阿尔兹海默病患者中的范畴特异性语义记忆损伤

脑损伤可导致范畴特异性语义损伤, 即某一范畴的语义记忆选择性损伤或损伤更严重。阿尔兹海默病患者中的范畴特异性语义损伤可能来自不同范畴之间在熟悉度、词频、获得年龄、视觉复杂度、语义距离、加工要求以及所涉及的主要语义特征等方面的差别。然而, 有无生命范畴本身是否也是一个来源, 尚不清楚。进一步的研究不仅需要整合范畴途径和特征途径, 并区分语义记忆的存储和通达, 而且需要考查疾病严重程度如何影响语义记忆损伤模式。     

特征相似性、类别标签与因果关系在归纳推理中的作用

采用人工材料,比较类别标签、特征相似性与因果关系对归纳推理强度的影响。包括两个实验,实验1比较类别标签与特征相似性对归纳推理的影响,结果表明,当类别标签对归纳推理的影响显著强于特征相似性时,不能将类别标签等同于一个相似性特征。实验2进一步探讨类别标签与因果关系对归纳推理的作用,结果表明,因果关系作用明显强于类别标签的作用。综合两个实验的结果并整合前人相关研究,提出了不同关系影响归纳推理的强度假想。     

概念组合的理论模型

概念组合是将两个或多个概念组合成一个新概念的过程,生成的新概念被称为组合概念。组合概念的解释策略及影响因素已成为概念研究中的热点问题。研究者相继提出了关系竞争理论、双重加工理论和约束理论等模型。但是,这些理论模型只能解释特定的实验现象,对某些稳定的实验现象（如涌现特征、范畴效应等）却缺乏解释力度。文章提出,未来的研究应该整合已有的实验现象和理论模型,关注概念组合的时间进程,深入考察语境的作用,并系统地研究组合概念的涌现特征和范畴效应。     

类别学习的阻碍效应与双机制理论

通过对类别学习中的阻碍效应进行系统研究,尝试性的提出了类别学习的双机制理论。三个实验分别考察：当样例特征随机呈现时;定义特征固定呈现在样例首位时;以及刺激材料为知觉图形材料时,类别学习中的阻碍效应。三个实验的研究结果都发现：在类别学习中存在一定程度的阻碍效应,支持类别学习同时存在联结学习机制和认知学习机制的双机制观点。     

柯林斯语义层次网络模型的实验研究

应用语义验证法对柯林斯与奎利安的语义层次网络模型进行研究,结果表明:(1)柯林斯等人的语义层次网络模型不完全适用于人脑的信息加工;(2)被试对主语所指称客体的熟悉程度是决定语义验证时间的一个重要因素;(3)被试提取概念各属性的时间并非完全由属性储存的位置决定的。     

Asymmetrical responding to male versus female other-race categories in 9- to 12-month-old infants

Faces can be categorized along various dimensions including gender or race, an ability developing in infancy. Infant categorization studies have focused on facial attributes in isolation, but the interaction between these attributes remains poorly understood. Experiment 1 examined gender categorization of other-race faces in 9- and 12-month-old White infants. Nine- and 12-month-olds were familiarized with Asian male or female faces, and tested with a novel exemplar from the familiarized category paired with a novel exemplar from a novel category. Both age groups showed novel category preferences for novel Asian female faces after familiarization with Asian male faces, but showed no novel category preference for novel Asian male faces after familiarization with Asian female faces. This categorization asymmetry was not due to a spontaneous preference hindering novel category reaction (Experiment 2), and both age groups displayed difficulty discriminating among male, but not female, other-race faces (Experiment 3). These results indicate that category formation for male other-race faces is mediated by categorical perception. Overall, the findings suggest that even by 12 months of age, infants are not fully able to form gender category representations of other-race faces, responding categorically to male, but not female, other-race faces.     

概念及概念结构研究新进展

近来有关归类和概念结构的研究与理论出现了两个方面的转变。第一个方面是从概念定义属性的假设 (经典观 )到概念表征属性的观点 (概率观 ) ;第二个方面是从概念以相似性组织的观点到概念围绕理论而组织的观点。本文综合概述了基于相似性和理论驱动的归类理论。     

The Multiplicative AHP,SMART and ELECTRE in a Common Context

This paper presents a comparative study of three popular methods for multicriteria decision analysis based on a particular model of human preferential judgement. Since decisions are invariably made within a given context, we model relative preferences as ratios of increments or decrements in an interval on an axis of desirability. Next we sort the ratio magnitudes into a small number of categories, represented by numerical values on a geometric scale. We explain why the analytic hierarchy process (AHP) and the French collection of ELECTRE methods, typically based on pairwise comparison methods, are concerned with categories of ratio magnitudes, whereas the simple multiattribute rating technique (SMART) essentially uses orders of magnitude of these ratios. This phenomenon provides a common basis for the analysis of the methods in question and for a cross-validation of their results. We illustrate the approach via a well-known case study, the choice of a location for a nuclear power plant. We conclude by discussing the scope of the comparative study. © 1997 John Wiley & Sons, Ltd.     

Naming and categorization in young children: IV: listener behavior training and transfer of function

Following pretraining with everyday objects, 14 children aged from 1 to 4 years were trained, for each of three pairs of different arbitrary wooden shapes (Set 1), to select one stimulus in response to the spoken word /zog/, and the other to /vek/. When given a test for the corresponding tacts ("zog" and "vek"), 10 children passed, showing that they had learned common names for the stimuli, and 4 failed. All children were trained to clap to one stimulus of Pair 1 and wave to the other. All those who named showed either transfer of the novel functions to the remaining two pairs of stimuli in Test 1, or novel function comprehension for all three pairs in Test 2, or both. Three of these children next participated in, and passed, category match-to-sample tests. In contrast, all 4 children who had learned only listener behavior failed both the category transfer and category match-to-sample tests. When 3 of them were next trained to name the stimuli, they passed the category transfer and (for the 2 subjects tested) category match-to-sample tests. Three children were next trained on the common listener relations with another set of arbitrary stimuli (Set 2); all succeeded on the tact and category tests with the Set 2 stimuli. Taken together with the findings from the other studies in the series, the present experiment shows that (a) common listener training also establishes the corresponding names in some but not all children, and (b) only children who learn common names categorize; all those who learn only listener behavior fail. This is good evidence in support of the naming account of categorization.