Learning, memorizing and apparent forgetting of chemical cues from new predators by Iberian green frog tadpoles

Many antipredator adaptations are induced by the prey’s ability to recognize chemical cues from predators. However, predator recognition often requires learning by prey individuals. Iberian green frog tadpoles (Pelophylax perezi) have the ability to learn new potential predators. Here, we tested the memory capabilities of Iberian green frog tadpoles. We conditioned tadpoles with chemicals cues from a non-predatory fish in conjunction with conspecific alarm cues, and examined whether tadpoles retained their conditioned response (reduction of activity level). We found that conditioned tadpoles reduced their activity levels in subsequent exposures to the non-predatory fish cues alone. Tadpoles were able to remember this association and reduced movement rate at least for 9 days after. The ability to learn and memorize potential predators may be especially important for the survivorship of prey species that are likely to find a high variety of predators. However, after those 9 days, there was a lack of response to the non-predatory fish cues alone in the absence of reinforcement. This could be explained if tadpoles behave according to the threat-sensitive predator avoidance hypothesis, and the perceived risk to the learning cue diminished over time, or it could be due to an apparent forgetting process to avoid non-adaptative responses to chemical cues of non-dangerous species that were randomly paired with alarm cues. Thus, this study demonstrates that green frog tadpoles in the absence of reinforcement remember the chemical cues of a learned predator only for a limited time that may be adaptative in a threat-sensitive context.     

特定句法提示对3－4岁儿童错误信念理解的影响

通过在错误信念任务中,为儿童提供关于错误信念表征的特定句法,考察这种句法理解对儿童的错误信念理解成绩是否有促进作用。124名3-4岁幼儿参加实验,每个年龄组幼儿随机分配到零级提示,一级提示和二级提示等三个句法提示条件组,并完成4个错误信念任务。结果发现,一级提示条件和二级提示条件下的错误信念理解成绩显著高于零级提示条件下的错误信念理解成绩,而一级和二级两种提示条件之间没有显著差异。句法提示对不同的错误信念任务的影响是相同的,对错误信念的预测问题和解释问题的影响模式是一致的。表明对错误信念表征的特定句法提示,有效促进了儿童的错误信念成绩,提示这种句法结构可能有助于儿童的错误信念理解     

未来配偶偏爱的特征——选择长期配偶与短期配偶的条件

该研究中被试分配有限“配偶币”来抉择与理想配偶标准相符合的性交往对象。首先,该研究重复验证了Li 等人 (2002) 和Kenrick (2006)的发现,男性理想的长期配偶需要外表出众,而女性理想的长期配偶需要社会地位较高;两性理想的短期配偶都必须外表出众。其次,两性所投射出的理想自我与潜在配偶偏好的特征一致,研究发现,长期性交往条件下,男性需要具有较高社会地位,女性需要外表出众;短期性交往条件下,男性和女性都需要外表出众。评价潜在配偶的机制与评价现有配偶的机制可能是两种受到选择的不同的心理机制。     

Aggregation of opinions based on correlated cues and advisors

We study the process by which decision makers (DMs) aggregate probabilistic opinions from multiple, correlated sources with a special emphasis on the determinants of the DM's confidence, which is a predictor of the DM's willingness to accept the implications of the aggregation process. Our model assumes that (a) DM combines the advisors' opinions by weighting them according to the amount of information underlying them, and (b) the DM's confidence increases as a function of a variety of factors that reduce the variance of the aggregate. We report results of three studies that manipulate the predictive validity of the cues and their inter‐correlations. Most of the models' predictions are supported but, contrary to the model's prediction, the DMs' confidence is not sensitive to the inter‐cue correlation. The best predictors of the DMs' confidence are the perceived predictability of the event, the level of agreement among the advisors, and the advisors' self‐reports of confidence. This pattern of results is explained by the ‘system neglect’ hypothesis. Copyright © 2006 John Wiley & Sons, Ltd.     

