项目分值对学习时间分配的影响：一种动态的过程

摘 要 研究考察了不同学习时段上,项目分值对学习时间分配的影响。结果发现: (1)分值的主效应显著,被试会选择更多的高分值项目学习, 且在高分值项目上分配更多的学习时间; (2)分值与学习时段存在交互作用,被试首先学习高分值项目,随后逐渐将学习重心转向中等分值项目,最后在临近测试前重点重学高分值项目。结果表明：学习时间分配是动态变化的,个体为了尽可能实现学习目标会在学习过程中不断调整所建构的议程。     

A Model for Structural Changes of Belief

The paper suggests a way of modeling belief changes within the tradition of formal belief revision theories. The present model extends the scope of traditional proposals, such as AGM, so as to take care of “structural belief changes” – a type of radical shifts that is best illustrated with, but not limited to, instances of scientific discovery; we obtain AGM expansions and contractions as limiting cases. The representation strategy relies on a non-standard use of a semantic machinery. More precisely, the model seeks to correlate knowledge states with interpretations of a given formal language L, in such a way that the epistemic state of an agent at a given time gives rise to a picture of how things could be, if there weren’t anything else to know. Interpretations of L proceed along supervaluational ideas; hence, the model as a whole can be seen as a particular application of supervaluational semantics to epistemic matters. Presented by Hannes Leitgeb     

Cutthroat cooperation: The effects of team role decisions on adaptation to alternative reward structures

Structural Adaptation Theory proposes that it is more difficult for teams to change from competitive to cooperative reward conditions than it is for them to change in the opposite direction, and this has been labeled the cutthroat cooperation effect [Johnson, M. D., Hollenbeck, J. R., Ilgen, D. R., Humphrey, S. E., Meyer, C. J., & Jundt, D. K. (2006). Cutthroat cooperation: Asymmetrical adaptation of team reward structures. Academy of Management Journal, 49, 103–120]. The current study investigated whether team role discussion can neutralize this effect and promote successful adaptation from competitive to cooperative reward structures. Consistent with our predictions, in a study that involved 75 four-person teams performing a complex task under cooperative reward conditions, we found that teams with a history of competitive rewards performed worse than teams with a history of cooperative rewards in a control condition. However, this effect was neutralized when teams allocated their roles in a team role discussion. This neutralization effect was driven by behavioral coordination and unmet expectations regarding conflict.     

Formative Evaluation of a Tabletop Display Meant to Orient Casual Conversation

In this paper, we introduce a novel type of persuasive system aimed at orienting a group conversation in a casual setting. The system is based on a tabletop display complemented by a limited speech recognition system (a word spotter). It affects group behavior indirectly by presenting on the shared interface contextually appropriate visual material in a way reminiscent of the tradition of advertising: attention-catching, evocative, and cognitively stimulating. The system is meant to be used in the context of a museum visit. The purpose is to influence a group of friends so that they discuss their museum experience, while sitting at the museum café after the visit. Results show the system in the current version has a moderate effect on group behavior and provide indications for promising improvements.     

Truth as a way of developing and preserving the space for thinking in the minds of the patient and the analyst

Clinical material from the analysis of a young patient diagnosed with borderline personality disorder and heavily dependent on drugs was examined to identify changes in setting that may be necessary to enable the psychoanalytical treatment of this type of patient. The article describes a lack of truth in the patient's life and the absence of a good enough space for thinking in her mind. In order to enhance the development of the capacity for symbolization in the patient's mind, the analyst had to become an object the patient needed. In order to do this the analyst had to manage setting alteration. Theoretical frameworks proposed by Ferenczi, Winnicott and Bion were used to guide the psychoanalyst's approach to this patient. The survival of the capacity for thinking psychoanalytically inside the analyst's mind when the setting has been significantly distorted by the disruptive behavior of the patient is guaranteed by the trueness of their link. It is suggested that maybe this is decisive for a successful psychoanalytical treatment of this type of patient.     

情绪表达规则、调节策略与工作倦怠关系的研究

以情绪性工作的控制论模型为理论基础,探索情绪性工作的内部机制。通过问卷调查,探讨了表达规则、情绪调节策略与工作倦怠的关系。结果发现:情绪调节策略中的深层扮演对正面表达规则与工作倦怠起完全的中介作用,部分证实了依据控制论模型作出的预测。提示组织应更多地使用正面表达规则,促进员工采用深层扮演,这会对员工的身心健康和组织的工作绩效产生积极影响。     

Effects of secondary tasks and display position on glance behavior during partially automated driving

The driving task is becoming increasingly automated, thus changing the driver’s role. Moreover, in-vehicle information systems using different display positions and information processing channels might encourage secondary task engagement. During manual driving scenarios, varying secondary tasks and display positions could influence driver’s glance behavior. However, their impact on the driver’s capability to monitor the partially automated driving system has not yet been determined. The current study assessed both the effects of different secondary tasks (Surrogate Reference Task (SuRT) vs. text reading) and display positions (head-up display (HUD) vs. center console) on driver’s glance behavior during partially automated driving in a simulated car following task. Different automation system failures regarding the lateral and longitudinal control occurred while driving. Furthermore, participants’ reported advantages, disadvantages and preferences regarding the investigated display positions as well as regarding the secondary task engagement during partially automated driving in general. Mixed design ANOVAs revealed that the HUD yielded considerably longer eyes-on display time (total and mean glance durations) than the center console. Moreover, the text reading task resulted in longer total and mean glance durations than the SuRT. Similar to manual driving scenarios, the results showed a consistent effect of display position and secondary task on the driver’s glance behavior. Despite the longer eyes-on display time for the HUD, its proximity to the driving environment might enable a faster identification of and reaction to critical situations (e.g., due to system failures). Participants would prefer the HUD as display position compared to the center console. Regarding secondary task engagement during partially automated driving participants seemed to be aware of the benefits but also of the risks.     

What stops revenge taking? Effects of observed emotional reactions on revenge seeking

What reaction stops revenge taking? Four experiments (total N = 191) examined this question where the victim of an interpersonal transgression could observe the offender's reaction (anger, sadness, pain, or calm) to a retributive noise punishment. We compared the punishment intensity selected by the participant before and after seeing the offender's reaction. Seeing the opponent in pain reduced subsequent punishment most strongly, while displays of sadness and verbal indications of suffering had no appeasing effect. Expression of anger about a retributive punishment did not increase revenge seeking relative to a calm reaction, even when the anger response was disambiguated as being angry with the punisher. It is concluded that the expression of pain is the most effective emotional display for the reduction of retaliatory aggression. The findings are discussed in light of recent research on reactive aggression and retributive justice.     

Showing-off and aggression in young children

Showing off or display behavior of children has gained little attention in child psychology research, while in the ethological literature the same behavior is a well known phenomenon. To see what role display behavior plays in peer-peer interaction compared to threat and physical aggression, the behavior of 18 children between 3 and 6 years of age was recorded over an entire school year. The frequencies of display behavior, threat and physical aggression were examined and related to the amount of attention a child received from his peers. The attention-rank had proved to be highly related to leadership abilities as well as dominance in children. The results show interesting similarities between the frequency and temporal patterns of display and threat behavior and the attention children pay to each other. Furthermore, older children with more kindergarten experience as well as high status children show a different temporal pattern (high frequencies after holidays and low frequencies before) as well as a higher frequency of display and threat behavior than younger and low status children. Physical aggression is related to attention-rank but shows quite a different temporal pattern. It seems that display or showing off behavior serves as a strategy for children to get high regard in the group.