编码后奖赏影响基于议程的学习：奖赏预期和结果的作用

基于ABR模型考察奖赏预期和奖赏结果对不同难度词对记忆与元记忆的影响。结果发现：(1)限时学习条件下,奖赏结果促进不同难度词对记忆成绩和学习判断,奖赏预期仅提高简单词对的记忆成绩。(2)自定步调学习条件下,定时学习判断时奖赏结果仅影响学习判断;奖赏预期促进高难度词对的学习时间分配,从而提高记忆成绩和学习判断。(3)在自定步调学习时,奖赏预期超越难度成为影响学习时间分配的因素。以上结果表明,个体会综合奖赏预期、奖赏结果和难度构建学习议程,足够大的奖赏预期会超越难度成为议程构建的主导因素。但奖赏预期和奖赏结果对记忆成绩、学习时间分配和学习判断的影响受学习条件调节。     

Does code-switching influence novel word learning?

Code-switching occurs regularly in the input to bilingual children. Yet, the effect of code-switched input on language development is unclear. To test whether word learning would be affected by code-switching, Spanish–English bilingual children (N = 45, 19 boys, Mean_Age = 5.05 years; ethnicity: 37 Hispanic/Latino, six Non-Hispanic/Latino, two unreported) were taught English-like novel words in two conditions. In the English-only condition, definitions for novel words were provided entirely in English. In the code-switch condition, definitions for novel words were provided in English and Spanish, incorporating code-switches. Children required fewer exposures to retain novel words in the code-switch than the English-only condition and this effect was not moderated by children's language ability or exposure to code-switching, suggesting that code-switched input does not pose word-learning risks to bilingual children, including children with lower levels of language ability.     

An ecological pedagogy of embeddedness: Theological education for human flourishing

This paper sets forth a proposal for an ecological pedagogy of embeddedness informed by place-based, challenge-based, and competency-based methodologies. While some theological institutions have begun implementing principles from competency-based models, theological educators have not adequately explored the resources within place-based and challenge-based systems. This paper will contribute to the literature on theological education in three distinct ways: first, this proposal will perform the oft-overlooked task of bringing these three pedagogical models into conversation with one another; second, this proposal will aim the outcomes and effects of the three pedagogical models toward the flourishing of the communities in which institutions are embedded; and third, this proposal will break new ground in its application of these three pedagogical systems to the context of a theological seminary.     

Implicit and explicit COVID-19-vaccine harmfulness/helpfulness associations predict vaccine beliefs,intentions, and behaviors

We investigated the role of implicit and explicit associations between harm and COVID-19 vaccines using a large sample (N = 4668) of online volunteers. The participants completed a brief implicit association test and explicit measures to evaluate the extent to which they associated COVID-19 vaccines with concepts of harmfulness or helpfulness. We examined the relationship between these harmfulness/helpfulness COVID-19 vaccine associations and vaccination status, intentions, beliefs, and behavior. We found that stronger implicit and explicit associations that COVID-19 vaccines are helpful relate to vaccination status and beliefs about the COVID-19 vaccine. That is, stronger pro-helpful COVID-19 vaccine associations, both implicitly and explicitly, related to greater intentions to be vaccinated, more positive beliefs about the vaccine, and greater vaccine uptake.     

BIOLOGY AND THE SOCIAL SCIENCES

Abstract. The sciences may be conceptualized as a hierarchy ranked by level of organization (e.g., many-body physics ranks above particle physics). Each science serves as an antidiscipline for the science above it; that is, between each pair, tense but creative interplay is inevitable. Biology has advanced through such tension between its subdisciplines and now can serve as an antidiscipline for the social sciences—for anthropology, for example, by examining the connection between cultural and biological evolution; for psychology, by addressing the nature of learning and the structure of the unconscious; for economics, by examining economically irrational behavior and by comparing economic activity in humans and other species. Sociology, concerned mainly with advanced literate societies, is relatively remote from the genetic basis of human social behavior. However, moving between biological and social levels of organization generates richness and points to new and unexpected principles.     

Effects of active student response during error correction on the acquisition and maintenance of geography facts by elementary students with learning disabilities

An alternating treatments design was used to compare the effects of Active Student Response (ASR) error correction and No Response (NR) error correction during instruction of the capitals of states and countries. Three students with learning disabilities were provided one-to-one daily instruction on four sets of 14 unknown capitals (7 ASR capitals and 7 NR capitals). Student errors during instruction on ASR capitals were immediately followed by the teacher stating the capital and the student repeating it (an active student response). Errors on NR capitals were immediately followed by the teacher stating the capital while the student visually attended to a geography card with the correct capital handwritten on it (an on-task response). During instruction each of the three students correctly stated more capitals taught with ASR instruction than he or she stated with NR error correction. Results of same-day and next-day tests show that all three students learned more capitals with ASR error correction than with NR error correction The students also correctly stated more ASR error correction capitals on 1-week maintenance tests.     

自我关联汉字的内隐记忆研究

实验用实字、虚字、与被试自身相关字三类汉字作刺激材料,将直接测量（再认任务）和间接测量（喜好判断任务）进行匹配,考察了被试对不同类别汉字在两种测量方式中的反应。结果发现：实字和虚字间在各种不同的实验处理中均未表现出明显的差异;中性汉字和自我关联汉字都在直接测量的两种注意水平间产生了显著差异,而在间接测量时未产生显著差异;“拥有效应”的作用不是单向的,当自我关联汉字处于注意焦点以外的位置时,直接测量出现了反转的结果。     

泛读与精读之比较研究——内隐记忆的作用

内隐记忆是目前记忆研究的一个热点。本文通过62名被试对泛读与精读两种不同阅读方式进行了比较研究,结果表明：泛读更接近内隐记忆,精读更接近外显记忆,为两类记忆系统的划分提供了阅读方面的实验依据。同时也表明,泛该对学生阅读能力的培养起着更为重要的作用.整个测评研究结果,为指导阅读教学提供了心理学依据。     

婴儿共同注意能力的发展

本研究采用严格的实验室测验法,从年龄趋势、学习能力、性别差异三方面考察了8～11个月婴儿共同注意能力的发展。结果表明：1）婴儿的共同注意力在8～11个月间逐步提高,9个月左右出现显著的发展性变化,但1岁以前,该能力的发展水平都较低;2）就共同注意而言,婴儿具有从练习经验中学习的可能性,且学习能力存在年龄差异,8个月的婴儿基本不能从练习中受益,而8个月以上的其他三组婴儿在练习后共同注意水平都有不同程度的提高;3）总体而言,女婴共同注意能力的发展水平显著地高于男婴。