A position of influence: Variation in offender identification rates by location in a lineup

Researchers have identified several threats to the validity of the use of the lineup as a test of true recognition. One concern is related to the structure of the simultaneous lineup. It is argued here that a simultaneous presentation of an array nonetheless requires the viewer to undertake sequential processing of the items in the array. This sequential pattern is unlikely to be random and therefore the position of a culprit in a lineup may have a significant effect on the accuracy of witness selection. A simulated crime (snatching of a handbag) was shown to a convenience sample of 84 undergraduates aged between 18–23 years. In 84 subsequent live lineups, the offender was placed with four foils. He was positioned on the far left (position 1) in 42 cases (50%), and in 14 cases respectively in positions 3 (centre), 4 (centre right) and 5 (extreme right). A very strong association was found between position and correct identification with position 1 placement leading to a significantly lower proportion of correct identification (7.1%) compared to position 3 (50.0%), position 4 (64.3%), and position 5 (21.4%). Steps to remedy possible positional biases are considered. Copyright © 2009 John Wiley & Sons, Ltd.     

言语产生的认知神经机制

从认知神经科学的角度阐述了言语产生中时间进程及其激活脑区的研究进展。首先简单介绍了言语产生中词汇通达的2种理论观点。在此基础上介绍了运用电生理技术指标LRP和N200,采用双重判断任务范式对言语产生的时间进程的研究。最后论述了有关语言产生的神经心理学研究和脑成像研究,重点阐述了言语产生中时间进程相对应的激活脑区,言语产生的脑区表现出左侧化趋势。     

系列包含的项目数、项目之间的间隔时间与系列位置效应

以中国汉字为材料,考察系列包含的项目数、项目之间的时间间隔与系列位置曲线不同部分记忆性质分化的关系。结果表明,(1)提取过程的重要性。(2)在包含11个项目、并且项目之间的时间间隔为400毫秒的系列中,系列位置曲线的首因部分表现为联想记忆的性质,是依赖于线索的提取;近因部分表现为绝对记忆的性质,是依赖于记忆痕迹的提取。(3)系列位置曲线不同部分记忆性质的分化,于系列包含的项目数和项目之间的间隔时间有关,结果体现出这两个因素的交互作用。     

汉字词在不同方位与不同排列组合条件下对念读速度与准确性的影响

本研究探讨了汉字词在不同方位与不同排列组合条件下对念读速度与准确性的影响.实验结果表明逆意排列的汉字词处于不同方位(正位、左右倾斜90°、倒位),对汉字词的念读速度产生明显影响.汉字词处于正位时,念读速度最快;其次是处于左斜与右斜90°;对汉字词的念读速度最慢而准确性最低是处于倒位时(汉字词颠倒).汉字词无论是顺意排列或是逆意排列,正位结果均明显优于倒位结果;但汉字词在倒位顺意排列条件下,结果优于正位逆意排列的结果,这表明,字词间的意义联系的作用大于字词方位的作用.     

Power and Legitimizing Ideologies in Hierarchy‐Enhancing vs. Hierarchy‐Attenuating Environments

According to social dominance theory, intergroup dynamics are strongly influenced by the social positions which individuals hold in society. Several studies suggest that holding a position of power can, sometimes automatically, generate negative attitudes and hostile behaviors toward subordinate social groups. However, at present, the studies carried out on these effects of power have not taken into account the influence of the normative context. Based on the distinction made by Sidanius and Pratto between “hierarchy‐enhancing” (HE) vs. “hierarchy‐attenuating” (HA) environments, this study examines if the effects of power on legitimizing cognitions vary as a function of the normative environment. A laboratory study and a study conducted in a natural environment confirm our hypothesis that individuals holding a powerful or dominant social role in a HE setting differ significantly from individuals holding an equally powerful role in a HA setting. The effects of power observed in past research probably resulted from studying power in hierarchy‐enhancing environments, but not in hierarchy‐attenuating ones.     

时序知觉中词义和位置的stroop效应

本文目的在于探讨时序知觉中是否存在词义与位置Stroop效应。通过时序知觉判断任务,使用中文汉字“先-后”刺激材料,让被试做出时序判断。对反应时的结果显示空间方位、词义位置的匹配关系和时间间隔均存在主效应,空间方位和词义位置匹配关系、空间方位和时间间隔、词义位置匹配关系和时间间隔均存在交互作用。上述结果提示人脑在时序知觉判断过程中存在词义和位置的Stroop效应,该效应可能与时序知觉加工机制有关。     

文字线索浏览方向、空间位置与移动光标对伪忽视的影响

采用线段平分任务,以无文字线索作为基线条件,考察文字线索的浏览方向、空间位置和移动光标对具有两种不同方向阅读经验的熟练双语者伪忽视的影响。结果发现,无文字线索条件下,光标从左往右方向移动时被试的判断偏向于线段中点的右侧,而从右往左移动时,偏向于线段中点的左侧。在有文字线索条件下发现,文字线索的浏览方向和空间位置的交互作用显著,简单效应检验显示文字线索的浏览方向和空间位置一致时伪忽视明显,不一致时伪忽视消失。结果表明,文字线索浏览方向、空间位置与移动光标能够影响伪忽视。伪忽视的存在和消失,不仅与眼球运动有关,还有与大脑两半球的激活水平有关。研究结果支持了视觉扫描假设和激活朝向假设。     

Process‐orientated psychoanalytic work in initial interviews and the importance of the opening scene

From the very first moment of the initial interview to the end of a long course of psychoanalysis, the unconscious exchange between analysand and analyst, and the analysis of the relationship between transference and countertransference, are at the heart of psychoanalytic work. Drawing on initial interviews with a psychosomatically and depressively ill student, a psychoanalytic understanding of initial encounters is worked out. The opening scene of the first interview already condenses the central psychopathology – a clinging to the primary object because it was never securely experienced as present by the patient. The author outlines the development of some psychoanalytic theories concerning the initial interview and demonstrates their specific importance as background knowledge for the clinical situation in the following domains: the ‘diagnostic position’, the ‘therapeutic position’, the ‘opening scene’, the ‘countertransference’ and the ‘analyst's free‐floating introspectiveness’. More recent investigations refer to ‘process qualities’ of the analytic relationship, such as ‘synchronization’ and ‘self‐efficacy’. The latter seeks to describe after how much time between the interview sessions constructive or destructive inner processes gain ground in the patient and what significance this may have for the decision about the treatment that follows. All these factors combined can lead to establishing a differential process‐orientated indication that also takes account of the fact that being confronted with the fear of unconscious processes of exchange is specific to the psychoanalytic profession.     

The Prevalence of Well-Being on Teachers in Afri Twin Schools as Well as Non Afri Twin Schools

This study investigated the self-perceived preparedness of students from a historically disadvantaged rural South African setting for psychology studies at a university. The study sample comprised 399 beginning students with a historically Black university (age M = 22.8 years, SD = 5.1; 72.2% women; 65.7% rural background) students. The students responded to a questionnaire investigating, inter alia, prior awareness of the subject, access to psychology literature, awareness of psychologists in their communities, perceived relevance to or clashes with their culture, and parental awareness of the subject. Of the sample, 48.1% first heard about psychology upon entering a university, 75.7% had no access to books on the subject, and only 44.6% received information from their school teachers about psychology as a career. Significantly more urban (65.2%) than rural (34.8%) students had received information about psychology before coming to university.