生3、6名高中生4、5名初中生为被试考察积极情绪影响任务转换的发展变化和性别差异.结果发现,对于女性,积极情绪促进任务转换的现象,在三个年龄段上具有发展上的稳定性;对于男性,只在初中阶段表现出此特点,在高中阶段和大学阶段,积极情绪促进任务转换的现象不再明显.     

语言转换影响双语认知优势的发展进程

本研究包括两部分,第一部分对双语转换问卷进行修订,用于客观测量双语者的语言转换能力;第二部分采用数字命名任务考察语言转换对双语认知优势发展进程的影响。结果发现,在低水平阶段,语言转换频率与转换消耗存在显著负相关;在高水平阶段,语言转换频率与转换消耗、混用消耗均存在显著负相关。结果说明,语言转换首先影响瞬时转换能力,积累一定的经验之后,才会对持续监控能力与抑制控制能力产生积极影响。本研究结果表明,双语认知优势效应的发展具有一定的顺序性。     

Effects of Guided Notes on University Students' Responding and Recall of Information

The present study assessed the effects of guided notes on student responding and accuracy of recall of lecture material in an undergraduate psychology class using multi-element design. Guided notes were administered for approximately half of the class sessions on a random schedule. Data were collected on the frequency of student responses and daily quizzes were administered to assess accuracy of recall of information presented in the lecture. Results indicated higher mean quiz scores and response frequencies during the guided notes condition. Social validity questionnaires administered to participants revealed satisfaction with results and procedures.     

Executive Function: The Search for an Integrated Account

ABSTRACT— In general, executive function can be thought of as the set of abilities required to effortfully guide behavior toward a goal, especially in nonroutine situations. Psychologists are interested in expanding the understanding of executive function because it is thought to be a key process in intelligent behavior, it is compromised in a variety of psychiatric and neurological disorders, it varies across the life span, and it affects performance in complicated environments, such as the cockpits of advanced aircraft. This article provides a brief introduction to the concept of executive function and discusses how it is assessed and the conditions under which it is compromised. A short overview of the diverse theoretical viewpoints regarding its psychological and biological underpinnings is also provided. The article concludes with a consideration of how a multilevel approach may provide a more integrated account of executive function than has been previously available.     

Sticky plans: Inhibition and binding during serial-task control

Recent evidence suggests substantial response-time costs associated with lag-2 repetitions of tasks within explicitly controlled task sequences [Koch, I., Philipp, A. M., Gade, M. (2006). Chunking in task sequences modulates task inhibition. Psychological Science, 17, 346-350; Schneider, D. W. (2007). Task-set inhibition in chunked task sequences. Psychonomic Bulletin & Review, 14, 970-976], a result that has been interpreted as inhibition of no-longer relevant tasks. Experiments 1-3 confirm much larger lag-2 costs under serial-control than under externally cued conditions, but also show (a) that these costs occur only when sequences contain at least two distinct chunks and (b) that direct lag-2 repetitions are not a necessary condition for their occurrence. This pattern suggests the hypothesis that rather than task-set inhibition, the large lag-2 costs observed in complex sequences, reflect interference resulting from links between positions within a sequential plan and the individual tasks controlled by this plan. The remaining experiments successfully test this hypothesis (Experiment 4), rule out chaining accounts as a potential alternative explanation (Experiment 5), and demonstrate that interference results from information stored in long-term memory rather than working memory (Experiment 6). Implications of these results for an integration of models of serial-order control and serial memory are discussed.