不同动机网络使用者对网络使用线索的注意偏向

以29名信息获取性动机者和21名人际情感性动机者为被试,采用情绪Stroop范式,以网络信息获取线索、网络情感满足线索、一般负性情绪线索和中性线索为刺激材料,考察了不同网络使用动机者对网络相关线索和负性情绪线索的注意加工特性。结果发现,基于信息获取性动机的网络使用者对网络信息获取线索具有显著的注意偏向,而基于人际情感性动机的网络使用者对网络情感满足线索或负性情绪线索具有显著的注意偏向。该研究为解释网络相关线索和负性情绪线索诱发不同动机者上网欲望的认知机制提供了实验证据。     

情感性动机网络使用者对负性情绪线索的前注意偏向

采用修改后的分离式Stroop任务,通过两个实验考察了基于人际情感性动机的网络使用者在双线索竞争条件下的前注意加工特性。研究结果表明,相对于信息获取型被试,在中性线索与负性情绪线索匹配条件下,人际情感型被试对负性情绪线索表现出显著的前注意加工偏向,但在中性线索和情感满足线索匹配条件下,该类被试对情感满足线索未表现出前注意加工偏向。该研究为解释人际情感型动机者的病理性网络使用行为的情绪机制提供了实验证据。     

The relation between language and cognition in 3- to 9-year-olds: the acquisition of grammatical gender in French

The French language has a grammatical gender system in which all nouns are assigned either a masculine or a feminine gender. Nouns provide two types of gender cues that can potentially guide gender attribution: morphophonological cues carried by endings and semantic cues (natural gender). The first goal of this study was to describe the acquisition of the probabilistic system based on phonological oppositions on word endings by French-speaking children. The second goal was to explore the extent to which this system affects categorization. In the study, 3- to 9-year-olds assigned gender categorization to invented nouns whose endings were typically masculine, typically feminine, or neutral. Two response conditions were used. In the determiner condition, children indicated the gender class by orally providing the determiner un or une marked for gender. In the picture condition, responses were given by pointing to the picture of a Martian-like female or male person that would be best called by each spoken pseudoword. Results indicated that as young as 3 years, children associated the determiner corresponding to the ending bias at greater than chance levels. Ending-consistent performance increased from 3 to 9 years of age. Moreover, from 4 years of age onward, sensitivity to endings affected categorization. Starting at that age, pictures were selected according to endings at greater than chance levels. This effect also increased with age. The discussion deals with the mechanisms of language acquisition and the relation between language and cognition.     

Vocal Features of Conversational Sarcasm: A Comparison of Methods

This study investigated vocal cues that differentiate sarcastic utterances from non-sarcastic utterances. Utterances were drawn from videotapes of participant interviews and arranged on a master tape for analysis. Utterances that were identified as sarcastic by speakers and recognized as sarcastic by listeners were randomly arranged with utterances identified and recognized as non-sarcastic by the same participants. Both sarcastic and non-sarcastic utterances were analyzed by two methods–acoustic analysis and perceptual coding. The acoustic analysis proved slightly more successful than the perceptual coding in discriminating between sarcastic and non-sarcastic utterances. The acoustic analysis indicated that fundamental frequency, frequency range, length of utterance, and total amount of sound significantly discriminated sarcastic from non-sarcastic utterances. The perceptual coding method revealed that pitch range, length of utterance, and total amount of sound significantly discriminated sarcastic from non-sarcastic utterances. Moderate correlations were found between the acoustic and perceptual variables.     

网络使用线索对不同动机使用者上网欲望的诱发作用

以67名信息获取性动机者和54名人际情感性动机者为被试,以基于实景照片的网络信息获取线索、网络情感满足线索和负性情绪线索为刺激材料,采用线索暴露范式探讨了网络使用线索对网络使用者上网欲望的相对影响。实验结果表明,网络信息获取线索仅对信息获取性动机者的上网欲望具有显著的诱发作用,而情感满足线索和负性情绪线索仅对人际情感性动机者的上网欲望具有显著的诱发作用。该研究为解释人际情感性动机者的病理性互联网使用行为特征提供了实验证据。     

Social stories, written text cues, and video feedback: effects on social communication of children with autism.

This study investigated the effects of written text and pictorial cuing with supplemental video feedback on the social communication of 5 students with autism and social deficits. Two peers without disabilities participated as social partners with each child with autism to form five triads. Treatment was implemented twice per week and consisted of 10 min of systematic instruction using visual stimuli, 10 min of social interaction, and 10 min of self‐evaluation using video feedback. Results showed increases in targeted social communication skills when the treatment was implemented. Some generalized treatment effects were observed across untrained social behaviors, and 1 participant generalized improvements within the classroom. In addition, naive judges reported perceived improvements in the quality of reciprocal interactions. These findings support recommendations for using visually cued instruction to guide the social language development of young children with autism as they interact with peers without disabilities.