The effects of relational structure on analogical learning

Relational structure is important for various cognitive tasks, such as analogical transfer, but its role in learning of new relational concepts is poorly understood. This article reports two experiments testing people’s ability to learn new relational categories as a function of their relational structure. In Experiment 1, each stimulus consisted of 4 objects varying on 2 dimensions. Each category was defined by two binary relations between pairs of objects. The manner in which the relations were linked (i.e., by operating on shared objects) varied between subjects, producing 3 logically different conditions. In Experiment 2, each stimulus consisted of 4 objects varying on 3 dimensions. Categories were defined by three binary relations, leading to six logically different conditions. Various learning models were compared to the behavioral data, based on the theory of schema refinement. The results highlight several shortcomings of schema refinement as a model of relational learning: (1) it can make unreasonable demands on working memory, (2) it does not allow schemas to grow in complexity, and (3) it incorrectly predicts learning is insensitive to relational structure. We propose schema elaboration as an additional mechanism that provides a more complete account, and we relate this mechanism to previous proposals regarding interactions between analogy and representation construction. The current findings may advance understanding of the cognitive mechanisms involved in learning and representing relational concepts.     

Language Evolution Can Be Shaped by the Structure of the World

Human languages vary in many ways but also show striking cross‐linguistic universals. Why do these universals exist? Recent theoretical results demonstrate that Bayesian learners transmitting language to each other through iterated learning will converge on a distribution of languages that depends only on their prior biases about language and the quantity of data transmitted at each point; the structure of the world being communicated about plays no role (Griffiths & Kalish, 2005 , 2007 ). We revisit these findings and show that when certain assumptions about the relationship between language and the world are abandoned, learners will converge to languages that depend on the structure of the world as well as their prior biases. These theoretical results are supported with a series of experiments showing that when human learners acquire language through iterated learning, the ultimate structure of those languages is shaped by the structure of the meanings to be communicated.     

Moving Onwards: An Action Continuation Strategy in Finding the Way

In four studies, we examined people's strategies when deciding between multiple routes of equivalent length in way‐finding tasks. The results reveal the important role of continuing behavior when faced with a choice from multiple viable routes. After affirming the existence of asymmetric preferences for alternatives (Studies 1 and 2), we observed that variations of simple known‐environment mazes supported action continuation as prevailing process over alternative strategies such as preference for long initial path segments, paths with a least deviating angle, and a modified hill climbing strategy (Study 3). Moreover, asymmetric preferences disappeared with the absence of initial behavior to inform subsequent decision making (Study 4). Results are discussed within the context of decision making, navigation strategies, and everyday life path finding. Copyright © 2014 John Wiley & Sons, Ltd.     

预览效应产生机制的眼动实验研究

利用眼动（Eyelink-2000）自带软件EB编制实验程序呈现由字母“T”经旋转后组成的刺激材料,参照预搜索范式设计了“预览组”和“清屏组”两组实验,利用区组内评估法评估两组实验预览效应产生与否以及产生的程度,以此来考察预览效应产生的内在机制.实验结果显示不管靶子是否出现,预览组和清屏组产生预览效应的程度一致,这表明：预览效应的产生是被试基于自上而下对旧客体的抑制而引起的.     

The physical self-concept across childhood: Measurement development and meaning for physical activity

