中学生笔记策略及其干预研究

做笔记(note-taking)是学生在听课和阅读时普遍使用的学习策略,借此可适当记录所学内容以促进记忆和思考,从而有效控制自己的认知过程和对材料信息的加工,有助于发现和建立新旧知识的内在联系,建构对知识的理解。本研究运用调查法、实验法和训练法对中学生的笔记策略进行实证研究。第一,通过自编问卷调查了中学生的笔记策略运用状况并揭示其特点;第二,通过实验研究探索了学生笔记水平与学业成绩的关系,并分析笔记策略运用的影响因素;第三,运用训练法比较了笔记策略辅导的不同方式对学生的影响,探讨学习策略辅导有效性的影响因素。本研究对认知心理学研究的重要领域~学习策略研究以及学校心理辅导的重要工作~学习策略辅导具有一定的启迪作用。     

The female advantage in object location memory is robust to verbalizability and mode of presentation of test stimuli

This study extends Duff and Hampson's [Duff, S., & Hampson, E. (2001). A sex difference on a novel spatial working memory task in humans. Brain and Cognition,47, 470-493] finding of a sex-related difference in favor of females for an object location memory task. Twenty female and 20 male undergraduate students performed both manual and computer-generated versions of the task using stimuli that varied in degree of verbalizability. A 2x2x3 ANOVA with Sex as a between-subjects factor, and Presentation (manual or computer) and Stimuli (common objects, common shapes, and novel shapes) as within-subjects repeated measures revealed a significant main effect for Sex. Females made fewer errors than males regardless of presentation and across the three levels of verbalizability (i.e., stimulus types); moreover, the effect size was considered "large" [Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Berlin: Springer]. These findings are interpreted within the context of the current literature that demonstrates a female advantage for object location memory (e.g., [Voyer, D., Postma, A., Brake, B., & Imperato-McGinley, J. (2007). Gender differences in object location memory: A meta-analysis. Psychonomic Bulletin and Review, 14, 23-38]).     

Wild chimpanzees (Pan troglodytes schweinfurthii) distinguish between different scream types: evidence from a playback study

When experiencing aggression from group members, chimpanzees commonly produce screams. These agonistic screams are graded signals and vary acoustically as a function of the severity of aggression the caller is facing. We conducted a series of field playback experiments with a community of wild chimpanzees in the Budongo Forest, Uganda, to determine whether individuals could meaningfully distinguish between screams given in different agonistic contexts. We compared six subjects’ responses to screams given in response to severe and mild aggression. Subjects consistently discriminated between the two scream types. To address the possibility that the response differences were driven directly by the screams’ peripheral acoustic features, rather than any attached social meaning, we also tested the subjects’ responses to tantrum screams. These screams are given by individuals that experienced social frustration, but no physical threat, yet acoustically they are very similar to screams of victims of severe aggression. We found chimpanzees looked longer at severe victim screams than either mild victim screams or tantrum screams. Our results indicate that chimpanzees attend to the informational content of screams and are able to distinguish between different scream variants, which form part of a graded continuum.     

Order Matters! Influences of Linear Order on Linguistic Category Learning

Linguistic category learning has been shown to be highly sensitive to linear order, and depending on the task, differentially sensitive to the information provided by preceding category markers (premarkers, e.g., gendered articles) or succeeding category markers (postmarkers, e.g., gendered suffixes). Given that numerous systems for marking grammatical categories exist in natural languages, it follows that a better understanding of these findings can shed light on the factors underlying this diversity. In two discriminative learning simulations and an artificial language learning experiment, we identify two factors that modulate linear order effects in linguistic category learning: category structure and the level of abstraction in a category hierarchy. Regarding category structure, we find that postmarking brings an advantage for learning category diagnostic stimulus dimensions, an effect not present when categories are non-confusable. Regarding levels of abstraction, we find that premarking of super-ordinate categories (e.g., noun class) facilitates learning of subordinate categories (e.g., nouns). We present detailed simulations using a plausible candidate mechanism for the observed effects, along with a comprehensive analysis of linear order effects within an expectation-based account of learning. Our findings indicate that linguistic category learning is differentially guided by pre- and postmarking, and that the influence of each is modulated by the specific characteristics of a given category system.     

Positive influence of practical electric vehicle driving experience and range related knowledge on drivers' experienced range stress

The challenge of reducing worldwide greenhouse gas emissions has become increasingly important in recent years. Battery electric vehicles (BEVs) are a promising alternative having the potential for a CO₂ neutral and sustainable utilization over the whole vehicle lifetime. However, BEVs limited range is still considered as one important usage barrier. Reducing drivers' experience of range stress is discussed as one possibility to overcome this barrier. The objective of the present research was to investigate the influence of range related knowledge, practical driving experience and the encounter of a critical range situation (i.e., experience of a small range buffer) on drivers' range stress. A specific focus lied on the effects of critical range situation encounters on experienced BEV drivers. A field experiment with 63 participants (20 experienced drivers and 43 inexperienced drivers) who drove a BEV in a critical range situation was conducted. Results indicate that range related knowledge and practical driving experience reduced range stress. The experience of the critical range situation is related to lower range stress, even for the experienced BEV drivers. The results can be useful to derive strategies and design recommendations aimed at reducing the experience of BEV drivers' range stress.     

