词长对中文阅读眼跳目标选择的影响：眼动证据

英文阅读研究发现词长对眼跳目标选择有重要影响,阅读等词长的句子时,长词的偏好眼跳长度比短词更长。但是中文文本没有词间空格,读者难以从副中央凹获取词长信息,所以基于英文阅读得出的结果是否适用于中文阅读尚不清楚。本研究采用等词长句子阅读范式,使用全部由单字词或双字词组成的句子或由各种词长的词汇组成的混合句作为实验材料,考察词长对中文阅读眼跳目标选择的影响。结果发现,中文阅读中的眼跳长度会随词长变化而变化,双字词句的眼跳入长度和眼跳出长度均显著长于单字词句,支持了基于词中心的眼跳长度假设;同时,实验也发现混合句中的双字词的眼跳长度和双字词句中双字词的眼跳长度没有显著差异,支持了基于加工情况的眼跳目标选择策略;综合二者,说明中文阅读中,读者眼跳目标选择可能建立在副中央凹对词长信息加工的基础之上。     

高技术的伦理风险及其应对

当代高技术的迅速崛起正日益改变世界,高技术的发展更增加了高技术伦理风险负效应的不确定性,既提供了更多的道德选择的可能性,又提出了严峻的挑战,进而使高技术的道德选择成为高技术活动主体不可回避的问题。为了在高技术的道德选择中尽可能减少高技术伦理风险负效应,就必须坚持必仁且智的价值取向、德得相通的运作方略、内圣外王的探究智慧,进而达到天人合一的澄明之境———使人-社会-自然系统协调发展。     

On Interim Cognitive Diagnostic Computerized Adaptive Testing in Learning Context

Interim assessment occurs throughout instruction to provide feedback about what students know and have achieved. Different from the current available cognitive diagnostic computerized adaptive testing (CD-CAT) design that focuses on assessment at a single time point, the authors discuss several designs of interim CD-CAT that are suitable in the learning context. The interim CD-CAT differs from the current available CD-CAT designs primarily because students’ mastery profile (i.e., skills mastery) changes due to learning, and new attributes are added periodically. Moreover, hierarchies exist among attributes taught sequentially and such information could be used during item selection. Two specific designs are considered: The first one is when new attributes are taught in Stage II, but the student mastery status of the previously taught attributes stays the same. The second design is when both new attributes are taught, and previously taught attributes can be further learned or forgotten in Stage II. For both designs, the authors propose an individual prior, which considers a person’s learning history and population learning model, to start an interim CD-CAT. Simulation results show that the Stage II CD-CAT using individual prior outperforms the methods using population priors. The GDINA (generalized deterministic inputs, noisy, “and” gate) diagnostic index (GDI) is extended to accommodate item hierarchies, and analytic results are provided to further illustrate the types of items that are most popular during item selection. As the first study that focuses on the application of CD-CAT in a learning context, the methods and results present herein showed the great promise of using CD-CAT to monitor learning.     

Intentional action and limitation of personal autonomy. Do restrictions of action selection decrease the sense of agency?

The experience of being an intentional agent is a key component of personal autonomy. Here, we tested how undermining intentional action affects the sense of agency as indexed by intentional binding. In three experiments using the Libet clock paradigm, participants judged the onset of their action (key presses) and resulting effect (auditory stimuli) under conditions of no, partial, or full autonomy over selecting and timing their actions. In all cases, we observed a moderate to strong intentional binding effect. However, we found no evidence for an influence of personal autonomy on intentional binding. These findings thus suggest that being unable to decide how and when to perform actions does not affect the perceived temporal binding between action and effect, a phenomenon suggested to be associated with the implicit sense of agency. We discuss the implications of our findings in the context of research on personal autonomy and goal-directed behavior.     

Norms Affect Prospective Causal Judgments

People more frequently select norm-violating factors, relative to norm-conforming ones, as the cause of some outcome. Until recently, this abnormal-selection effect has been studied using retrospective vignette-based paradigms. We use a novel set of video stimuli to investigate this effect for prospective causal judgments—that is, judgments about the cause of some future outcome. Four experiments show that people more frequently select norm-violating factors, relative to norm-conforming ones, as the cause of some future outcome. We show that the abnormal-selection effects are not primarily explained by the perception of agency (Experiment 4). We discuss these results in relation to recent efforts to model causal judgment.     

Should research experience be used for selection into graduate school: A discussion and meta‐analytic synthesis of the available evidence

Prior research experience is widely considered by graduate school admissions committees in the United States of America. Here, we use meta‐analytic methods and data from 18 unique samples and a total sample size of 3,525 students to shed light on the validity of prior research experience as a predictor of graduate school performance. Prior research experience was largely unrelated to academic performance (ρ = .01, k = 8, N = 1,419), degree attainment (ρ = .05, k = 3, N = 140), professional/practice performance (ρ = .06, k = 4, N = 1,120), and publication performance (ρ = .11, k = 7, N = 1,094). We also discuss whether consideration of prior research experience may unfairly disadvantage the students with lower levels of SES, students with childcare or eldercare responsibilities, and students from institutions at which research opportunities are limited.     

The relationship between cognitive ability and personality scores in selection situations: A meta‐analysis

Several faking theories have identified applicants’ cognitive ability (CA) as a determinant of faking—the intentional distortion of answers by candidates—but the corresponding empirical findings in the area of personality tests are often ambiguous. Following the assumption that CA is important for faking, we expected applicants with high CA to show higher personality scores in selection situations, leading in this case to significant correlations between CA and personality scores, but not in nonselection situations. This meta‐analysis (66 studies, k = 115 individual samples, N = 46,265) showed this pattern of results as well as moderation effects for the study design (laboratory vs. field), the response format of the personality test, and the type of CA test.     

为什么被选的和被拒的会是同一个备择选项?

选项的排列和描述方式会对人们的决策产生重大影响, 选择和拒绝反应模式作为描述方式中的特殊变式, 其研究价值和应用潜力被研究者低估。靠“选择和拒绝”反应模式达成决策时的差异表现在认知努力、选择注意力、决策标准等5个层面, 近30年来逐渐发展出了丰富选项范式、分阶段缩小技术和直接询问法等研究范式, 并探索出兼容性假说、承诺假说和强调假说等较为成熟的理论假说, 用以阐述选择和拒绝反应模式差异的内在机制。选择和拒绝反应模式已在消费者行为、医疗卫生等领域中发挥出实在的推动作用, 未来研究可考虑着眼于选择和拒绝反应模式作为助推手段的应用价值和助推实践。     

女为悦己者容:择偶动机对女性身体(自我)客体化的影响

以往研究大多从社会文化的角度解释对女性身体的客体化。本研究提出,两性对女性身体的客体化以及女性的自我客体化可能是对性选择的一种适应机制。通过启动择偶动机,本研究发现,性选择情境会引发两性对于女性(而非男性)身体的客体化和自我客体化,将女性身体知觉为“物”而非“人”,更看重其身体的外形吸引力而非能力。研究揭示了择偶动机影响女性身体客体化的心理机制,为性选择对女性身体客体化的进化塑造作用提供了初步实证支持。