基于概念复杂度的加工容量观

探讨了一个认知科学的概念——容量,主要是介绍一种基于概念维度的加工容量观.这种观点认为加工容量最好以进入某一特定运算过程的独立维度来定义,容量的增长意味着可以表征更多的维度,而概念的组块与分割是常用的表征策略.个体差异通过表征的清晰度和有效性的差异来表现,而认知的发展则是成熟与经验相互作用的结果.     

幼儿在集合比较中运用数数的实验研究

本研究中运用了两个实验探讨数数干预和测查条件对儿童在集合比较中运用数数的影响。干预对3岁儿童(M=3：9)没有影响。在平均年龄为4岁4个月时．干预组儿童比控制组儿童更倾向于用数数比较集合．自然组儿童也比传统组更倾向于用数数。许多4岁儿童在无干预时不用数数可能是因为,1)不知数数比视觉性比较更有效,或2)他们在集合比较中的数数极易受测查情景因素的影响。儿童在集合比较中的数数运用与他们的数数水平密切关联。     

IAT效应在不同目标概念水平上的差异研究

采用IAT实验设计,考察大学生对不同概念词的内隐态度之间的差别。结果发现,八组实验材料都产生了显著的IAT效应;不同性别的测验材料的IAT效应间不存在显著差异,不同喜好程度的测验材料的IAT效应间存在显著差异,且两个因素存在显著的交互作用。研究表明,IAT效应既可在上位概念水平上产生,亦可在下位概念水平上产生。     

An evolutionary function of the depressive reaction: the cognitive map hypothesis

Existing hypotheses for an evolutionary function of depression are insufficient, primarily because they fail to show convincingly the advantages that might compensate for the high evolutionary costs of its features, such as general passivity, decreased appetite and sex drive.In this article, it is shown that depression may have the function of motivating a period of reduced activity after a major loss. It thus allows for time out to update the cognitive structures for altered circumstances, and avoids dangerous actions based on the use of inadequate cognitive maps. This cognitive map hypothesis provides a viable evolutionary explanation for the high incidence of depression reaction, in spite of its apparently unfavorable characteristics. The article discusses how this hypothesis may also shed light on the occurrence of clinical depression, proposing that it is caused by a failure to update complex conceptual cognitive structures. Finally, recommendations for the treatment of depression that derive from this hypothesis are presented.     

Understanding and disagreement in belief ascription

It seems uncontroversial that Dalton wrongly believed that atoms are indivisible. However, the correct analysis of Dalton’s belief and the way it relates to contemporary beliefs about atoms is, on closer inspection, far from straightforward. In this paper, I introduce four features that any candidate analysis is plausibly bound to respect. I argue that theories that individuate concepts at the level of understanding are doomed to fail in this endeavor. I formally sketch an alternative and suggest that cases such as the one presented provide support for the claim that the genuine source for concept individuation is public sharable thought.     

Stimulus–response correspondence effect as a function of temporal overlap between relevant and irrelevant information processing

The stimulus–response correspondence (SRC) effect refers to advantages in performance when stimulus and response correspond in dimensions or features, even if the common features are irrelevant to the task. Previous research indicated that the SRC effect depends on the temporal course of stimulus information processing. The current study investigated how the temporal overlap between relevant and irrelevant stimulus processing influences the SRC effect. In this experiment, the irrelevant stimulus (a previously associated tone) preceded the relevant stimulus (a coloured rectangle). The irrelevant and relevant stimuli onset asynchrony was varied to manipulate the temporal overlap between the irrelevant and relevant stimuli processing. Results indicated that the SRC effect size varied as a quadratic function of the temporal overlap between the relevant stimulus and irrelevant stimulus. This finding extends previous experimental observations that the SRC effect size varies in an increasing or decreasing function with reaction time. The current study demonstrated a quadratic function between effect size and the temporal overlap.     

初中生函数概念发展的特点

本研究通过测验法对北京市六所中学的８０２名初一至初三的学生进行考察,研究了初中生函数要领的发展水平及其特点,结果表明,初中三个年级学生函数要领的发展,从总体上看,随着看级的增高呈上升的发展趋势,但年级结学生函数概念发展的影响不显著,制约 初中学生函数的概念发展水平的关键是,学生所受教育的质量,学生主要以接受教育的方式来获得函数概念。     

数学等值概念获得的过渡性学习者认知发展的实验研究

就数学等值概念获得而言,一般地,过渡性学习者在解决简单问题作业时趋向于使用一种正确策略,而当题目较难时则使用几种不同的错误策略。经过针对性的指导（或输入适当信息）后极易掌握此概念,表现为使用一种正确且充分的策略。同时,“言语一手势失匹配”可能不是过渡性学习者的必然的认知特征。     

小学生形成合取概念的策略训练及其迁移效果

采用明确要求、策略讲授、讨论比较、练习巩固的方法,对小学四年级儿童形成合取概念的策略进行训练,结果发现：训练不仅能够促进儿童形成合取概念的能力发展,而且提高了他们的元认知水平,并在相关的问题解决中表现出能力的迁移。