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     

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.     

任务类线索对学习难易度判断及其准确性影响的实验研究

摘要：通过两个实验考察任务类线索（词频、关联性、学习次数）对学习难易度判断及其准确性的影响。结果表明：（1）词频和关联性对学习难易度判断均有显著影响,高频词对、有关联词对的预测成绩显著高于低频词对和无关联词对的预测成绩;（2）高频词对和低频词对的预测成绩均出现高估,但低频词对的估计更准确;有无关联词对相比,无关联词对预测成绩偏差更大,有关联词对的难易度判断更准确;（3）词频高低只影响成绩的预测,不影响实际回忆成绩;关联性既影响对成绩的预测,也影响实际回忆成绩。（4）学习次数对难易度判断没有显著影响,但随学习次数增加,判断准确性降低,出现低估现象。结论：材料因素对学习难易度判断等级具有较稳定的影响;不同材料因素（词频、关联性）对难易度判断准确性的影响方式不同;学习次数对学习难易度判断没有显著影响;学习难易度判断中存在练习伴随低估效应。     

知觉线索对元记忆监控的影响

近年来, 越来越多的证据表明知觉线索影响个体的高级认知--元记忆。元记忆指个体对自己学习和记忆活动的认知, 其核心成分是监测和控制。研究发现, 多种知觉线索(如字体大小、音量、文本清晰度、重量、亮度等)影响个体的元记忆监测(如学习判断和自信心评定)及控制(如学习时间分配)。这种影响可能是加工流畅性所致, 也可能基于人们的信念产生。未来研究有必要进一步探究知觉线索影响元记忆监控的条件, 并厘清加工流畅性和信念的具体作用。