语义关联性对重复知盲效应的影响：来自汉语成语的证据

重复知盲是在快速系列视觉呈现任务中对第二个重复刺激的加工缺陷。以汉语中反义字和成语为实验材料,采用全部报告任务,探讨刺激的语义关联性对重复知盲的影响。实验1以汉语单字为材料,采用单因素三水平（目标刺激之间的语义关系：无关、相同、相反）被试内设计,结果是重复字产生重复知盲效应,反义字产生语义启动效应。实验2以成语为材料,采用2（目标刺激之间的语义关系：相同、无关）×2（位置：前位置、后位置）设计,结果是语义关联性消解了重复知盲效应。结果表明：（1）反义字不产生重复知盲效应。（2）语义关联性消解成语中重复字的重复知盲效应。（3）实验结果支持竞争假设。     

Formation par alternance : expérience scolaire et rapport à l’apprendre chez des apprentis de niveau V et leurs maîtres d’apprentissage

This qualitative research in line with a socio-constructivist approach of the relation to knowledge aims at studying the conditions of efficiency of apprenticeship (training centre/working place) for wage-earning apprentices with a level V. The thematic analysis of 38 interviews (19 apprentices and 19 apprenticeship masters) reveals that apprentices and apprenticeship masters develop some similar schooling experience and relations to learning based on a massive rejection for any schooling form of transmission. We thus show that an apprenticeship based on work and study can offer young people the opportunity to reinvest their relation to learning but only under the conditions of finding ways to escape the circle of school condemnation. These young people must also be able to find in this system the necessary conditions which will give a meaning to their experience of apprentices.     

THE SEMANTIC STRUCTURE OF EVOLUTIONARY BIOLOGY AS AN ARGUMENT AGAINST INTELLIGENT DESIGN

Abstract. This paper examines the impact of two formalizations of evolutionary biology on the antiselectionist critiques of the Intelligent Design (ID) movement. It looks first at attempts to apply the syntactic framework of the physical sciences to biology in the twentieth century, and to their effect upon the ID movement. It then examines the more heuristic account of biological‐theory structure, namely, the semantic model. Finally, it concludes by advocating the semantic conception and emphasizing the problems that the semantic model creates for ID's negative and positive theses.     

心理模拟在语言理解中的作用

心理模拟在语言理解中的作用逐渐受到人们重视。相关理论包括知觉符号系统理论、语言的神经理论和语言与情境模拟理论。行为研究发现感知觉运动信息与语言理解存在交互作用,而脑机制研究显示感知觉运动脑区参与语言理解。目前的研究对于心理模拟参与语言理解的机制仍缺乏细致探讨,导致结果存在矛盾之处。对隐喻语言里心理模拟作用的探讨也需加强。此外,心理模拟系统如何与语言学信息交互作用的相关假设也需要完善。     

The GROOP effect: groups mimic group actions

Research on perception–action links has focused on an interpersonal level, demonstrating effects of observing individual actions on performance. The present study investigated perception–action matching at an inter-group level. Pairs of participants responded to hand movements that were performed by two individuals who used one hand each or they responded to hand movements performed by an individual who used both hands. Apart from the difference in the number of observed agents, the observed hand movements were identical. If co-actors form action plans that specify the actions to be performed jointly, then participants should have a stronger tendency to mimic group actions than individual actions. Confirming this prediction, the results showed larger mimicry effects when groups responded to group actions than when groups responded to otherwise identical individual actions. This suggests that representations of joint tasks modulate automatic perception–action links and facilitate mimicry at an inter-group level.     

Human responding with mutual reinforcement: Baseline and effects of an intervention1

Pressing a key by one undergraduate provided another undergraduate with points exchangeable for money, and vice versa. Four types of response patterns were found. Points were often delivered with a delay from the last response or with no response. When a contingency that responses lost points (punishment) was added to participants who had emitted more responses than the partner had, their response rates decreased while the rates of their partners increased. These results demonstrate that, under the contingency of mutual reinforcement: (a) response patterns that had occurred between monkeys were replicated between humans; (b) obtained response‐reinforcer relations were different from those generally programmed in the basic reinforcement schedules; and (c) the behavior of the participant was controlled by changing the behavior of the partner.     

