归类不确定情景下特征推理的综合条件概率模型

用大学生被试,通过三个实验探讨在集中呈现类别成员样本信息的归类不确定情景下的特征推理。实验结果表明,单纯的归类确定性程度和靶类别靶特征的代表性并不直接影响被试的特征推理,而是预测特征相对于目标特征的综合条件概率直接影响被试的特征推理;特征推理不是基于类别中介的间接推理,而是基于特征关联综合条件概率的直接推理。实验结果支持作者提出的预测特征综合条件概率模型。     

Workers' self‐objectification and tendencies to conform to others

Recent research showed that workers' self‐objectification—their self‐perception as objects rather than human beings—leads to detrimental intrapersonal consequences. In the present research, we explored whether this phenomenon may also affect interpersonal relations, by increasing workers' tendencies to conform. In a correlational study, Italian workers who perceived their work as more objectifying self‐objectified more—self‐attributed less human mental states and self‐perceive as more instrument‐like than human‐like—and, in turn, were more inclined to conform with others. The second study experimentally confirmed this pattern, showing that British workers who recalled an objectifying (vs. a non‐objectifying) work experience self‐objectified more. Self‐perception as instrument‐like was associated, in turn, with an increased tendency to adapt to others' opinions. The implications for organizational and social psychology are discussed.     

Sex-specific variation in facial masculinity/femininity associated with autistic traits in the general population

Reports linking prenatal testosterone exposure to autistic traits and to a masculinized face structure have motivated research investigating whether autism is associated with facial masculinization. This association has been reported with greater consistency for females than for males, in studies comparing groups with high and low levels of autistic traits. In the present study, we conducted two experiments to examine facial masculinity/femininity in 151 neurotypical adults selected for either low, mid-range, or high levels of autistic traits. In the first experiment, their three-dimensional facial photographs were subjectively rated by 41 raters for masculinity/femininity and were objectively analysed. In the second experiment, we generated 6-face composite images, which were rated by another 36 raters. Across both experiments, findings were consistent for ratings of photographs and composite images. For females, a linear relationship was observed where femininity ratings decreased as a function of higher levels of autistic traits. For males, we found a U-shaped function where males with mid-range levels of traits were rated lowest on masculinity. Objective facial analyses revealed that higher levels of autistic traits were associated with less feminine facial structures in females and less masculine structures in males. These results suggest sex-specific relationships between autistic traits and facial masculinity/femininity.     

The Role of Natural Class Features in the Acquisition of Phonotactic Regularities

Previous research has shown that phonotactic regularities can be acquired through recent production or auditory experience (e.g., Dell et  al., Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(6), 1355–1367, 2000; Onishi et al., Cognition, 83(1), B13–B23, 2002). However, little is known about the role of phonological natural classes in this learning process. This study addressed this question by investigating the acquisition of a contingency relationship between onsets and medial glides by Mandarin speakers. The experiments involved the manipulation of three types of phonotactic regularities. In the Laryngeal version, onsets that preceded the same glide shared a voicing feature. In the Place version, onsets that preceded same glide shared a place feature. In the Neither version, onsets associated with the same glide shared neither a voicing feature nor a place feature. Results showed the Place version and the Laryngeal version were more easily acquired than the Neither version in terms of the amount of exposure needed to acquire the experimentally manipulated phonotactic schema and the sustainability of the acquired schema. The results suggest that the statistical learning mechanism that guides our processing of speech input prefers phonological regularities that follow certain natural class features. This preference may account for the way natural languages are structured phonologically. An erratum to this article can be found at     

Categorical structure among shared features in networks of early-learned nouns

The shared features that characterize the noun categories that young children learn first are a formative basis of the human category system. To investigate the potential categorical information contained in the features of early-learned nouns, we examine the graph-theoretic properties of noun-feature networks. The networks are built from the overlap of words normatively acquired by children prior to 2½ years of age and perceptual and conceptual (functional) features acquired from adult feature generation norms. The resulting networks have small-world structure, indicative of a high degree of feature overlap in local clusters. However, perceptual features - due to their abundance and redundancy - generate networks more robust to feature omissions, while conceptual features are more discriminating and, per feature, offer more categorical information than perceptual features. Using a network specific cluster identification algorithm (the clique percolation method) we also show that shared features among these early-learned nouns create higher-order groupings common to adult taxonomic designations. Again, perceptual and conceptual features play distinct roles among different categories, typically with perceptual features being more inclusive and conceptual features being more exclusive of category memberships. The results offer new and testable hypotheses about the role of shared features in human category knowledge.     

