What will Phil do next? : Spontaneously inferred traits influence predictions of behavior

Past research has shown that perceivers intentionally may make trait inferences about others and use this information to make predictions about these others' future behaviors. Other research has also shown that people can make trait inferences without intent—that is, spontaneously. However, one unexplored avenue is whether spontaneous trait inferences (STI), affect how perceivers predict others' will behavior. Three studies explored this issue. Results from Studies 1 and 2 showed that: (1) exposure to trait-implicative behaviors describing an actor influences subsequent behavior predictions made about the actor in a trait-consistent manner, and (2) predictions occurred regardless of behavior recall, implying that the behavior predictions were derived from prior trait inferences and not from behavior recall. Results from Study 3 bolstered this conclusion by showing that behavior predictions were similar regardless of whether subjects were explicitly instructed to make inferences or not, but that a manipulation known to interfere with inference generation (lie detection instructions) muted behavior predictions. Results from Study 3 also suggested that the prediction effects had both automatic and controlled components, and that reductions observed in the lie detection condition of Study 3 were caused by alterations in the automatic influence of trait knowledge to the behavior predictions. These results suggest that STI may be causal inferences about the actors' dispositions.     

The influence of aging on preferences for sequences of mixed affective events

Research on preferences among sequences of mixed affective events has mostly used young adults as participants. Given differences due to aging in people's ability to regulate emotion, one could expect differences due to aging in preferences for different sequences. Study 1 demonstrated age‐related differences in how older adults (age 65 and older) versus young adults (age 18–25) choose to order mixed affective events that will occur over time. The tendency to choose sequences in which the final event is positive was greater among older adults versus young adults. And, more so than young adults, older adults preferred that the positive and negative events in a sequence be separated in time by a neutral event. Studies 2–3 investigated age‐related differences in overall retrospective evaluations of presented sequences of mixed affective events. In contrast to young adults, older adults' retrospective evaluations were not affected by: (1) whether the final trend of the sequence improved monotonically; (2) whether the last event in the sequence was positive; or (3) the temporal proximity of positive and negative events in the sequence. Results of Study 3 suggest that these age‐related differences are due to differences in older (vs. young) adults' ability to regulate emotion. Copyright © 2010 John Wiley & Sons, Ltd.     

经验合作教学对教师课堂教学影响的实验研究

以"经验合作教学"的校本教师培训的新思路为依据,采用实验组、控制组前后测实验设计,选取初中语文和数学教师共33人,以年级学科组为单位施以为期8个月的经验合作教学干预,运用教育实验法考察经验合作教学对教师课堂教学(包括教学效能感、课堂情绪体验、教学效果)的影响。研究表明:(1)实验学校教师在一般教育效能感和教学效能感两个维度上的得分均较实验前有所提高,且个人教学效能感的提高量大于一般教育效能感;(2)实验学校教师轻松、愉快、满意的积极情绪体验的出现频率提高,失望的消极情绪出现频率降低;(3)实验学校教师在学生评价的课堂教学策略与互动、教学信息的总体把握与反馈两个维度的得分较实验前有所提高。     

Perception of intersensory synchrony in audiovisual speech: not that special

Perception of intersensory temporal order is particularly difficult for (continuous) audiovisual speech, as perceivers may find it difficult to notice substantial timing differences between speech sounds and lip movements. Here we tested whether this occurs because audiovisual speech is strongly paired (“unity assumption”). Participants made temporal order judgments (TOJ) and simultaneity judgments (SJ) about sine-wave speech (SWS) replicas of pseudowords and the corresponding video of the face. Listeners in speech and non-speech mode were equally sensitive judging audiovisual temporal order. Yet, using the McGurk effect, we could demonstrate that the sound was more likely integrated with lipread speech if heard as speech than non-speech. Judging temporal order in audiovisual speech is thus unaffected by whether the auditory and visual streams are paired. Conceivably, previously found differences between speech and non-speech stimuli are not due to the putative “special” nature of speech, but rather reflect low-level stimulus differences.     

