Divided attention enhances explicit but not implicit conceptual memory: an item-specific account of the attentional boost effect

The Attentional Boost Effect (ABE) refers to the counterintuitive finding that words encoded with to-be-responded targets in a divided-attention condition are remembered better than words encoded with distractors. Previous studies suggested that the ABE-related enhancement of verbal memory depends upon the activation of abstract lexical representations. In the present study, we extend this hypothesis by embedding it in the context of a broader perspective, which proposes that divided attention in the ABE paradigm affects item-specific, but not relational, processing. To this purpose, we examined the ABE in the matched tasks of category-cued recall (CCRT: explicit memory) and category exemplar generation (CEGT: implicit memory). In addition, study time was varied (500, 1500 or 4000?ms), to further determine whether the attentional boost manipulation could influence late-phase elaborative processing. In agreement with the predictions of the item-specific account, the results showed that exemplars encoded with targets were recalled better than exemplars encoded with distractors in the CCRT, but not in the CEGT. Moreover, performance in the CCRT increased with study time, whereas the size of the ABE-related enhancement tended to decrease, further confirming that this effect hinges upon early phase encoding processes.     

The effect of presentation rate on implicit sequence learning in aging

Implicit sequence learning is thought to be preserved in aging when the to-be learned associations are first-order; however, when associations are second-order, older adults (OAs) tend to experience deficits as compared to young adults (YAs). Two experiments were conducted using a first (Experiment 1) and second-order (Experiment 2) serial-reaction time task. Stimuli were presented at a constant rate of either 800 milliseconds (fast) or 1200 milliseconds (slow). Results indicate that both age groups learned first-order dependencies equally in both conditions. OAs and YAs also learned second-order dependencies, but the learning of lag-2 information was significantly impacted by the rate of presentation for both groups. OAs showed significant lag-2 learning in slow condition while YAs showed significant lag-2 learning in the fast condition. The sensitivity of implicit sequence learning to the rate of presentation supports the idea that OAs and YAs different processing speeds impact the ability to build complex associations across time and intervening events.     

心理不安全状态下决策者的风险偏好

心理不安全感是指人们对可能遭受的伤害与威胁的担忧与焦虑。当下, 许多个体都是在心理不安全的状态下进行决策。对于心理不安全状态下的风险偏好规律, 现有研究得到了矛盾的结果。此外, 心理安全感对风险偏好的作用机制尚不明确。本研究聚焦心理安全感对风险偏好的影响, 考察心理安全感的补偿机制在其中的中介作用, 并探讨选项分布情况在其中的调节作用, 以此揭示心理安全感为何及如何作用于风险偏好。研究结果将有助于明确决策者在心理不安全状态下的风险偏好规律, 从而完善现有的风险决策理论。同时, 为公共管理政策制定提供科学依据。     

基于自我决定视角的动机结构与主观幸福感的关系*

从自我决定的视角,探讨了内隐和外显成就动机的不一致性对主观幸福感产生影响的可能机制。分别以成就动机量表和内隐联想测验作为成就动机的外显和内隐测量方式,同时采用自我决定量表和总体幸福感指数量表对303名大学生进行了施测。结果表明:（1）大学生内隐成就动机和外显成就动机没有显著相关;（2）外显成就动机与主观幸福感呈显著正相关,内隐成就动机调节了外显成就动机与主观幸福感的关系;（3）不一致性成就动机结构对主观幸福感有显著的负向预测,自我决定在不一致性成就动机结构对主观幸福感的预测效应中起着部分中介作用。     

The Automaticity of Affect for Political Leaders, Groups, and Issues: An Experimental Test of the Hot Cognition Hypothesis

We report the results of three experimental tests of the "hot cognition" hypothesis, which posits that all sociopolitical concepts that have been evaluated in the past are affectively charged and that this affective charge is automatically activated within milliseconds on mere exposure to the concept, appreciably faster than conscious appraisal of the object.
We find support for the automaticity of affect toward political leaders, groups, and issues; specifically:

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  Most Ss show significantly faster reaction times to affectively congruent political concepts and significantly slower response times to affectively incongruent concepts;

       

中小学师生的校园暴力内隐观研究

本研究用自编问卷对2386名中小学生和504名中小学教师进行了调查,结果表明,中小学师生普遍认可比较严重的身体攻击和性骚扰为校园暴力,不太认可言语攻击为校园暴力。学生的内隐观存在性别、城乡和年级差异,教师的内隐观基本不受性别、城乡、年级和学历影响。教师比学生更认可身体攻击为校园暴力,而学生比教师更认可言语攻击、财产破坏和一般性的体罚为校园暴力。     

Selective approach to a male and subsequent receptivity to mounting comprise mate‐choice behavior of female mice1

Abstract: To ensure the effectiveness of the mate‐choice behavior of female house mice (Mus domesticus), we observed them in two different situations that involved restriction of the area of movement of the male mice. In Experiment 1, we observed 12 trios consisting of two male mice and an estrous female placed in a chamber in which none of the animals was restricted during the 6‐h test. It was found that the female was more receptive to the male that had ejaculated with it first. Additionally, when the female initiated the mating event by approaching the male, the lordosis quotient was higher than that when the male initiated the mating event. In Experiment 2, a female was able to visit two males that were prevented from getting out of small boxes. As a result of the 3‐h observation of 10 cases, it was found that the females were more receptive to the dominant male. The intromission ratio of the dominant male was also higher than that of the subordinate male. The behavioral roles of female mice in mating interactions and their adaptive validity are discussed.     

Does mere exposure enhance positive evaluation,independent of stimulus recognition? A replication study in Japan and the USA1

Abstract: In order to examine whether the mere exposure effect, the finding that exposure to a stimulus enhances a positive evaluation of it, occurs in Japan as well as in the USA, a test was carried out using a novel auditory stimulus. Japanese and American people were asked to listen to repeatedly presented Tagalog (the native Filipino language) utterances. They were then asked to estimate their liking for each utterance and whether they recognized it as one presented during the first exposure stage. The mere exposure effect was found in both cultures. Further, it resulted from only exposure frequency, not recognition. Implications for preference and the role of culture are discussed.     

Affect and the therapeutic action of psychoanalysis1

In connection with controversial IJP articles by Stern et al. and Fonagy on the interpretation of the repressed and the recovery of past memories, the author maintains that the affect that is inherent in positive transference is at the heart of therapeutic action. Points of view put forward in the controversy (based on neurobiological knowledge) are related to Freudian metapsychology, as well as to their precursors whose scope was necessarily limited by a lack of access to more recent scientific discoveries. The author demonstrates metapsychological elements of therapeutic action inherent in the intersubjective relationship, especially identification, manifested in introjection and empathy. He describes cognitive development as spontaneously blossoming from the affective nucleus, and he explains the neuroscientic bases of this step forward. The classic (interpretative) psychoanalytic method makes up the cognitive superstructure necessary for the organisation of the mind that has sprung from the affective substructure. As a primary factor in psychic change, interpretation is limited in effectiveness to pathologies arising from the verbal phase, related to explicit memories, with no effect in the pre‐verbal phase where implicit memories are to be found. Interpretation the method used to the exclusion of all others for a century is only partial; when used in isolation it does not meet the demands of modern broad‐spectrum psychoanalysis, as the clinical material presented illustrates.