The effects of statistical training on choice heuristics in choice under uncertainty

Kahneman and Tversky (1984) proposed that decision makers perceive choice uncertainty in two ways: (1) as a distribution of possible outcomes or (2) as a single uncertain outcome. Using statistical training as a factor that influences these perceptions, and thus the type of decision approach individuals use, we found that individuals with different levels of experience displayed differences in the decisions they made and in the choice heuristics used to make those decisions. Statistically naive individuals were more likely to prefer loss-minimizing alternatives, use a more non-compensatory heuristic, and spend more time on loss-related information than their statistically experienced counterparts. When a distributional cue, indicating the distributional nature of choice outcomes, was presented to both experience groups, the naive group was found to use a decision approach similar to the experienced group and to make similar decisions. The results are discussed in terms of the need to include factors that alter individuals' approaches to uncertainty in future behavioral models of uncertain choice.     

Instructions Moderate the Relationship between Creative Performance in Figural Divergent Thinking and Reasoning Capacity

In this study with within-subject design, the “be-creative effect” was investigated using three instructions in figural divergent-thinking tasks: Besides a be-fluent instruction, a be-creative instruction, and a be-creative instruction combined with strategies were applied. In addition, reasoning ability as part of fluid intelligence, self-reported creative ideation, current motivation after reading the instructions, and task-related interest were assessed. Multilevel analysis applying random-intercept-constant-slope models found significant main effects of the instructions on creative performance and fluency. Both be-creative instructions yielded a rise in creative performance in divergent thinking tasks with additional improvement due to supporting strategies. The be-fluent instruction enhanced the quantity of ideas but decreased creative performance. Task-related interest turned out to be a better predictor of creative performance than the self-estimated expected interest prior to working on the task. Moreover, the relationship of creative performance and reasoning ability was moderated by instruction, with no relationship with a be-fluent instruction and small to moderate positive effects with both instructions emphasizing creative ideas.     

低阶层大学生的炫耀性消费:自尊补偿与地位追求

近年来低阶层大学生炫耀性消费负性事件频发,研究以补偿性消费理论为基础,考察低阶层大学生炫耀性消费的内因与外因。实验一通过比较高、低状态自尊条件下不同阶层被试的炫耀性消费倾向来考察自尊的作用,结果表明低阶层大学生的炫耀性消费倾向受到其状态自尊的调节; 实验二通过比较不同阶层被试对地位及非地位符号商品的支付意愿来考察商品符号价值的作用,结果表明低阶层大学生只有在商品具有地位符号价值时,才会表现出比高阶层大学生更强烈的炫耀性消费倾向。     

The academic outcomes of working memory and metacognitive strategy training in children: A double‐blind randomized controlled trial

Working memory training has been shown to improve performance on untrained working memory tasks in typically developing children, at least when compared to non‐adaptive training; however, there is little evidence that it improves academic outcomes. The lack of transfer to academic outcomes may be because children are only learning skills and strategies in a very narrow context, which they are unable to apply to other tasks. Metacognitive strategy interventions, which promote metacognitive awareness and teach children general strategies that can be used on a variety of tasks, may be a crucial missing link in this regard. In this double‐blind randomized controlled trial, 95 typically developing children aged 9–14 years were allocated to three cognitive training programmes that were conducted daily after‐school. One group received Cogmed working memory training, another group received concurrent Cogmed and metacognitive strategy training, and the control group received adaptive visual search training, which better controls for expectancy and motivation than non‐adaptive training. Children were assessed on four working memory tasks, reading comprehension, and mathematical reasoning before, immediately after, and 3 months after training. Working memory training improved working memory and mathematical reasoning relative to the control group. The improvements in working memory were maintained 3 months later, and these were significantly greater for the group that received metacognitive strategy training, compared to working memory training alone. Working memory training is a potentially effective educational intervention when provided in addition to school; however, future research will need to investigate ways to maintain academic improvements long term and to optimize metacognitive strategy training to promote far‐transfer. A video abstract of this article can be viewed at https://youtu.be/-7MML48ZFgw     

基于助推的健康饮食行为干预策略

在干预国民健康饮食行为方面, 更“隐性”的助推策略因其针对直觉思维系统发挥作用, 比传统的干预政策更具优势。基于助推策略对食物选择决策影响机制的不同, 健康饮食助推策略可构建为提供决策信息、改善决策选项、影响决策结构和提醒决策方向4个大类及9个小类的框架体系。助推策略在实践中仍存在争议, 因而在中国实施时需与传统政策结合使用, 充分考虑中国国情和消费群体特征, 并充分利用信息技术和大数据优势, 助力健康中国。     

21世纪我国消化病学发展战略的若干思考

就21世纪消化病的研究与发展的方向和展望,从宏观调控与哲学思想方面提出了如下几个措施;预防为主,人文社会为本;加强基础研究,充分利用科技成果;突出重点,循序渐进;促进中西医结合,充分利用和研究中医药的临床疗效;重视人才培养,提高梯队素质。     

小学一～三年级儿童加减法策略选择的发展特点研究

随机选取90名小学一～三年级的儿童为被试,采用实验法和访谈法对儿童解决加减法算术题的策略发展特点进行了探讨。结果发现:1儿童能运用多种策略解决加减法算术题,在解决两个数的算术题时用到了13种策略,在解决三个数的算术题时用到了8种策略。2儿童在解决同一道题时大多能同时运用两种或两种以上的策略。3随着年龄的增长,儿童使用策略的总目呈简约化发展的趋势。4在解决两个数的算术题时,不同年级的儿童在使用出声策略、拆十策略、手势策略、逆算策略、数数策略的次数上差异显著,随着年级的增长其使用频率逐渐降低。5儿童在解决三个数的算术题时,各年级儿童使用出声策略、手势策略、对位策略差异显著,随着年级的增长其使用频率逐渐增高。     

小学2～4年级儿童数学应用题表征策略差异的研究

本研究运用实验法和临床访谈法对某普通小学的123名2～4年级学生进行了数学应用题测验,以考察数学学优生和学差生在解决比较应用题时表征策略的差异。结果表明:(1)从2～4年级儿童解答一致和不一致应用题上看,学优生较多地使用问题模型策略对问题进行表征,学差生较多地使用直接转换策略对问题进行表征;(2)除学差女生的解题正确率低于学差男生的正确率,学差女生自我报告中直接转换策略的使用多于学差男生外,在其它方面,性别差异并不显著;(3)随着年级的升高,学优生在使用问题模型策略上越来越成熟,学差生并没有学会使用更加有效的问题模型表征策略,仍然停留在直接转换策略上,但他们在关于策略使用的认识上有所提高。