Nonverbal emotion displays, communication modality, and the judgment of personality

The goal of this research was to investigate the impact of nonverbal expressive cues on the attribution of the Big Five personality traits. Expressive cues of fear, disgust, happiness, and sadness were elicited in a sample of 22 encoders while watching films, narrating, and posing. Encoders’ personalities were rated by themselves and unacquainted raters who watched the encoders, and blind judges rated the traits of a typical student. Expressive cues influenced the raters’ attribution of personality, but this influence was weakest when the encoders expressed happiness (vs. negative emotions) and when they were narrating an emotional experience (when the cues were least potent). Negative and strong expressive cues interfered with the application of a normative, and more accurate, judgment strategy.     

Beyond rhyme or reason: ERPs reveal task-specific activation of orthography on spoken language

Metaphonological tasks, such as rhyme judgment, have been the primary tool for the investigation of the effects of orthographic knowledge on spoken language. However, it has been recently argued that the orthography effect in rhyme judgment does not reflect the automatic activation of orthographic codes but rather stems from sophisticated response strategies. Such a claim stands in sharp contrast with recent findings using event-related brain potentials (ERPs) in lexical and semantic tasks, which were taken to suggest that orthographic information occurs early enough to affect the core process of lexical access. Here, we show that the electrophysiological signature of the orthography effect in rhyme judgment is indeed different from the one obtained in online lexical or semantic tasks. That is, we did not find the orthography effect in the 300-350 ms time window which has previously been shown to process lexical information in the lexico-semantic tasks, but the effect appeared within the 175-250 ms and the 375-750 ms time-windows which we interpreted to reflect segmentation and decisional process, respectively. We conclude that the interactions between phonology and orthography are task-specific. Metaphonological tasks appear of limited use for studying the core processes and interactions that underlie lexical access.     

今、古文易学流变述略——兼论《子夏易传》真伪

本文从汉初易学之传承入手,比照分析了今、古文易学之传承情况,特别指出古文易派因无师承和对经义的固定传授,故虽同研古文《易》,但其对经义往往各自说之,持论不一,此于《周易正义·卷首》所载可见一斑。史料皆称王弼《易》所依乃是费氏古文本,然由出土之帛书本考之,疑王弼亦取于今文本,非尽依古文也。另据新出简帛资料,本文考证《子夏易传》确为学有渊源的先秦古《易》传本,并辨析了其之所以未被列入《汉书·艺文志》的缘由。     

董仲舒思想的易学底蕴

汉代儒家领军人物董仲舒的主要哲学著作《春秋繁露》蕴含着深厚的易学功底,其哲学基本上是《易经》的阴阳学说的引申,主要体现在:一、“阳尊阴卑”的阴阳观,二、感应论,三、“天地人”三才之道与法天及“与时偕行”的思想,四、“见微知著”的发展规律论,五、“神道设教”与灾异谴告说的内在联系。董子对于易学思想的继承与发扬更具有自觉与圆融的特点,从而使自身的思想与传统易学浑然一体。     

“Meaningful” social inferences: Effects of implicit theories on inferential processes

Perceivers’ shared theories about the social world have long featured prominently in social inference research. Here, we investigate how fundamental differences in such theories influence basic inferential processes. Past work has typically shown that integrating multiple interpretations of behavior during social inference requires cognitive resources. However, three studies that measured or manipulated people’s beliefs about the stable versus dynamic nature of human attributes (i.e., their entity vs. incremental theory, respectively) qualify these past findings. Results revealed that, when interpreting others’ actions, perceivers’ theories selectively facilitate the consideration of interpretations that are especially theory-relevant. While experiencing cognitive load, entity theorists continued to incorporate information about stable dispositions (but not about dynamic social situations) in their social inferences, whereas incremental theorists continued to incorporate information about dynamic social situations (but not about stable traits). Implications of these results for how perceivers find meaning in behavior are discussed.