运动觉、布局无关运动与路径整合

路径整合是空间导航的一个重要子领域。本研究采用了一种三角形完成任务的新变式来研究路径整合问题，发现在剥夺被试的视觉输入的前提下，去除被试部分运动觉后，其绩效有不同水平的下降；同时还发现在编码过程中与路径布局无关的不同方向旋转间并无显著性差异。此外，由于本研究是在室外空间中所做的现场研究，故得到的结果优于室内所做的经典研究，进而验证了前人的一个猜测。     

目标数量与运动框架旋转角度对不同场认知风格个体多目标追踪表现的影响

通过改变目标数量、运动框架突变旋转角度探究不同场认知风格被试在多目标追踪任务中的表现。结果发现：(1)在任务难度较低(运动参考框架稳定, 目标数量为3和4)和任务难度中等(运动参考框架突变向右旋转20°, 目标数量为4)条件下, 场独立型被试的多目标追踪表现均显著好于场依存型被试。在任务难度较高(运动框架稳定, 目标数量为5以及运动参考框架突变向右旋转40°, 目标数量为4)条件下, 两组被试差异不显著。表明不同场认知风格被试追踪表现受任务难度影响; (2)随着目标数量由3至5增多, 追踪负荷增大使被试的追踪成绩显著下降; (3)相比运动框架稳定, 运动框架向右突变旋转20°和40°均显著削弱了被试的追踪表现。旋转角度变化破坏了场景连续性, 影响了追踪表现。     

Hemispheric asymmetries in meaning selection: Evidence from the disambiguation of homophonic vs. heterophonic homographs

Research investigating hemispheric asymmetries in meaning selection using homophonic homographs (e.g., bank), suggests that the left hemisphere (LH) quickly selects contextually relevant meanings, whereas the right hemisphere (RH) maintains a broader spectrum of meanings including those that are contextually irrelevant (e.g., Faust & Chiarello, 1998). The present study investigated cerebral asymmetries in maintaining the multiple meanings of two types of Hebrew homographs: homophonic homographs and heterophonic homographs (e.g., tear). Participants read homographs preceded by a biasing, or a non-biasing sentential context, and performed a lexical decision task on targets presented laterally, 1000 ms after the onset of the sentence-final ambiguous prime. Targets were related to either the dominant or the subordinate meaning of the preceding homograph, or unrelated to it. When targets were presented in the LVF/RH, dominant and subordinate meanings, of both types of homographs, were retained only when they were supported by context. In a non-biasing context, only dominant meanings of homophonic homographs were retained. Alternatively, when targets were presented in the RVF/LH, priming effects for homophonic homographs were only evident when meanings were supported by both context and frequency (i.e., when context favored the dominant meaning). In contrast, heterophonic homographs resulted in activation of dominant meanings, in all contexts, and activation of subordinate meanings, only in subordinate-biasing contexts. The results challenge the view that a broader spectrum of meanings is maintained in the right than in the left hemisphere and suggest that hemispheric differences in the time course of meaning selection (or decay) may be modulated by phonology.     

Models provide specificity: Testing a proposed mechanism of visual working memory capacity development

Numerous studies have established that visual working memory has a limited capacity that increases during childhood. However, debate continues over the source of capacity limits and its developmental increase. Simmering (2008) adapted a computational model of spatial cognitive development, the Dynamic Field Theory, to explain not only the source of capacity limitations but also the developmental mechanism. Capacity is limited by the balance between excitation and inhibition that maintains multiple neural representations simultaneously in the model. Development occurs according to the Spatial Precision Hypothesis, which proposes that excitatory and inhibitory connections strengthen throughout early childhood. These changes in connectivity result in increasing precision and stability of neural representations over development. Here we test this developmental mechanism by probing children's memory in a single-item change detection task. Results confirmed the model's predictions, providing further support for this account of visual working memory capacity development.     

Evidence for perceptual learning with repeated stimulation after partial and total cortical blindness

Lesions of occipital cortex result in loss of sight in the corresponding regions of visual fields. The traditional view that, apart from some spontaneous recovery in the acute phase, field defects remain permanently and irreversibly blind, has been challenged. In patients with partial field loss, a range of residual visual abilities in the absence of conscious perception (blindsight) has been demonstrated (Weiskrantz, 1986). Recent findings (Sahraie et al., 2006, 2010) have also demonstrated increased visual sensitivity in the field defect following repeated stimulation. We aimed to extend these findings by systematically exploring whether repeated stimulation can also lead to increased visual sensitivity in two cases with total (bilateral) cortical blindness. In addition, for a case of partial blindness, we examined the extent of the recovery as a function of stimulated region of the visual field, over extended periods of visual training. Positive auditory feedback was provided during the training task for correct detection of a spatial grating pattern presented at specific retinotopic locations using a temporal two alternative forced-choice paradigm (Neuro-Eye Therapy). All three cases showed improved visual sensitivity with repeated stimulation. The findings indicate that perceptual learning can occur through systematic visual field stimulation even in cases of bilateral cortical blindness.