网络教学情境下正念对学业拖延的影响：心理韧性和自我控制的链式中介作用

本研究以157名大学生为对象,选用正念五因素量表、心理韧性量表、自我控制量表和Aitken拖延量表,探索在网络教学情境下正念对学业拖延的作用机制。结果表明：正念能够直接对网络教学情境下的大学生学业拖延产生影响,也能够通过心理韧性和自我控制的链式中介作用对大学生学业拖延产生影响。研究结论为发挥正念的作用,改善网络教学情境下的学业拖延提供了参考。     

Distributional learning has immediate and long-lasting effects

Evidence of distributional learning, a statistical learning mechanism centered on relative frequency of exposure to different tokens, has mainly come from short-term learning and therefore does not ostensibly address the development of important learning processes. The present longitudinal study examines both short- and long-term effects of distributional learning of phonetic categories on non-native sound discrimination over a 12-month period. Two groups of listeners were exposed to a two-minute distribution of auditory stimuli in which the most frequently presented tokens either approximated or exaggerated the natural production of the speech sounds, whereas a control group listened to a piece of classical music for the same length of time. Discrimination by listeners in the two distribution groups improved immediately after the short exposure, replicating previous results. Crucially, this improvement was maintained after six and 12 months, demonstrating that distributional learning has long-lasting effects.     

Conscious awareness of action potentiates sensorimotor learning

Many everyday skills are unconsciously learned through repetitions of the same behaviour by binding independent motor acts into unified sets of actions. However, our ability to be consciously aware of producing newly and highly trained motor skills raises the question of the role played by conscious awareness of action upon skill acquisition. In this study we strengthened conscious awareness of self-produced sequential finger movements by way of asking participants to judge their performance in terms of maximal fluency after each trial. Control conditions in which participants did not make any judgment or performance-unrelated judgments were also included. Findings indicate that conscious awareness of action, enhanced via subjective appraisal of motor efficiency, potentiates sensorimotor learning and skilful motor production in optimising the processing and sequencing of action units, as compared to the control groups. The current work lends support to the claim that the learning and skilful expression of sensorimotor behaviours might be grounded upon our ability to be consciously aware of our own motor capability and efficiency.     

A hierarchy of cortical responses to sequence violations in three-month-old infants

The adult human brain quickly adapts to regular temporal sequences, and emits a sequence of novelty responses when these regularities are violated. These novelty responses have been interpreted as error signals that reflect the difference between the incoming signal and predictions generated at multiple cortical levels. Do infants already possess such a hierarchy of violation-detection mechanisms? Using high-density recordings of event-related potentials during an auditory local–global violation paradigm, we show that three-month-old infants process novelty in temporal sequences at two distinct levels. Violations of local expectancies, such as perceiving a deviant vowel “a” after repeated presentation of another vowel i-i-i, elicited an early auditory mismatch response. Conversely, violations of global expectancies, such as hearing the rare sequence a-a-a-a instead of the frequent sequence a-a-a-i, modulated this early mismatch response and led to a late frontal negative slow wave, whose cortical sources included the left inferior frontal region. These results suggest that the infant brain already possesses two dissociable systems for temporal sequence learning.     

Revisiting Chinese‐speaking children's understanding of argument structure

A causative verb is likely to appear in a sentence with two noun arguments, whereas a noncausative verb tends to appear in a sentence with a single argument. The present research investigates from what point children learning Chinese begin to show this knowledge of argument structure. Two‐, 3‐, 4‐, and 5‐year‐old children were tested using a forced‐choice pointing task. The results showed that Chinese‐speaking children aged 2 years could associate a transitive construction with a causative event, whereas they were not able to map an intransitive construction to a noncausative event even after reaching 5 years of age. The reason why Chinese children have such difficulty in learning knowledge of intransitive construction is discussed, focusing on (a) the semantic properties of certain intransitive verbs, which have been found not only in Chinese but also in other languages, and (b) the ellipsis of arguments, which is characteristic of Chinese.     

Imminent Danger? Probabilistic Classification Learning of Threat-Related Information in Obsessive-Compulsive Disorder

A tendency to overestimate threat has been shown in individuals with OCD. We tested the hypothesis that this bias in judgment is related to difficulties in learning probabilistic associations between events. Thirty participants with OCD and 30 matched healthy controls completed a learning experiment involving 2 variants of a probabilistic classification learning task. In the neutral weather-prediction task, rainy and sunny weather had to be predicted. In the emotional task danger of an epidemic from virus infection had to be predicted (epidemic-prediction task). Participants with OCD were as able as controls to improve their prediction of neutral events across learning trials but scored significantly below healthy controls on the epidemic-prediction task. Lower performance on the emotional task variant was significantly related to a heightened tendency to overestimate threat. Biased information processing in OCD might thus hamper corrective experiences regarding the probability of threatening events.     

What Do the Theologically Educated Look Like?

What do the theologically educated look like? Nine outcomes of a theological education are suggested that respond to this question, outcomes particularly pertinent to the contemporary cultural setting and mission challenge of Western Europe. These outcomes are compared with the nine learning outcomes that the Church of England uses at the present time to assess candidates for ordained ministry. In the light of this comparison some broad recommendations are made for future emphases in theological education.     

Children Use Temporal Cues to Learn Causal Directionality

The ability to learn the direction of causal relations is critical for understanding and acting in the world. We investigated how children learn causal directionality in situations in which the states of variables are temporally dependent (i.e., autocorrelated). In Experiment 1, children learned about causal direction by comparing the states of one variable before versus after an intervention on another variable. In Experiment 2, children reliably inferred causal directionality merely from observing how two variables change over time; they interpreted Y changing without a change in X as evidence that Y does not influence X. Both of these strategies make sense if one believes the variables to be temporally dependent. We discuss the implications of these results for interpreting previous findings. More broadly, given that many real‐world environments are characterized by temporal dependency, these results suggest strategies that children may use to learn the causal structure of their environments.     

Implicit Transfer of Reversed Temporal Structure in Visuomotor Sequence Learning

Some spatio‐temporal structures are easier to transfer implicitly in sequential learning. In this study, we investigated whether the consistent reversal of triads of learned components would support the implicit transfer of their temporal structure in visuomotor sequence learning. A triad comprised three sequential button presses ([1][2][3]) and seven consecutive triads comprised a sequence. Participants learned sequences by trial and error, until they could complete it 20 times without error. Then, they learned another sequence, in which each triad was reversed ([3][2][1]), partially reversed ([2][1][3]), or switched so as not to overlap with the other conditions ([2][3][1] or [3][1][2]). Even when the participants did not notice the alternation rule, the consistent reversal of the temporal structure of each triad led to better implicit transfer; this was confirmed in a subsequent experiment. These results suggest that the implicit transfer of the temporal structure of a learned sequence can be influenced by both the structure and consistency of the change.