The perception of (naked only) bodies and faceless heads relies on holistic processing: Evidence from the inversion effect

Faces and bodies are more difficult to perceive when presented inverted than when presented upright (i.e., stimulus inversion effect), an effect that has been attributed to the disruption of holistic processing. The features that can trigger holistic processing in faces and bodies, however, still remain elusive. In this study, using a sequential matching task, we tested whether stimulus inversion affects various categories of visual stimuli: faces, faceless heads, faceless heads in body context, headless bodies naked, whole bodies naked, headless bodies clothed, and whole bodies clothed. Both accuracy and inversion efficiency score results show inversion effects for all categories but for clothed bodies (with and without heads). In addition, the magnitude of the inversion effect for face, naked body, and faceless heads was similar. Our findings demonstrate that the perception of faces, faceless heads, and naked bodies relies on holistic processing. Clothed bodies (with and without heads), on the other side, may trigger clothes-sensitive rather than body-sensitive perceptual mechanisms.     

Do tests facilitate decision‐making performance on a transfer task?

Testing can improve later recall of information. However, much less is known about the potential use of testing in promoting the transfer of learning. In this study, we investigated whether testing improves decision‐making performance on a transfer task in a sample of 98 university students using a between‐subjects design. After studying several statements about a fictional disease under different learning conditions (restudy, free recall, and multiple‐choice), participants were asked to recall this information and subsequently make medical decisions concerning the fictional disease (i.e., the transfer task). The present study found no advantage of testing conditions over restudy condition on the 30‐min delayed memory task. However, participants in the active retrieval practice (i.e., free recall) group performed significantly better on the transfer task over those in both restudy and multiple‐choice groups. These results suggest free‐recall tests promote the transfer of learning.     

The learning benefits of teaching: A retrieval practice hypothesis

Teaching educational materials to others enhances the teacher's own learning of those to‐be‐taught materials, although the underlying mechanisms remain largely unknown. Here, we show that the learning‐by‐teaching benefit is possibly a retrieval benefit. Learners (a) solved arithmetic problems (i.e., they neither taught nor retrieved; control group), (b) taught without relying on teaching notes (i.e., they had to retrieve the materials while teaching; teaching group), (c) taught with teaching notes (i.e., they did not retrieve the materials while teaching; teaching without retrieval practice [TnRP] group), or (d) retrieved (i.e., they did not teach but only practised retrieving; retrieval practice group). In a final comprehension test 1 week later, learners in the teaching group, as did those in the retrieval practice group, outperformed learners in the TnRP and control groups. Retrieval practice possibly causes the learning benefits of teaching.     

Production on hold: delaying vocal production enhances the production effect in free recall

The Production Effect (PE) represents superior memory for produced (read aloud) relative to non-produced (silently read) items. Another method of improving memory is taking a test on the study material – the Testing Effect. We evaluated the combined influence of both effects on free recall memory, using delayed vocal production, in which study words were vocally produced only after their disappearance. Such procedure involves an initial instant test since participants had to vocally retrieve the words (rather than read them aloud). In five experiments, participants were presented with study words that they were instructed to learn by no-production (reading silently), immediate production (reading aloud), delayed reading aloud, or delayed vocal production (instant retrieval). The results showed superior recall for delayed production over all other conditions. We suggest that the source of this superiority is the desirable difficulty induced by the addition of the initial test (retrieval effort) to the vocal production. The novel delayed production condition forms a superior mnemonic.     

Does mediator use contribute to the spacing effect for cued recall? Critical tests of the mediator hypothesis

When study is spaced across sessions (versus massed within a single session), final performance is greater after spacing. This spacing effect may have multiple causes, and according to the mediator hypothesis, part of the effect can be explained by the use of mediator-based strategies. This hypothesis proposes that when study is spaced across sessions, rather than massed within a session, more mediators will be generated that are longer lasting and hence more mediators will be available to support criterion recall. In two experiments, participants were randomly assigned to study paired associates using either a spaced or massed schedule. They reported strategy use for each item during study trials and during the final test. Consistent with the mediator hypothesis, participants who had spaced (as compared to massed) practice reported using more mediators on the final test. This use of effective mediators also statistically accounted for some – but not all of – the spacing effect on final performance.     

