心理戒毒实验研究

1问题以往对毒品依赖者的临床治疗,偏重于躯体依赖的药物戒治,实践表明,克服戒断反应并不困难。然而,戒断反应消除了,毒瘾却并没戒除,表现是：复吸率非常高──达98％。如此之高的复吸率引起我们的注意：反复吸毒到底是一个生理问题还是一个心理问题？吸毒者在反复吸毒过程中追求的是什么？由此,导向另一个更深层次的问题：“戒毒要戒掉什么？”我们就此问题进行了调查,调查对象包括广州、探圳等戒毒所收治的150名吸毒者。结果显示：（1）开始吸毒时有非常强烈的情绪体验,这种情绪体验的强烈程度和愉快程度远远超过性交的体验。随…     

Epistemic justification and premise acceptability

In this paper, we want to explore the connection between premises' being acceptable and their being in some sense justified. The equivalence of premise acceptability and justification seems intuitively correct. But to argue for such a connection, we need to analyze the concepts of acceptability and justification. Such an analysis also seems necessary if this equivalence is to advance our understanding of premise acceptability. Following L. J. Cohen, we may say S believes that p when S is disposed to feel it true that p, while S accepts that p when S takes that p as a premise for further deliberation or action. Reasons for belief are reasons for acceptance, and epistemological (as opposed to pragmatic) reasons for acceptance are reason for belief. Following William P. Alston, we may explicate being a justifying reason for belief through the notion of an adequate ground on which the belief is based. In turn, adequacy of ground means that the mechanism grounding the belief is reliable. Given these notions, we may define a concept of justification in terms of presumptive adequacy.     

Facilitative effects of forgetting from short-term memory on growth of long-term memory in retardates

Competing explanations of the beneficial effect of spacing in retardate discrimination learning were tested. Three-trial multidimensional (“junk”) problems were presented concurrently to educable retardates with MAs over 8 years. The spacing interval spearating Trials 1 and 2 was filled with either zero, four, or eight interpolations, the interpolations being either trials on similar junk problems or repetitions of a single, well-learned dot-pattern discrimination. The principal findings were that: (1) while short-term retention of junk problems (as measured by Trial 2 performance) suffered greater interference from similar junk interpolations than from dot-pattern interpolations, long-term learning (as measured by a delayed Trial 3) was superior following the highly interfering junk problems; and (2) spacing facilitated learning only following highly interfering interpolations. These results are inconsistent with consolidation and rehearsal theories but support the prediction of the Sperber. Greenfield, and House (Journal of Experimental Psychology, 1973, 99) spacing model that forgetting from short-term memory facilitates retardate learning.     

THE EFFECTS OF DIFFERENT REINFORCEMENT CONDITIONS ON THE TEST PERFORMANCE OF MULTIHANDICAPPED DEAF CHILDREN1

The present study explored the effects of different reinforcement conditions on the number of correct responses on the Raven Progressive Matrices. Four groups of 11- to 18-year-old multihandicapped deaf children matched on the basis of mean age and pretest scores were used. The groups were randomly assigned to any of four posttest conditions: end-of-session reinforcement, noncontingent reinforcement, delayed reinforcement, and immediate reinforcement. The mean posttest score of subjects tested under the immediate-reinforcement condition was significantly higher than that of any other group. No significant differences were observed between the mean posttest scores of the three other groups. The practical implications of using reinforcement procedures for testing purposes are discussed.     

