心算活动机制的研究

心算是一种重要的思维活动,是认知心理学的研究主题之一。心算活动具有明显的问题大小效应,其加工过程与工作记忆和长时记忆存在密切关系。此外,对心算的加工机制进行跨学科（认知心理学、神经科学等）的综合研究,是今后心算研究的主要方向。     

Benchmark Memories in Adulthood: Central Domains and Predictors of Their Frequency

This study extended earlier research on the reminiscence bump phenomenon in autobiographical memory by examining the central domains and predictors of benchmark memories from a life history timeline and from three selected significant events. Memories elicited by these methods demonstrated the reminiscence bump as occurring in early adulthood. The central domains representing this era involved events with family and relationships followed by those related to education and work. Individual differences in socio-emotional variables associated with self and identity formations (i.e., family climate, defensive style, self-complexity, and adult attachment) were associated with the reminiscence bump. These findings support the self-narrative hypothesis that the reminiscence phenomenon is related to the process of identity formation in late adolescence and early adulthood.     

Life-long environmental enrichment differentially affects the mnemonic response to estrogen in young, middle-aged, and aged female mice

The present study was designed to examine whether life-long exposure to standard or enriched housing affects the ability of estrogen to improve spatial and object memory throughout the lifespan. Three-week-old female mice were maintained in standard or enriched housing up to and through ovariectomy and behavioral testing at 5, 17, or 22 months of age. Spatial memory was tested in the Morris water maze and object memory was tested using an object recognition task. Immediately after training each day, mice were injected intraperitoneally with vehicle or 0.2 mg/kg 17beta-estradiol. Among young females, object recognition was enhanced by estradiol alone, an effect that was reduced by enrichment. In contrast, spatial water maze performance was impaired by estradiol alone, but improved by the combination of both estradiol and enrichment. At middle-age, object recognition was enhanced by estradiol or enrichment alone, and the combination of both treatments. Spatial memory in the water maze was also improved by both treatments at middle-age, but the beneficial effects of estradiol were limited to standard-housed females. Finally, whereas enrichment in aged females significantly enhanced performance in both tasks, estradiol had no effect at this age in either task. In total, the data indicate that life-long enrichment can significantly alter the extent to which estradiol affects memory in mice throughout the lifespan. Importantly, the interaction between these treatments is highly dependent on age and type of memory tested.     

KNOWING BEFORE DOING: DISCRIMINATION BY RATS OF A BRIEF INTERRUPTION OF A TONE

Eight rats' lever presses were reinforced after an interruption in a tone, provided the lever had not been pressed before the tone interruption. After a few sessions, long before the animals reliably refrained from lever pressing before the interruption, the latencies of postinterruption presses (time from the termination of the interruption to the moment of the lever press) dissociated into two classes: short ones for to-be-rewarded presses, and long ones for presses in the other trials, which contained no reward because one or more lever presses had occurred before the interruption. Thus discrimination of impending reinforcement in the current trial occurred before there was evidence of sensitivity to reinforcement in the reinforcement-producing aspect of behavior. This finding is related to Shimp's (1981) contention that the temporal properties of recent behavior are reinforceable, if remembered. The present finding shows that learning to discriminate whether one's behavior has met a contingency, and learning to carry out this behavior, need not go together, implying that memory of temporal properties is probably a necessary but not a sufficient condition for learning the latter.     

Procedural learning and automatization process in children with developmental coordination disorder and/or developmental dyslexia

ObjectiveThere is increasing evidence to suggest that developmental dyslexia (DD) and developmental coordination disorder (DCD) actually form part of a broader disorder. Their frequent association could be justified by a deficit of the procedural memory system, that subtends many of the cognitive, motor and linguistic abilities that are impaired in both DD and DCD. However, studies of procedural learning in these two disorders have yielded divergent results, and in any case no studies have so far addressed the issue of automatization (dual-task paradigm).MethodsWe administered a finger tapping task to participants aged 8–12 years (19 DCD, 18 DD, and 22 with both DD and DCD) to explore procedural learning and automatic movements in these three groups of children, comparing motor performances at the prelearning stage, after 2 weeks of training, and in a post-training dual-task condition.ResultsFirst, results indicated that all the children were able to learn a sequence of movements and even automatize their movements. Second, they revealed between-groups differences in procedural/automatization learning abilities, setting the DCD group apart from the other two. Third, contrary to our expectations concerning comorbidity, they suggested that the DD + DCD association does not have an additional impact on behavioral performances.     

When family and research clash: The role of autobiographical emotion in the production of stories of the Italian civil war, 1943–1945

This paper engages the emotional side of Second World War storytelling practices and research. Specifically, it explores how a politics of trust and togetherness animates communities of remembrance concerning the anti-Fascist Resistance experience in northern Italy. I reflect on my encounter with memories of wartime violence through the lens of autobiographical emotion. In a region torn asunder by conflicting stories of loss and violence during the anti-Nazi resistance and civil war, I possess a dual identity of researcher and Partisan's grandchild. This carries a powerful emotional bond of ethical obligations that cannot be ignored in the research process. Drawing on affect theory, I contextualize my oral history fieldwork experience in relation to that emotional bond.     

Differential memory-preserving effects of reminders at 6 months

Although reactivation and reinstatement reminders differ procedurally, differences in their memory-preserving effects have been described as artifactual. In three experiments, we examined this conclusion. One hundred and twelve 6-month-olds learned an operant task, forgot it, received a reactivation or reinstatement reminder to recover the inactive memory, and were tested after increasing delays until they forgot it again. In Experiments 1a and 1b, a single reactivation reminder extended infants' memory of an operant mobile task for 2 weeks after reminding, but a single reinstatement extended it for 4 weeks, when testing was discontinued. In Experiment 2, a single reinstatement extended 6-month-olds' memory of an operant train task for 19 weeks after reminding, when infants were almost 1 year old. After reactivation, infants remember this task for only 2 weeks. The finding that the memory-preserving effect of reinstatement is greater by an order of magnitude suggests that procedural differences between the two reminders have functional significance.     

Episodic memory and the hippocampus: it's about time

Several recent studies have sought to develop animal models of episodic memory, the capacity to recollect unique personal experiences. However, these studies have not yet provided unambiguous evidence that this capacity is based on recollection of the learning episodes. A recent study that examined memory for the ordering of events within unique experiences, and demonstrated a critical and selective role for the hippocampus, suggests a new and promising model for neurobiological analyses of episodic memory.     

Memories from the cradle

How far back can we, as adults, remember details of our life experiences? Current popular and scientific beliefs are contradictory, with the latter stipulating that personal memories do not begin until the late preschool years (age 4–5 years) and the former claiming that we not only remember being born, but can also remember in utero experiences. In this review, these beliefs are examined in a scientific context and evaluated in terms of empirical data about the development of early memory. The theory proposed here is that memories for personal experiences are not possible until the advent of the cognitive self, around the age of 18 to 24 months. This age is much earlier than that proposed as the age of the earliest memories in other scientific accounts and much later than that proposed in popular beliefs about early memory. New data from a cross-sectional and longitudinal study of early memory development and the emergence of the self clearly show the origins of personal memory coincide with the emergence of the early self.     

小学生工作记忆与推理关系的实验研究

本实验以视觉同时呈现,在形近、音近、义近三种干扰下以再认方法和瑞文渐进推理测验探讨了小学生年级、性别、工作记忆与推理的关系。发现(I)小学生工作记忆与推理能力相关显著。(2)工作记忆和推理能力在小学阶段不存在性别差异。(3)年级和工作记忆是影响小学生推理能力的重要因素,但年级因素对推理能力的作用较工作记忆大。