从知觉负载理论来理解选择性注意

知觉负载理论被认为解决了选择性注意研究的早选择和晚选择观点之争。当前任务对注意资源的耗用程度决定了与任务无关的干扰刺激得到多少加工,从而导致在低知觉负载下,注意资源自动溢出去加工干扰刺激（晚选择）,而在高知觉负载下,注意资源被当前任务耗尽而无法加工干扰刺激（早选择）。知觉负载理论提出后,研究者进行了一系列研究。一部分工作专注于知觉负载对选择性注意的调节作用;另外一些工作则关注其他认知过程如何影响注意资源的分配,其中知觉负载与工作记忆负载的关系是当前关注重点。     

EFFECTS OF COMMUNITY-BASED,VIDEOTAPE, AND FLASH CARD INSTRUCTION OF COMMUNITY-REFERENCED SIGHT WORDS ON STUDENTS WITH MENTAL RETARDATION

Community-referenced sight words and phrases were taught to adolescents with mild and moderate mental retardation using three instructional methods in two locations. Words were presented on flash cards in a school setting, on videotape recordings in a school setting, and on naturally occurring signs in the community. During each session, participants were taught one third of the words in each of these conditions and were then tested at the community sites. A constant prompt delay procedure was used to promote stimulus control to the experimenter's cue initially and then to transfer control to the textual stimuli used for training. A multiple baseline across participants design was employed. Results showed rapid acquisition of the community-referenced sight words in all three training conditions and generalization from the flash card and videotape conditions to the community sites.     

Effect of response practice variables on learning spelling and sight vocabulary

Four experiments were conducted to examine variables associated with response practice as an instructional technique for individuals with intellectual disabilities. In Experiment 1, the effect of the cover component in the "cover write" method was evaluated, as were the comparative effects of written versus oral practice of spelling words by rehabilitation clients. The results showed that the cover procedure generally did not enhance performance over and above that produced by practice alone, and written practice generally was not superior to oral practice. Experiment 2 demonstrated that less response practice (i.e., five times) was as effective as more practice (i.e., 10 and 15 times) for teaching spelling to adolescents with developmental disabilities. Experiments 3 and 4 also showed that even less response practice (i.e., one time) was as effective as more practice (five times), and irrelevant practice following errors was as effective as relevant practice for teaching spelling and sight vocabulary to adolescents with behavior disorders and developmental disabilities, respectively. The findings suggest that a parsimonious procedure of limited response practice and positive reinforcement may be effective for the tasks and populations studied.     

The Effects of Response Repetitions on Sight Word Acquisition for Students with Mild Disabilities

Single response learning trials, defined in terms of the three-term contingency model, were compared with repeated response learning trials. The purpose of Study 1 was to assess the effectiveness and efficiency of single and repeated response learning trials on sight word remediation. In Study 1, one single response learning trial having one response opportunity per word was compared to one repeated response learning trial having five response opportunities. In Study 2, three single response trials were compared to three repeated response trials. In both studies, the training conditions were compared using an alternating treatments design. Measuring the cumulative number of sight words mastered showed the training conditions equally effective. However, measuring (a) the mean duration of training sessions, (b) the cumulative frequency of words mastered per session duration, (c) the mean number of training sessions per word required for mastery, and (d) the training time per mastered word showed that the single response condition was more efficient. Discussion focuses on the need to include training data when determining best practices for teaching.     

因果论分析疾病的不典型首发症状

疾病首发症状的不典型是导致误诊误治的重要原因,本文就疾病首发症状的不典型进行哲学分析,通过举例阐述如何在临床上运用因果联系的思维方法识别不典型首发症状,以及因果联系在首发症状不典型病例应用中的注意事项。最后,文章分析了由因果理论得出的病因诊断和对因治疗医疗模式在临床运用中的重要性及其发展前景。     

Anticipatory attention during the sleep onset period

To examine whether anticipatory attention or expectancy is a cognitive process that is automatic or requires conscious control, we employed a paired-stimulus event-related potential (ERP) paradigm during the transition to sleep. The slow negative ERP wave observed between two successive stimuli, the Contingent Negative Variation (CNV), reflects attention and expectancy to the second stimulus. Thirteen good sleepers were instructed to respond to the second stimulus in a pair during waking sessions. In a non-response paradigm modified for sleep, participants then fell asleep while tones played. As expected, N1 decreased and P2 increased in amplitude systematically with the loss of consciousness at sleep onset; the CNV was increasingly more positive. Sleep onset latency was correlated with the amplitude of the CNV. The systematic attenuation of the CNV waveform at sleep onset and its absence in sleep indicates that anticipatory attention requires endogenous conscious control.     

