Adaptive Memory: Identifying the Proximate Roots of the Survival Processing Advantage

The current study examined the role of item-specific, relational, and elaborative processing on adaptive memory. Younger and older adults received the standard survival processing, a survival-short, or a pleasantness processing instruction. The survival-short condition was specifically included to lead to fewer possibilities to engage in elaborative processing. Furthermore, half of the presented words were categorized words to boost relational processing. Younger adults demonstrated the typical survival recall advantage in that standard survival processing instructions resulted in superior free recall performance than that of the survival-short and the pleasantness processing groups. Among older adults, no mnemonic benefit of standard survival processing relative to the survival-short or pleasantness processing groups was found. Furthermore, reducing the probability of elaborative processing (i.e., through the survival-short processing instructions) abolished the survival recall advantage. Our results thus provide further evidence for the role of item-specific, relational, and elaborative processing in the survival processing advantage.     

集体心理所有权、地位晋升标准与团队创造力

基于动机性信息加工理论, 本文首次实证探讨了集体心理所有权对团队创造力的影响机制。一项来自国内企业91个工作团队数据的统计分析发现, 集体心理所有权正向影响团队创造力; 信息深加工中介集体心理所有权与团队创造力的关系; 地位晋升标准显著性调节集体心理所有权与信息深加工之间的关系, 其中刻度型晋升标准增强集体心理所有权对信息深加工的正向影响, 而竞赛型晋升标准则减弱集体心理所有权对信息深加工的正向影响。     

精细阐述在先行信息通达中的作用

先前研究发现,在篇章阅读理解中,先行信息与当前信息的合适与否是影响其通达的重要因素。本研究进一步引入精细阐述因素,通过窗口阅读及命名探测技术,以含错误信息的文章为阅读材料,探讨在篇章阅读理解中,精细阐述、信息的合适与否两者相比,何者对先行信息的通达速度影响更大。结果发现,如果错误信息受到精细阐述,在遇到相关的回指词时该信息会比合适、但未受精细阐述的先行信息更快得以通达,表明精细阐述在先行信息通达过程中具有相当重要的作用。     

Difference in the Formation of Attitude Toward Nuclear Power

Determinants of attitudes toward nuclear power in Japan were assessed in a March 1999 survey. The results suggested that persons with interest in and knowledge about nuclear power judged its acceptability on the basis of their perceptions of the sufficiency of electric power and the risks of nuclear power, whereas persons with no interest in and knowledge of nuclear power did not respond on this basis. Although both types of respondents based acceptability on their trust in nuclear power operation and their perception of efficiency, the influence of perception of efficiency on acceptability was stronger for the interested and knowledgeable respondents than for the others. These results partially support the elaboration likelihood model or dual process theory.     

On procreating today

This work reflects on the suffering and difficulties that men and women often experience during the process of procreation, beginning with the decision to suspend the use of contraception. The shared project that a child represents involves difficulties that are also a consequence of the culture in which we live: subject to early tests, ultrasound scans and so on, a planned pregnancy is dominated, throughout its development, by the secondary process of monitoring. A delay in conception, at times deriving from intolerance towards a body that does not immediately fulfil one’s own desires, sets in motion the diagnostic inquiry. During this time, while the long‐awaited moment of conception is further delayed, the desire for a son/daughter changes in quality and intensity. In a substantial number of cases, infertility remains unexplained, a situation in turn characterized by the fear that not knowing implies. Although the excessively simplistic and limited notion of psychogenic infertility has faded, a residue of unexpressed horror, difficult to frame even in analysis, persists in the couple. The end of the diagnostic inquiry means that assisted conception must be eventually faced. Fortunately, nowadays in psychoanalytic culture the fundamentalist tendencies that, in the past, led to forecasts of catastrophe, have subsided. Yet this remains a highly problematic area with many questions and few answers.     

