编码意识对注意促进效应的影响——基于R/K范式的研究

注意促进效应指学习阶段采用目标探测性质的二级任务,不仅不会降低同时呈现的背景信息的编码加工,反而会促进其记忆。为进一步探究对背景信息的编码意识是否会影响该效应,本研究设置了有意与无意两种编码条件,并引入“记得/知道”判断进一步将再认区分为回想和熟悉性。结果表明,无意编码下也会产生ABE,但不同的编码条件下,目标探测所促进的背景信息的编码加工存在差异。有意编码条件下,目标探测促进的更多是对背景信息的精细加工,而无意编码条件下,目标探测促进的更多是对背景信息的知觉加工。     

Attentional networks,vigilance, and distraction as a function of attention-deficit/hyperactivity disorder symptoms in an adult community sample

Attentional difficulties are a core axis in attention-deficit/hyperactivity disorder (ADHD). However, establishing a consistent and detailed pattern of these neurocognitive alterations has not been an easy endeavour. Based on a dimensional approach to ADHD, the present study aims at comprehensively characterizing three key attentional domains: the three attentional networks (alerting, orienting, and executive attention), two components of vigilance (executive and arousal vigilance), and distraction. To do so, we modified a single, fine-grained task (the ANTI-Vea) by adding irrelevant distractors. One hundred and twenty undergraduates completed three self-reports of ADHD symptoms in childhood and adulthood and performed the ANTI-Vea. Despite the low reliability of some ANTI-Vea indexes, the task worked successfully. While ADHD symptoms in childhood were related to alerting network and arousal vigilance, symptoms in adulthood were linked to executive vigilance. No association between ADHD symptom severity and executive attention and distraction was found. In general, our hypotheses about the relationships between ADHD symptoms and attentional processes were partially supported. We discuss our findings according to ADHD theories and attention measurement.     

Does texting interrupt imitation learning in 19-month-old infants?

Observed disruptions to parent-child interactions during parental media use, such as texting, have been termed technoference. For example, when a language learning interaction was disrupted by a phone call, toddlers were less likely to acquire the word. Other studies demonstrated that parents often exhibit a still face while silently reading information on their cell phones. In the present study, the effect of a text interruption on infant imitation learning was examined. Parents demonstrated three target actions to their infants and then infants were given the opportunity to repeat those interactions. The actions were demonstrated four times. Text interruptions occurred before or between demonstrations. Performance of these groups was compared to a baseline control group where the infant did not see a demonstration of the target actions and a no-interruption group where the parents demonstrated the target actions four times without interruption. Parents were randomly assigned to three conditions, interruption-first condition, one-interruption condition, or three-interruptions condition. Infant behavior was measured during the interruptions. Across text interruption groups parents exhibited high levels of still face during the interruptions (77 %). However, infants in all 3 interruption groups performed significantly above the baseline control indicating learning despite the interruptions. Higher reported maternal reliance on the smartphone was related to poorer imitation performance overall. In contrast, when parents reported that they found it easier to multi-task infant imitation rates were higher. These findings indicate that infants can learn under conditions of brief technoference and that individual differences in family media ecology are associated with learning.     

Imaginal action: towards a Jungian conception of enactment,and an extraverted counterpart to active imagination

This theoretical paper considers the fashion in which Jung's psychology radically challenges modern assumptions concerning the nature of subjectivity. With an eye for the clinical implications of Jung's late work, the author introduces the idea of imaginal action. In order to explain what is meant by this, the paper begins by exploring how Jung's thinking demonstrates an underlying bias towards introversion. It is argued that while Jung's interest in synchronicity ultimately resulted in his developing a worldview that might address the introverted biases of his psychology, the clinical implications of this shift have not been sufficiently clarified. With reference to some short examples from experience, the author outlines a conception of relational synchronicity wherein the intrapsychic emerges non‐projectively within the interpersonal field itself. Comparing and contrasting these occurrences to the more introverted practice of active imagination, it is claimed that such a notion is implicit in Jung's work and is needed as a corrective to his emphasis on interiority. The author suggests that imaginal action might be conceived as a distinctly Jungian approach to the psychoanalytic notion of enactment. It is also shown how the idea outlined might find further support from recent developments in the field of transpersonal psychology.     

Naming speed as a predictive diagnostic measure in reading and attentional problems

This study aimed to describe and compare naming speed abilities in children diagnosed with either Reading Learning Difficulties (RLD) or Attention Deficit/Hyperactivity Disorder (ADHD), or comorbidity for both (ADHD+RLD). To examine the explanatory power of naming speed and ADHD symptomatology in predicting group associations (while controlling for gender and age), the “Rapid Automatized Naming and Rapid Alternating Stimulus Tests” (RAN/RAS) were utilized. A sample of 101 children (age range = 5–16 years) was divided into four groups: RLD (n = 14), ADHD (n = 28), comorbid (n = 19), and control (n = 40). There were statistically significant differences in RAN/RAS results among the diagnostic groups. Moreover, discriminant analysis revealed that naming speed tasks significantly predicted reading and attentional problems, especially at earlier ages. These results demonstrate the potential usefulness of RAN/RAS in the diagnosis of reading and attentional problems, particularly if the children are aged from 5 to 9.     

Positive Psychology Factors as Predictors of Latina/o College Students’ Psychological Grit

Latina/o college students (N = 130) provided perceptions of psychological grit, presence of meaning in life, search for meaning in life, hope, life satisfaction, and mindfulness. Hope and mindfulness were significant predictors of psychological grit. A discussion regarding the importance of these findings and implications for counselors are presented. Un grupo de estudiantes universitarios latinos (N = 130) aportó sus percepciones de perseverancia psicológica, presencia de sentido en la vida, búsqueda de sentido en la vida, esperanza, satisfacción vital y atención plena. Se presenta una discusión sobre la importancia de estos hallazgos y sus implicaciones para los consejeros.     

Attention and the Cognitive Penetrability of Perception

One sceptical rejoinder to those who claim that sensory perception is cognitively penetrable is to appeal to the involvement of spatial attention. While the sceptic is correct that some putative cases are accurately deflected in this way, the rejoinder oversimplifies the possible roles that attention might play in relevant contexts. This paper identifies alternative ways that selective attention might play a role in cognitive effects on perception. What emerges is a plausible and well-evidenced mental schema that describes attention-mediated cognitive penetration.     

Evaluation of two physical guidance procedures in the treatment of pediatric feeding disorder

Children with pediatric feeding disorder may refuse to consume an adequate variety and/or volume of food to maintain expected growth. They can consume food but may actively or passively refuse, resulting in escape or avoidance of eating. Behavioral interventions like positive reinforcement with escape extinction can increase consumption. However, sometimes these interventions are insufficient, especially in treating passive refusal. In these cases, physical guidance may be used to prompt an open mouth to deposit food. Research indicates open-mouth prompts are effective and rated as acceptable. This study replicated an existing physical guidance procedure, the finger prompt, and compared its efficacy and acceptability with that of a spoon prompt. This study extended research by defining and measuring passive refusal as a dependent variable and assessing social validity among different stakeholders and times. Both prompts were effective in treating food refusal, and caregivers rated the finger prompt as more preferred.