Attributions in the Evaluation of Alternative Solutions to Social Problems

Abstract

The influence of causal attributions in decision making was studied in two samples (one of grade- and high-school teachers and one of first-year university students in Santiago, Chile) who answered a two-part questionnaire about the relative importance of eight different causes of alcohol problems and the potential value of eight possible solutions to the problem. The evaluation of the probable effectiveness of each solution was used as the criterion variable in a multiple regression analysis that included, as regressors, the evaluation of the importance of the different causes and sex of the respondent. Results showed that the importance attributed to the cause it eliminated was always the best predictor of the value given to any solution in the student sample and most frequently among the members of the teacher sample, although the importance of other causes and sex of respondent also influenced it in most cases.     

Attentional sensitization of unconscious visual processing: Top-down influences on masked priming

Classical theories of automaticity assume that automatic processes elicited by unconscious stimuli are autonomous and independent of higher-level cognitive influences. In contrast to these classical conceptions, we argue that automatic processing depends on attentional amplification of task-congruent processing pathways and propose an attentional sensitization model of unconscious visual processing: According to this model, unconscious visual processing is automatic in the sense that it is initiated without deliberate intention. However, unconscious visual processing is susceptible to attentional top-down control and is only elicited if the cognitive system is configured accordingly. In this article, we describe our attentional sensitization model and review recent evidence demonstrating attentional influences on subliminal priming, a prototypical example of an automatic process. We show that subliminal priming (a) depends on attentional resources, (b) is susceptible to stimulus expectations, (c) is influenced by action intentions, and (d) is modulated by task sets. These data suggest that attention enhances or attenuates unconscious visual processes in congruency with attentional task representations similar to conscious perception. We argue that seemingly paradoxical, hitherto unexplained findings regarding the automaticity of the underlying processes in many cognitive domains can be easily accommodated by our attentional sensitization model. We conclude this review with a discussion of future research questions regar-ding the nature of attentional control of unconscious visual processing.     

Unconscious preparation: Effects of prime visibility on semantic generalization of task priming

Studies found that subliminal primes can be associated with specific tasks to facilitate task performance, and such learning is highly adaptive and generalizable. Meanwhile, conditioning studies suggest that aversive/reward learning and generalization actually occur at the semantic level. The current study shows that prime–task associations can also be generalized to novel word/neighbour primes from the same semantic category, and this occurs without contingency awareness. Previous studies have counterintuitively suggested that both the learning of task priming and the semantic priming of word neighbours depend on the lack of visibility. Here, we show that semantic generalization indeed depends on reduced visibility, but cannot occur subliminally. The current study shows for the first time that semantic learning and generalization can occur without any emotional or motivational factors, and that semantic priming can occur for arbitrary-linked stimuli in a context completely devoid of semantics.     

Changes in verbalizations during sandplay: an empirical study

This is a quantitative study of an 11-year-old boy diagnosed with major depression who in all but one session made a sandplay. A computerized system was used to analyse the written verbalizations on four dimensions of positive and negative: emotions, contracts (psychosocial agreements, relationships, etc.), performance (behaviour) and rewards. It was hypothesized that the verbalizations made by the patient (recorded by the therapist) would become more positive and less negative during the course of therapy. The positive and negative values of the four dimensions were correlated with the session number. This was supported on two (performance & contract) of the four positive dimensions (statistically significant). The hypothesis that the negative dimensions would become less negative was supported on all four dimensions (statistically significant). Thus, six of the eight hypotheses were supported. This uninvestigated area of research illustrates verbal interactions between patient and therapist were an important aspect of sandplay therapy. Through reanalysing the sessions for quantitative content, written recording of direct quotes and observation of behaviour, data was entered into a valid and reliable coding system to quantitatively analyze the verbalizations. This analysis of verbalizations of the patient and observations made by the therapist indicates sandplay therapy is multifaceted.