The effects of relational structure on analogical learning

Relational structure is important for various cognitive tasks, such as analogical transfer, but its role in learning of new relational concepts is poorly understood. This article reports two experiments testing people’s ability to learn new relational categories as a function of their relational structure. In Experiment 1, each stimulus consisted of 4 objects varying on 2 dimensions. Each category was defined by two binary relations between pairs of objects. The manner in which the relations were linked (i.e., by operating on shared objects) varied between subjects, producing 3 logically different conditions. In Experiment 2, each stimulus consisted of 4 objects varying on 3 dimensions. Categories were defined by three binary relations, leading to six logically different conditions. Various learning models were compared to the behavioral data, based on the theory of schema refinement. The results highlight several shortcomings of schema refinement as a model of relational learning: (1) it can make unreasonable demands on working memory, (2) it does not allow schemas to grow in complexity, and (3) it incorrectly predicts learning is insensitive to relational structure. We propose schema elaboration as an additional mechanism that provides a more complete account, and we relate this mechanism to previous proposals regarding interactions between analogy and representation construction. The current findings may advance understanding of the cognitive mechanisms involved in learning and representing relational concepts.     

Are Learning Strategies Linked to Academic Performance Among Adolescents in Two States in India? A Tobit Regression Analysis

The results of the fourth cycle of the Program for International Student Assessment (PISA) revealed that an unacceptably large number of adolescent students in two states in India—Himachal Pradesh and Tamil Nadu—have failed to acquire basic skills in reading, mathematics, and science (Walker, 2011). Drawing on data from the PISA 2009 database and employing multivariate left-censored tobit regression as a data analytic strategy, the present study, therefore, examined whether or not the learning strategies—memorization, elaboration, and control strategies—of adolescent students in Himachal Pradesh (N = 1,616; Mean age = 15.81 years) and Tamil Nadu (N = 3,210; Mean age = 15.64 years) were linked to their performance on the PISA 2009 reading, mathematics, and science assessments. Tobit regression analyses, after accounting for student demographic characteristics, revealed that the self-reported use of control strategies was significantly positively associated with reading, mathematical, and scientific literacy of adolescents in Himachal Pradesh and Tamil Nadu. While the self-reported use of elaboration strategies was not significantly associated with reading literacy among adolescents in Himachal Pradesh and Tamil Nadu, it was significantly positively associated with mathematical literacy among adolescents in Himachal Pradesh and Tamil Nadu. Moreover, the self-reported use of elaboration strategies was significantly and positively linked to scientific literacy among adolescents in Himachal Pradesh alone. The self-reported use of memorization strategies was significantly negatively associated with reading, mathematical, and scientific literacy in Tamil Nadu, while it was significantly negatively associated with mathematical and scientific literacy alone in Himachal Pradesh. Implications of these findings are discussed.     

Book Reviews

Books reviewed:
George E. Marcus, W. Russell Newman, and Michael MacKuen, Affective Intelligence and Political Judgment
Micha Popper, Hypnotic Leadership:Leaders, Followers, and the Loss of Self
James W. Davis, Jr., Threats and Promises: The Pursuit of International Influence
Mark R. Warren, Dry Bones Rattling: Community Building to Revitalize American Democracy
Tali Mendelberg, The Race Card: Campaign Strategy, Implicit Messages, and the Norm of Equality     

Application of Latent Semantic Analysis to Divergent Thinking is Biased by Elaboration

Scoring divergent‐thinking response sets has always been challenging because such responses are not only open‐ended in terms of number of ideas, but each idea may also be expressed by a varying number of concepts and, thus, by a varying number of words (elaboration). While many current studies have attempted to score the semantic distance in divergent‐thinking responses by applying latent semantic analysis (LSA), it is known from other areas of research that LSA‐based approaches are biased according to the number of words in a response. Thus, the current article aimed to identify and demonstrate this elaboration bias in LSA‐based divergent‐thinking scores by means of a simulation. In addition, we show that this elaboration bias can be reduced by removing the stop words (for example, and, or, for and so forth) prior to analysis. Furthermore, the residual bias after stop word removal can be reduced by simulation‐based corrections. Finally, we give an empirical illustration for alternate uses and consequences tasks. Results suggest that when both stop word removal and simulation‐based bias correction are applied, convergent validity should be expected to be highest.     

如何消除子团队的消极作用——子团队成员交换的作用

本文探究子团队层面的团队构成动态变化, 即子团队成员交换是否有助于消除子团队的消极影响。本文将存在两个平衡的以认同为基础的子团队的团队作为研究对象, 试图通过实验的研究方法来探讨子团队成员交换是否能够消除子团队对团队的消极影响。通过对75组子团队进行实验后发现: (1)相较于无子团队成员交换的团队, 有子团队成员交换的团队其团队信息深化及团队决策质量更佳; (2)团队信息深化在子团队成员交换与团队决策质量关系间呈中介作用。