"[人]在[大场所]"材料范式下观察不到信息整合的原因初探

本研究采用扇效应技术来探求推翻G．A．Radvansky针对其1993年研究结果所作解释的证据。共分为两个分实验。实验1重复Radvansky1993年研究中的实验三,以取得中文材料的基线值,为实验2做准备;实验2通过在材料中使用同样具有可“移动性”的物体的概念(例如快餐车)来探讨“可移动性”是否是“[人]在[大场所]”材料范式下观察不到信息整合的根本原因。结果表明“人的可移动性”不是“[人]在[大场所]”．材料范式下观察不到信息整合的原因。     

Water can induce better spatial memory performance than food in radial maze learning by rats1

Abstract: Two experiments were carried out to test the differential effects of hunger and thirst on memory performance. In Experiment 1, two groups of rats were exposed to an original radial‐maze task and then to a 30‐min retention‐memory task. The food‐deprived group completed the original task more quickly than the water‐deprived group, but the thirsty group mastered the memory task more quickly than the hungry group (p < 0.01). In Experiment 2, deprivation conditions were changed from the original to the memory task. The food‐water group completed the memory task more rapidly than the water‐food group (p < 0.05). Thirst proved to constitute a more favorable condition for retention‐memory learning. The applicability of several theories is discussed.     

Asymmetrical sample training produces asymmetrical retention functions in feature-present/feature-absent matching in pigeons

Pigeons were trained in a matching task in which samples involved presentation of a white line on a green background (feature-present) or on an otherwise dark key (feature-absent). After asymmetrical training in which one group was initially trained with the feature-present sample and another was initially trained with the feature-absent sample, marked retention asymmetries were obtained. In both groups, accuracy dropped precipitously on trials involving the initially trained sample and remained high on trials involving the sample introduced second in training. It was concluded that asymmetrical training encouraged a single-code/default strategy in which only the sample trained initially was coded. Consistent with this conclusion, changing attributes of either sample reduced accuracy to a greater extent in pigeons initially trained with that sample than in pigeons for which that sample was introduced second in training.     

论网络环境下医学文献信息资源的共建共享

分析网络环境下实现医学文献信息资源共享必须具备的条件以及实现医学文献信息资源共享必须解决的问题,并提出相应的解决办法.     

Comparison of prompting procedures to teach internet skills to older adults

The Internet and information and communications technologies (ICTs) have been found to produce meaningful social interactions and greater social support among older adults (White et al., 2002 ). Despite these benefits, the Internet and ICTs are not widely used among the older‐adult population (Cresci, Yarandi, & Morrell, 2010 ). The purpose of the current study was to compare the effectiveness and efficiency of video prompting and text‐based instructions on the acquisition of three tablet‐based tasks: emailing, video calling (FaceTime® application), and searching for a YouTube? video. Both video prompting and text‐based instructions were effective for all three participants, with text‐based instructions being slightly more efficient for one participant and video prompting being more efficient for two participants, suggesting that both prompting procedures can be used to teach older adults Internet and ICT skills.     

Understanding the Relationship Between Commitment Anxiety and Career Tension

Many college students experience a degree of anxiety and indecision related to choosing a major or career path. This study examined the relationship between commitment anxiety, as defined by cognitive information processing theory, and career tension in 101 undergraduate college students enrolled in a career planning class. Results of Pearson product–moment correlations showed a significant positive relationship and medium effect size between a student’s commitment anxiety and career tension levels. The results suggest that commitment anxiety and career tension are distinct but related constructs and that career counselors can help clients by reducing and managing these emotional concerns that often accompany career concerns.     

Supervisors’ work-related and nonwork information sharing: Integrating research on information sharing,information seeking,and trust using self-disclosure theory

Although significant scholarly attention has been devoted to understanding subordinates’ information seeking from supervisors, researchers have not paid adequate attention to information sharing by supervisors. Moreover, research on supervisors’ information sharing behavior has focused almost exclusively on work-related information sharing, disregarding supervisors’ sharing of information not related to work (e.g., that related to family). Drawing on self-disclosure theory, we argue that supervisors share both work-related and nonwork information with their subordinates and propose that these two forms of information sharing are conceptually distinct. Furthermore, to unravel the role of supervisors’ nonwork information sharing, we develop an interactive model to test how it may be associated with important employee outcomes. We conducted pilot studies using five samples and, through a sixth study, tested the hypothesized model using a four-wave data collection design. This study makes three major contributions to research and theory. First, it integrates information sharing and information seeking literatures. Second, it underlines the importance of supervisors’ nonwork information sharing in organizations by testing its direct and interactive effects. Third, it contributes to theory by presenting trust as a mechanism that links information disclosure in dyads. Results obtained using structural equation modeling generally supported the proposed model.     

Regarding a Risk‐Pooling System of compensation

In this paper, I propose and defend a distinct and novel approach to compensation for risk impositions. I call it the Risk‐Pooling System of compensation. This system suggests that when X performs an action that imposes a risk of harm to Y, then X is liable to Y, and is therefore obliged to make an ex ante compensation that is roughly equivalent to the expected cost of potential harm to a social‐ risk pool. If and when Y suffers harm as a result of the risk imposed by X, they then receive an ex post compensation roughly equivalent to the cost of actual harm suffered. This system of compensation creates a social buffer between the risk imposer – the one who has the duty to pay compensation into the pool – and the victim – the one who has the right to receive compensation from the social pool. I contend that the Risk‐Pooling System is an improvement over its alternatives due to its capacity to produce the best social utilities, particularly, in terms of reducing information costs, obtaining optimal deterrence in the society and creating incentives for people to be engaged in social activities.     

Who are they and What do they Need: Characterizing and Supporting the Early Childhood Assistant Teacher Workforce in a Large Urban District

Scholarship and policy emphasize strengthening the early childhood education (ECE) workforce, but this work neglects a large segment of the workforce: assistant teachers. This study responds to gaps in knowledge by examining the demographic characteristics, qualifications, professional supports, and workplace experiences of assistant teachers (N = 120) in a representative sample of ECE centers (n = 35) in a large urban district. In addition to studying assistant teachers’ receipt of in‐service training and coaching, we draw from social network theory to investigate the professional support assistant teachers provide and receive via their collegial networks. We use a variance decomposition approach to explore how on‐the‐job supports, such as training, coaching, and networks, contribute to assistant teachers’ work‐related stress and job satisfaction—two key predictors of ECE teacher attrition. Results indicate that few ECE staff members seek assistant teachers for work‐related advice. Coaching is found to be an important contributor to assistant teachers’ job satisfaction; professional advice via collegial networks is a meaningful but under‐examined source of support for stress and job satisfaction. We consider implications for supporting and retaining assistant teachers and propose next steps for research on this understudied segment of the teaching workforce.     

Every look matters: appraisals of faces follow distinct rules of information integration under arousing versus non-arousing conditions

In this research, we investigated whether appraisals of faces follow distinct rules of information integration under arousing versus non-arousing conditions. Support for this prediction was found in four experiments in which participants observed angry (and fearful) faces that were presented with a direct versus an averted gaze (Experiments 1a, b), on a red versus a grey background (Experiment 2), and after performing a motor exercise versus no exercise (Experiment 3). Under arousing conditions, participants’ appraisals of faces reflected summation (i.e. extremely negative encounters were strengthened by moderately negative encounters) whereas, under non-arousing conditions, appraisals did not reflect summation (i.e. extremely negative encounters were weakened by moderately negative encounters) and could instead be accounted for by three alternative rules of information integration based on averaging, mere exposure, or the number of strong stimuli.