The physical self-concept is considered a significant predictor of physical activity and persistence in childhood and youth. Based on Shavelson, Stanton, and Hubner's (1976) hierarchical structure of self-concept, several approaches have been developed to measure physical self-perception. A multi-dimensional fitness-based approach by Marsh (1990) shows a valid method for measuring physical self-concept in all age groups from 8 years old to adulthood. Furthermore, following standard childhood fitness test dimensions, instruments have been developed for middle to late childhood (Dreiskämper, Tietjens, Honemann, Naul, & Freund, 2015a) and early childhood (Tietjens et al., 2018). However, based on Harter's (1980) approach of a more global and general skills-summarizing self-perception profile, other studies – preliminary coming from a motor development perspective – focused on measuring children's self-perception based on fundamental movement skills such as object control, locomotion, and stability. In this line, Estevan and Barnett (2018) proposed an adaption of Fox and Corbin's (1989) model. However, several research questions have remained unanswered because these different research directions have not been integrated yet: 1) How is the physical self-concept in childhood constructed, and how can it be measured? 2) How does the physical self-concept develop across childhood (and is this consistent with the assumptions about the self-concept as defined by Shavelson et al., 1976)? And 3) What is the role of physical self-concept in behavior (i.e., PA) and its antecedents in childhood (and how)? The purpose of this discussion paper is to address these three more or less open questions from a self-concept research perspective. To this end, the models of Shavelson et al. (1976) and Marsh (1990) will be drawn upon to integrate the recent research developments into a new classification of the physical self-concept and its development throughout childhood.     

藏-汉读者汉语歧义句加工的歧义效应及语境促进效应

采用眼动技术,通过两个实验,考察藏-汉读者阅读汉语歧义句时的歧义效应以及语境在句子歧义消解中的作用。结果发现:藏-汉读者在阅读汉语歧义句时存在歧义效应; 语境对歧义消解起促进作用,表现为,当语境置于歧义句之前或语境意义偏向歧义句主要意思时,藏-汉读者对歧义句的加工更容易。并且,歧义效应和语境促进效应贯穿于早期阶段到晚期阶段的整个句子加工过程。     

Pre-schoolers use head gestures rather than prosodic cues to highlight important information in speech

Previous evidence suggests that children's mastery of prosodic modulations to signal the informational status of discourse referents emerges quite late in development. In the present study, we investigate the children's use of head gestures as it compares to prosodic cues to signal a referent as being contrastive relative to a set of possible alternatives. A group of French-speaking pre-schoolers were audio-visually recorded while playing in a semi-spontaneous but controlled production task, to elicit target words in the context of broad focus, contrastive focus, or corrective focus utterances. We analysed the acoustic features of the target words (syllable duration and word-level pitch range), as well as the head gesture features accompanying these target words (head gesture type, alignment patterns with speech). We found that children's production of head gestures, but not their use of either syllable duration or word-level pitch range, was affected by focus condition. Children mostly aligned head gestures with relevant speech units, especially when the target word was in phrase-final position. Moreover, the presence of a head gesture was linked to greater syllable duration patterns in all focus conditions. Our results show that (a) 4- and 5-year-old French-speaking children use head gestures rather than prosodic cues to mark the informational status of discourse referents, (b) the use of head gestures may gradually entrain the production of adult-like prosodic features, and that (c) head gestures with no referential relation with speech may serve a linguistic structuring function in communication, at least during language development.     

Integrative review on career interventions with unemployed people: Nature,outcomes, and recommendations

The study of career development among unemployed people is vital for effective institutional responses. This integrative review based on Torraco's protocol fills a literature gap by synthesizing research on interventions for this population. Seven keywords, five databases, and six eligibility criteria were defined. Among 324 articles, 36 were reviewed. Findings highlight diverse counseling modalities, emphasizing group interventions and remote delivery. Tailored approaches, including length, frequency, and social-emotional and career dimensions, are crucial. Practical recommendations emphasize comprehensive, psychological support, goal-oriented counseling, and postintervention assistance. These insights underscore vocational psychology's importance in addressing unemployment, impacting government policies, career services, and psychologists.     

Ecumenism and Evangelicalism: Where Are We?

While the ecumenical movement, and particularly the World Council of Churches, must always be an inclusive forum where the richness of the total life of the Christian church is manifest, this article argues that evangelicals cannot give up the quest for church unity because that would mean ignoring a central aspect of the prayer of Jesus Christ. Looking at areas of convergence between the evangelical and the ecumenical movement, four areas are identified for further cooperation and dialogue: the authority of the Bible; mobilizing all churches for the evangelization of the whole world; the perspective of the poor; and the challenge of justice and peace.