Characteristics of forgetting functions in delayed matching to sample

Performance of pigeons in delayed matching-to-sample procedures was measured in terms of an index of discriminability derived from the difference between logarithms of ratios of choice responses to comparison stimuli following the different sample stimuli. Forgetting functions that plotted discriminability as a function of delay-interval duration were well described by a simple negative exponential function with two parameters, one describing initial discriminability of sample stimuli at zero delay (log d₀) and the other describing rate of decrement in discriminability with increasing delay-interval duration (b). With the difference between wavelength values of the comparison stimuli held constant, a large difference between wavelengths of the sample stimuli resulted in a higher log d₀ value than that for a small difference between sample stimuli, without changing the rate of decrement in discriminability, b. An increase in the fixed-ratio requirement for sample-key responding produced an increase in log d₀ without affecting b, and interpolation of ambient illumination in the delay interval increased b without influencing log d₀. Both parameters changed when intertrial-interval duration was varied. The result of variation in the point of interpolation of ambient illumination in the delay interval indicated that levels of discriminability at longer delays were independent of discriminability levels at earlier delays, consistent with the properties of the exponential function. Functions relating performance to delay-interval duration were suggested to have two characteristics: discriminability of the sample stimuli in the absence of a delay between the stimuli and the behavior they occasion, and rate of attenuation in discriminability with increasing delay-interval duration.     

Note on aversion learning to the shape of food by monkeys

Vervet and grivet monkeys were repeatedly tested eating bar- and circle-shaped cookies. One subject was always injected with lithium immediately after eating cookies with the circle shape and learned to avoid the circular cookies while continuing to eat the bar-shaped cookies. Another subject received similar treatment except that lithium injections were always delayed 30 minutes after access to the circle-shaped cookies. She also acquired a discriminative aversion. Aversion learning was not observed with 60-minute delayed toxicosis or with lithium injections administered unpaired with access to the cookies. The two types of cookies differed only in shape, and conditioning and test sessions were conducted in total darkness to preclude the use of visual cues. Therefore, the avoidance observed in subjects conditioned with immediate and 30-minute delayed toxicosis represents a conditioned aversion to the shape of the cookies as revealed by tactile cues. These findings illustrate that monkeys can learn to select food on the basis of tactile stimuli when such stimuli are conditioned with delayed aversive stimulation.     

Prenominal adjective order and visual discrimination in children

Preschool and third-grade children heard prenominal adjective phrases describing an object. Each phrase contained an article, two adjectives and a head noun. The phrases were constructed with either normal or inverted adjective order. Either after a one second delay or immediately following phrase presentation, Subjects were shown pictures of two objects. One of the objects (target) depicted the object described in the noun phrase. The other object differed from the target along the dimensions of color, size, or both color and size. The Subject's task was to select the target object. It was predicted that adjective order would influence perceptual strategies used by the Subjects in the visual discrimination task. Analysis of response time scores showed that adjective order interacted with the relevant discriminative stimuli in the discrimination task. These results were interpreted as support for hypotheses that suggest that linguistic organization can constrain conceptual processing involving nonlinguistic information. The effects of the delay condition provided additional evidence for these hypotheses plus support for an arousal hypothesis.     

The developmental relationship between identity and equivalence conservation

Hooper's (1969a) finding that identity conservation develops prior to equivalence conservation was investigated using a more stringent within-subject design. Seventy-two kindergarten, first, and second graders were given three conservation tasks: (1) Identity, (2) Equivalence 1, in which the perceptual cues were comparable to those in Identity, and (3) Equivalence 2, the traditional Piagetian conservation task. Each task was administered under two levels of transformation. No significant differences in performance as a function of level of transformation, type of equivalence task, or sex of S were found, but first and second grade Ss performed better than kindergarten Ss. Eighty-six percent of the sample conserved in an all-or-none fashion, and 7 Ss (10%) passed equivalence while failing identity, thus contradicting the developmental priority of identity conservation.     

5至7岁儿童道德判断依据的研究

本研究分别用动机错误程度差异增大与后果严重程度差异缩小的两个系列改编对偶故事对5至7岁儿童的道德判断依据进行了研究。结果表明,在上述两种情况下,儿童由原来的后果判断转为动机判断的人数均达显著性水平。儿童的年龄越大,转变的人数就越多。据此可以认为,这个时期的儿童在进行道德判断时会受到行为后果与行为动机两个方面的影响,只不过是行为后果的影响作用要大大超于行为动机;而随着年龄的增大,两者的相对影响作用逐步会此消彼长。皮亚杰的有关结论应予以补充与修正。