Can spatialisation be extended to episodic memory and open sets?

The SPoARC effect (Spatial Positional Associated Response Codes) has only been observed in working memory (WM) using closed sets. It is interpreted as showing that individuals spatialise to-be-remembered items in a left-to-right fashion, using spatialisation as context. Given that context is crucial for episodic memory (EM), we tested if this effect could be observed in EM by using 15-word lists taken from an open set. After each list, 30 probes were sequentially displayed to test recognition. The left/right-hand key assignment for yes/no answers was varied. No SPoARC effect was observed. However, as all previous SPoARC experiments had used short lists and closed sets, it was not possible to know if this absence of SPoARC was due to the open set feature or the length of the lists. A second experiment was thus run using open sets and short 5-word lists, which do not necessitate EM to be remembered. A SPoARC effect was observed indicating that Experiment 1 result was due to the involvement of supra-span lists and that SPoARC effects do not extend to EM with open sets. Experiment 2 also enabled us to generalise the SPoARC effect to open sets in WM for the first time.     

“我的”最重要:儿童自我源判断能力的发展早于他人

自我参照范式是探索自我认知发展的重要范式,找到一个可靠方法获得一份稳定结果一直是儿童研究的重点和难点。研究以3岁至5岁儿童作为研究对象,通过所有权参照进行编码、图片再认和源判断进行检测。为了结果的稳定可靠,每位儿童需要参加4次测验。结果显示,图片再认上4岁、5岁儿童出现自我参照效应,源判断上3岁、4岁儿童出现自我参照效应。对源判断结果分析发现,自我参照成绩在各年龄组间保持不变、他人参照成绩随年龄增长逐渐提高,二者发展趋势的差异是5岁儿童源判断上没有自我参照效应的主要原因。以上结果说明,3~5岁儿童普遍存在自我参照效应,但测验方法会影响该效应的表现年龄;其次,自我源判断能力的发展早于他人,3~5岁之间他人源判断能力是在持续提高的;另外,4次测验间的比较证明,源判断测验较之再认具有更好的稳定性。     

社交网站中的自我呈现对自尊的影响:社会支持的中介作用

随着网络的日益普及,社交网站已成为人们活动的新领域和人际交往的新媒介。同现实交往一样,在社交网站中个体会采用不同的自我呈现策略。为探讨社交网站中自我呈现策略、社会支持和自尊的关系,采用问卷法对485名大学生进行了调查,结果发现:(1)社交网站中积极和真实自我呈现均与社会支持和自尊呈显著正相关,但真实自我呈现与领悟社会支持和自尊的相关程度更高。(2)社会支持在积极自我呈现与自尊关系中的中介效应不显著,积极自我呈现对自尊只有显著的直接预测作用;真实自我呈现对自尊不仅有显著的直接预测效应,还能通过社会支持的部分中介效应对其产生影响。     

基于Think/No-think范式的动机性遗忘研究:行为与脑机制

想/不想范式(Think/No-think,TNT)是基于go/no-go范式提出来的用于研究动机性遗忘过程的实验范式,主要过程是指个体对于记忆的提取抑制可以导致随后该记忆的遗忘。近年来TNT范式的大量行为学研究都一致性地发现记忆提取抑制可以产生负性控制效应,验证了在实验室情境下对动机性遗忘进行研究的可行性。其中,负性控制效应指的是压抑条件的项目相对于基线条件的项目的回忆量有显著降低。关于动机性遗忘发生的神经机制的探讨已积累了大量的研究证据,总结脑电(EEG)和功能核磁共振(f MRI)两个模态的研究,我们提出了动机性遗忘发生的多模态功能网络模型。最后,在该模型的基础上,我们展望了TNT范式未来的研究方向,其中特别注意到同步EEG-f MRI技术的应用有望为我们揭示出记忆提取抑制导致的动机性遗忘发生的动态过程。