儿童2～7岁行为抑制性发展对7岁时问题行为、学校适应的预测作用

本研究采用陌生实验室的录像观察考察了中国2~7岁儿童行为抑制性的发展,并且采用教师评价量表报告了儿童7岁时的学校适应,采用父母填写儿童行为调查表CBCL来测查儿童7岁时的问题行为,从而考察了儿童2~7岁的行为抑制性对其7岁时的问题行为和学校适应的预测作用。儿童2岁时,共有208名儿童参加了这项追踪研究,4岁时,由于被试拒绝参加、搬家或失约,共有176名儿童参加了实验室的录像观察。7岁时,共有124名儿童参加了实验室实验和学校教师的评价,并且父母对7岁儿童的问题行为进行了报告。同时参加2、4、7岁研究的儿童为66人,其中男孩为28人,女孩38人。协方差结构模型分析表明:儿童2岁时的抑制性水平越高,7岁时的学习问题越少;儿童4岁时的抑制性水平越高,7岁时的攻击行为越少,挫折耐受力、任务定向能力越强,但同时抑郁问题也越多。而7岁时的抑制性可以边缘显著地预测儿童7岁时母亲所报告的退缩问题,即7岁时抑制性水平越高,母亲所报告的退缩问题越多。而且,本研究还发现女孩7岁的抑制性水平越高,任务定向能力和果断的社交技能越差。男孩2岁的抑制水平越高,任务定向能力越强;男孩7岁时抑制水平越高,攻击行为越多。     

The time course effect of moderate intensity exercise on response execution and response inhibition

This research aimed to investigate the time course effect of a moderate steady-state exercise session on response execution and response inhibition using a stop-task paradigm. Ten participants performed a stop-signal task whilst cycling at a carefully controlled workload intensity (40% of maximal aerobic power), immediately following exercise and 30 min after exercise cessation. Results showed that moderate exercise enhances a subjects’ ability to execute responses under time pressure (shorter Go reaction time, RT without a change in accuracy) but also enhances a subjects’ ability to withhold ongoing motor responses (shorter stop-signal RT). The present outcomes reveal that the beneficial effect of exercise is neither limited to motor response tasks, nor to cognitive tasks performed during exercise. Beneficial effects of exercise remain present on both response execution and response inhibition performance for up to 52 min after exercise cessation.     

The influence of instructions and terminology on the accuracy of remember–know judgments

The remember–know paradigm is one of the most widely used procedures to examine the subjective experience associated with memory retrieval. We examined how the terminology and instructions used to describe the experiences of remembering and knowing affected remember–know judgments. In Experiment 1 we found that using neutral terms, i.e., Type A memory and Type B memory, to describe the experiences of remembering and knowing reduced remember false alarms for younger and older adults as compared to using the terms Remember and Know, thereby increasing overall memory accuracy in the neutral terminology condition. In Experiment 2 we found that using what we call source-specific remember–know instructions, which were intended to constrain remember judgments to recollective experiences arising only from the study context, reduced remember hits and false alarms, and increased know hits and false alarms. Based on these data and other considerations, we conclude that researchers should use neutral terminology and source-specific instructions to collect the most accurate reports of the experiences of remembering and knowing arising from the study context.     

Attention as a cueing function during kindergarten children's dimensional change task performance

The purpose of this experiment is to test whether shift flexibility in kindergarten children is a joint function of rule‐usage and inhibition of attention. Sixty‐six children were given either a distraction or facilitation condition in a computerized version of the dimensional change card sort task. In the distraction condition, the background of the post‐shift matching stimulus was inconsistent with the relevant matching dimension. In the facilitation condition, the background of the post‐shift matching stimulus was consistent with the relevant matching dimension. Results revealed that children made few errors in the standard version of the shift task, thereby supporting Cognitive complexity and control theory's contention that 5‐year‐old children shift easily across dimensions due to their use of higher‐order setting rules to solve contradictions. The proportion of errors increased however in the distraction condition suggesting that attention to the background interfered with children's ability to shift between dimensions. Therefore, these data provide evidence that refocusing attention to dimensions along with rule‐use processes affect shift flexibility and argue for the inclusion of both factors into theoretical accounts of shift performance. Copyright © 2009 John Wiley & Sons, Ltd.     

阅读中的眼动控制理论与SWIFT模型

随着眼动研究的深入,近年来研究者受注意梯度指导理论影响,结合心理学的最新发展以及在相关实验研究的基础上提出了新的理论模型,其中最具代表性的是SWIFT模型。SWIFT模型遵循3条基本原则：（1）一定注意范围内的分布式词汇加工;（2）眼跳计划和目标选择的分离;（3）伴随中央凹目标抑制的眼跳机制。在构架上,该模型主要有两大功能模块：词汇加工和眼跳编程     

预搜索过滤分心物的机制

如果先呈现若干分心物,然后添加靶子与其他分心物,那么就会改善搜索——预搜索效应。对于过滤分心物的潜在机制,研究者相继提出了主动抑制说、突然呈现说与时间分离说等理论。这些理论都有其合理的一面,能解释一些特定的实验现象,但任何单一机制都无法解释所有的实验现象。文章提出,未来的研究应该整合已有的实验现象与理论,系统考察旧客体与新客体的作用,重点整合抑制说与突现说,它们可能是一个连续体的两端     

返回抑制的容量研究：回顾与展望

返回抑制是指当注意返回到先前注意过的位置或客体时人们的反应变慢的一种抑制现象。自20世纪90年代中期以来,越来越多的返回抑制研究开始关注最多能在多少个线索化位置上观测到返回抑制效应,即返回抑制的容量问题。文章着重从序列线索化和同时线索化两方面介绍了当前返回抑制容量研究的主要成果,总结了该领域研究的特点及存在的问题,并对未来研究方向予以展望     

自传记忆的加工机制研究进展

自传记忆是关于个人生活经验的记忆,它有悖于Ehbinghaus的记忆研究传统。在国外．90年代以来自传记忆研究已成为继内隐记忆研究后．记忆领域的又一研究热点。自传记忆加工机制的研究是认知心理学对自传记忆研究的核心领域。本文主要评析了自传记忆的知识表征．自传记忆提取机制的研究进展。目前已有的研究结论是：（1）自传记忆是以个人生活片段知识、一般事件知识和具体事件知识三种方式表征的;（2）自传记忆的提取方式主要通过生成提取和直接提取方式来实现。     

记忆提取研究的新进展

该文从3个方面回顾了记忆提取研究领域内的最新进展:(1)记忆编码和提取之间的关系,主要针对提取过程的自动性和控制性及相应的神经机制进行了讨论;(2)基于记忆提取的抑制机制,主要涉及指向性遗忘、提取-练习范式的研究及负启动范式在记忆提取研究中的应用;(3)工作记忆能力与记忆提取之间的关系,主要集中于工作记忆能力与控制性记忆提取及记忆提取中的抑制机制之间的关系。     

分心抑制的年龄差异

通过对负启动范式的说明,从年龄发展的角度对分心抑制作了理论上的探讨,介绍了几个有代表性的理论与假说,包括抑制衰退理论、多样化抑制系统模型和最佳测试时间假说;并从工作记忆能量与分心抑制的关系上探讨了基于年龄发展的资源依赖抑制模型和抑制控制假说。