Influence of prime lexicality,frequency, and pronounceability on the masked onset priming effect

The present study investigates the origins of the masked onset priming effect (MOPE). There are two alternative interpretations that account for most of the evidence reported on the MOPE, so far. The speech planning account (SP) identifies the locus of the MOPE in the preparation of the speech response. In contrast, the dual-route theory proposes that the effect arises as a result of the processing of the prime by the nonlexical route. In a series of masked onset priming word naming experiments we test the validity of these accounts by manipulating the primes' frequency, their lexical status, and pronounceability. We found consistent MOPEs of similar magnitude with high- and low-frequency prime words as well as with pronounceable nonwords. Contrarily, when primes consisted of unpronounceable consonantal strings the effect disappeared, suggesting that pronounceability of the prime is a prerequisite for the emergence of the MOPE. These results are in accordance with the predictions of the SP account. The pattern of effects obtained in the present study further defines the origins of the MOPE.     

Dennett’s Rhetorical Strategies in <Emphasis Type="Italic">Consciousness Explained</Emphasis>

Dennett’s Consciousness Explained (1991) is an inspiring but also a highly frustrating book. The line of the argument seems to be clear, but then at second sight it fades away. It turns out that Dennett uses six of the seven strategies which I discuss in my “The Seven Strategies of the Sophisticated Pseudo-Scientist: A Look into Freud’s Rhetorical Tool Box” (J. Gen. Phil. Sci., 2001) Discussing important examples of these strategies I show why Consciousness Explained is such a frustrating book. As the examples used do not reflect minor problems but go to the heart of the matter and concern the book’s main areas of contention, it turns out that, in spite of the valuable and insightful details, Dennett’s materialistic view of consciousness is supported mainly by rhetorical sleights of hand.     

Analysis of response repetition as an error-correction strategy during sight-word reading

A great deal is known about the effects of positive reinforcement on response acquisition; by contrast, much less research has been conducted on contingencies applied to errors. We examined the effects of response repetition as an error-correction procedure on the sight-word reading performance of 11 adults with developmental disabilities. Study 1 compared single-response (SR) repetition and multiple-response (MR) repetition, and results showed that all 6 participants acquired more sight words with the MR procedure. Study 2 compared MR error correction following every incorrect response (continuous) and following one third of incorrect responses (intermittent), and results showed that all 6 participants acquired more sight words when error correction was continuous. Study 3 compared MR error correction in which errors required practice of the training word (relevant) versus a different word (irrelevant), and results showed that 3 of 9 participants showed better performance under the relevant condition; however, all participants showed improvement even under the irrelevant condition. Findings are discussed in terms of the behavioral processes by which error correction may enhance performance during acquisition.     

Relation of Age of Onset to the Type and Severity of Child and Adolescent Conduct Problems

In a cross-sectional household sample of 9-through 17-year-old youths from 4 U.S. communities, youths with earlier ages of onset of conduct problems engaged in more conduct problems than youths with later ages of onset when current age and gender were controlled. Specifically, youths with earlier ages of onset were more likely to engage in several types of physical aggression, frequent lying, theft, and vandalism and were less likely to engage in only truancy. There also was an inverse relation between age of onset and level of functional impairment, mental health service use, and meeting diagnostic criteria for conduct disorder, attention-deficit hyperactivity disorder, and oppositional defiant disorder. Within the limits of cross-sectional data, these results support the hypothesis that key aspects of the heterogeneity of conduct problems among youths are related to the age of onset of conduct problems.