The influence of correlations between noncritical features and reinforcement on stimulus generalization

One strategy to program for generalization is to vary noncritical features in teaching exemplars, thereby avoiding noncritical features from being highly correlated with reinforcement and thus gaining faulty stimulus control. In the current translational evaluation, 2 groups of adults of typical development were taught to respond to arbitrary stimuli with experimenter‐defined critical and noncritical features in a matching‐to‐sample task. The teaching arrangement used for 1 group programmed for low correlation between noncritical features and reinforcement; the teaching arrangement used for the other group programmed for high correlation between noncritical features and reinforcement. Participants in the former group displayed (a) faster acquisition of matching, (b) less variability in correct responding, and (c) a decreased likelihood of faulty stimulus control developing during training. The results contribute towards advancing the study of stimulus control and developing an explicit technology of generalization to better serve consumers of the application of our science.     

Sensitivity to general and specific numerical features in typical achievers and children with mathematics learning disability

We examined the development of sensitivity to general and specific numerical features in typical achievers and in 6th and 8th graders with mathematics learning disability (MLD), using two effects in mental multiplication: operand-relatedness (i.e., difficulty in avoiding errors that are related to the operands via a shared multiplication row) and decade-consistency (i.e., difficulty in avoiding errors that are operand related and also share a decade with the true result). Responses to decade-consistent products were quick but erroneous. In line with the processing sequence in adults, children first became sensitive to the general numerical feature of operand-relatedness (typical achievers—from 3rd grade; children with MLD in 8th grade) and only later to the specific feature of decade-consistency (typical achievers—from 4th grade, but only from 6th grade in a mature pattern). Implications of the numerical sensitivity in children with MLD are discussed.     

The role of surface discontinuity and shape in 4-month-old infants' object segregation

This research examined whether 4-month-old infants use a discontinuity in an object's front surface to visually segregate a display into two separate objects, and whether object shape enables its use. In Experiment 1, infants saw a three-dimensional display composed of two parts with distinctly different shapes. Two groups of infants saw a display in which these two shapes were divided by a visible discontinuity in the front surface (i.e., a boundary between the two objects). One of these groups saw the display move apart at the discontinuity when a gloved hand pulled one object; the second group saw the two objects move together as a single unit. A third group saw a modified version of this display that had no discontinuity present. The results suggested that infants regarded the discontinuity as an indication that the display could be composed of more than one object. In Experiment 2, infants saw the same display, but with a shape that did not highlight the discontinuity. The infants in this study showed no evidence of using the discontinuity. Together, the findings suggest that 4-month-old infants use the surface discontinuity between two objects as an indication that multiple objects could be present in a display, but only when scanning the outer edges of the display leads them to attend to it.     

Constrained Maneuvering: Rhetoric as a Rational Enterprise

This paper discusses some of the ways recent models have brought rhetoric into argumentation theory. In particular, it explores the rationale for and role of rhetoric in the strategic maneuvering project of pragma-dialectics and compares it with the author’s own implementation of rhetorical features. A case is made for considering the active ways audiences influence the strategies of arguers and for seeing the role of rhetoric in argumentation as both fundamental and reasonable on its own terms.     

小学一年级数学新教材插图效果的眼动研究

采用2×3两因素混合实验设计,使用美国应用科学实验室（ASL）生产的EVM3200型眼动仪,对小学一年级学生阅读配有不同背景插图应用题的阅读理解指标和眼动指标进行考察。结果表明：无论应用题难易,学生对有背景插图的阅读理解优于对无背景插图的理解;复杂的插图背景有利于学生理解较难应用题;简单的插图背景有利于学生理解较容易应用题;眼动实验结果表明,小学一年级数学新教材插图效果较好