终生控制理论:关于人的整个生命历程的动机理论

终生控制理论提出控制是人类发展的动机系统,其目的是促进人的生存与发展并达到最优化。本文详细介绍了终生控制理论的核心概念：初级控制和二级控制、二者的功能及相互关系,以及有关研究与争论。     

Cognition Without Control: When a Little Frontal Lobe Goes a Long Way

ABSTRACT— The prefrontal cortex is crucial for the ability to regulate thought and control behavior. The development of the human cerebral cortex is characterized by an extended period of maturation during which young children exhibit marked deficits in cognitive control. We contend that prolonged prefrontal immaturity is, on balance, advantageous and that the positive consequences of this developmental trajectory outweigh the negative. Particularly, we argue that cognitive control impedes convention learning and that delayed prefrontal maturation is a necessary adaptation for human learning of social and linguistic conventions. We conclude with a discussion of recent observations that are relevant to this claim of evolutionary trade-offs in a wide range of research areas, including attention-deficit hyperactivity disorder, autism spectrum disorders, creativity, and sleep.     

Its own reward: lessons to be drawn from the reversed-reward contingency paradigm

This is a review of the reversed-reward contingency (RRC) paradigm in animals and the cognitive functions on which it is founded. I shall present the RRC basic paradigm and the ensuing modifications it underwent, the animals tested, the results obtained and the analyses offered within the literature. Then I would the claim that RRC is a case of a compound cognitive behavior, one that is the result of interactions between three other cognitive functions: crude numerical assessment and economic choice (uniting value assignment and behavioral inhibition). I will present data concerning these three fields and will demonstrate how they are both affecting and affected by the findings of the RRC scheme. RRC is treated here as a test case for a broader type of analysis, one which, hopefully, will show that in order to fully understand composite and complex behavior we need to meticulously explore its building blocks and their dynamic interplay.

DUTIES OF JUSTICE TO CITIZENS WITH COGNITIVE DISABILITIES

Abstract: Many social practices treat citizens with cognitive disabilities differently from their nondisabled peers. Does John Rawls's theory of justice imply that we have different duties of justice to citizens whenever they are labeled with cognitive disabilities? Some theorists have claimed that the needs of the cognitively disabled do not raise issues of justice for Rawls. I claim that it is premature to reject Rawlsian contractualism. Rawlsians should regard all citizens as moral persons provided they have the potential for developing the two moral powers. I claim that every citizen requires specific Enabling Conditions to develop and exercise the two moral powers. Structuring basic social institutions to deny some citizens the Enabling Conditions is unjust because it blocks their developmental pathways toward becoming fully cooperating members of society. Hence, we have a duty of justice to provide citizens labeled with cognitive disabilities with the Enabling Conditions they require until they become fully cooperating members of society.     

Predictors and outcomes of persistent or age‐limited registered criminal behavior: a 30‐year longitudinal study of a Swedish urban population

This study uses data from the longitudinal research program Individual Development and Adaptation, where an entire school‐grade cohort of children in a middle‐size Swedish city (n～1.300) has been followed from ages 10 to 43 and 48 for women and men, respectively. Our findings indicate that the patterns of offending across the life‐course differ between genders, where males seem to initiate their offending earlier than females. Further, there are very few women on a persistent offending‐trajectory. Focusing on precursors to as well as consequences of offending as indexed in official registers, our results indicate that individuals in the persistent offender group have the most pronounced adjustment problems in school‐ as well as in middle age. Individual characteristics and behaviors (e.g., aggression, hyperactivity, antisocial behavior) vary systematically between individuals with different developmental offending patterns. The combination of an unstable upbringing and own antisocial behavior seems to be especially predictive for criminality. For persistent offenders, the prevalence of alcohol and psychiatric problems at adult age is high for males and extremely high for females (nine out of ten and six out of ten for each of the two problem types for females). Further, the importance for adjustment of the two‐dimensional variation in the number of crimes committed during adolescence and adult age seems to have been surprisingly well captured by the “crude” division into the four offender groups that were used. Aggr. Behav. 35:164–178, 2009. © 2009 Wiley‐Liss, Inc.     

Dynamic fearful gaze does not enhance attention orienting in individuals with Asperger’s disorder

Although impaired joint attention is one of the core clinical features of pervasive developmental disorder including autistic disorder and Asperger’s disorder, experimental studies failed to report its impairment. This discrepancy might be the result of differences between real-life and experimental situations. The present study examined joint attention in 11 individuals with Asperger’s disorder and 11 age-matched controls under naturalistic conditions using a target detection paradigm with dynamic emotional gaze cues. Although both groups showed gaze-triggered attention orienting as assessed by the differences in reaction time for invalid minus valid cues, enhancement of joint attention by fearful (vs. neutral) gaze was observed in the control, but not in the Asperger group. This suggests that the integration of emotion and gaze direction that elicits strong joint attention is impaired in individuals with Asperger’s disorder.     

小学学习不良儿童言语交际策略理解水平及其发展特点

采用言语交际策略认知结构访谈故事情境,考察了小学3~6年级学习不良儿童言语交际策略理解水平的发展以及言语行为对其策略理解的影响。被试为两所普通小学儿童,其中学习不良117名,一般儿童124名。结果表明：学习不良儿童言语交际策略理解水平在总体发展上显著落后于一般儿童,但滞后仅存在于意图表达间接程度较高的暗示策略上。其次,在不同言语行为类别上发展趋势不同。对于礼貌请求策略,学习不良儿童不存在显著年级差异,而一般儿童则表现出随年级的增长而逐步提高的趋势;对于委婉应答策略,学习不良儿童存在显著的年级差异。     

汉语双字词的心理词典存储—来自发展性阅读障碍个案的证据

研究探讨了发展性阅读障碍个案S汉字命名过程选择性错误的产生机制。汉字命名、词汇判断和组词实验有三个主要发现,个案S在汉字命名过程中产生大量的选择性错误,选择性错误在复合词中发生的前后位置没有显著差异;S在词汇判断过程中,混淆词汇中两个词素的先后顺序;S对产生选择性错误的汉字组词的数量显著少于控制组,且其产生选择性错误的复合词的频率显著高于他组出的其他词汇频率。研究以Zhou&Marslen-Wilson(2000)的复合词的多水平平行结构心理词典模型为基础讨论了这些发现的理论意义,并着重分析了汉字命名过程中词素频率和词汇意义结构之间的交互作用。     

小学生课堂参与的类型研究

综合运用课堂观察、访谈和问卷调查法,本研究以263名小学1～6年级学生为被试,考察了小学生课堂参与的类型及其发展特点。结果表明:1)根据学生课堂参与的性质、参与的程度可以将小学生划分为三类,即消极参与型、主动参与型和被动参与型;2)从总体分布上看,小学生课堂参与的类型是比较多样化的,相比较而言,被动参与型的人数最多,主动参与型次之,消极参与型最少;3)在学习成绩和自我概念方面,主动参与型学生的发展要优于被动参与型和消极参与型学生。     

积极情绪影响任务转换的性别和发展特点

情绪研究中的性别和年龄因素一直是不容忽视的问题.已有研究表明,积极情绪能够提高认知的灵活性,任务转换是认知灵活性的主要成分.本研究以52名大学生3、6名高中生4、5名初中生为被试考察积极情绪影响任务转换的发展变化和性别差异.结果发现,对于女性,积极情绪促进任务转换的现象,在三个年龄段上具有发展上的稳定性;对于男性,只在初中阶段表现出此特点,在高中阶段和大学阶段,积极情绪促进任务转换的现象不再明显.