最优化与满意型决策风格孰优孰劣?

最优化决策者追求决策的最优解,满意型决策者寻求决策的满意解.已有研究以理性模型和有限理性模型为基础,提出了两类决策风格的概念并且从两类决策者的决策特征和心理指标这两个角度详细对比了两类决策风格的差异.就纯粹的经济学效益、主观的心理学意义和现实的决策选择这三方面而言,“两类决策风格孰优孰劣”是一个因人而异,因决策目标而异的问题.未来研究可以在清晰界定两类决策风格概念的基础上进一步完善测量工具,从而深入探讨两类决策风格的领域特异性、与正性情绪的关系及其心理悖论的根源.     

汉-英双语者言语理解中语码切换的机制——来自亚词汇水平的证据

以汉字义符和英文词后缀为对象,考察了汉-英双语者语码切换的机制及切换代价的来源。结果表明:(1)在亚词汇水平上,汉字义符和英文词后缀影响字词认知的过程,但对语码切换代价的影响不显著,支持语码切换与任务转换的发生机制相同的观点。(2)语言熟练程度是影响语码切换代价及切换代价不对称性的主要原因。整个研究表明,在亚词汇水平上,语码切换与任务转换的实质相同。参考任务转换中切换代价的来源,归纳了语码切换代价的可能来源。     

非熟练中-英双语者英语句子语义通达的语境效应

设计不同的语境条件, 并采用图-词语义一致性判断来探测非熟练中-英双语者英语句子的语义通达性, 结果表明, 在无语境条件、语义无关动画或语义相关文本伴音语境下, 非熟练中-英双语者表现出英语句子语义通达的非选择性, 而形象和语义一致的动画语境能使他们有效限制对等的L1句子构成词汇的激活, 并表现出目标句语义通达的选择性。这说明, 语境可以影响弱势语识别阶段的非选择激活, 相关的语境影响双语通达的理论也由此被讨论。     

高、低频汉字形音义激活的时间进程

采用基于字形的启动范畴判断任务,通过变化SOA和不同的启动类型,考察高、低频汉字形音义激活的相对时间进程。结果表明,高频汉字形音义激活的时间顺序为字形—字义—字音;低频汉字字形的激活在先,字音、字义的激活时间未能分开。这说明汉字的书面使用频率是影响汉字形、音、义激活时间进程的重要因素。本研究进一步支持了汉字形—音、形—义连接强度受汉字使用频率影响的观点。     

情绪形容词词义的模糊赋值

353名大学生被试用模糊赋值方法对表示喜、怒、哀、惧四种基本情绪的48个形容词的强度和复杂度作语义经验赋值。结果表明：①强度和复杂度是两个不同的情绪评定维度,两者间的情绪形容词模糊语义赋值结果没有必然联系。②在强度和复杂度赋值上,各词的取值基本符合人们日常对这些词所表达情绪体验的理解,性别的量表值存在较大一致性。③男、女生在赋值上的差异主要表现在各词位次和把握度的不同,这种差异可能与性别差异的情绪经验及个体差异有关。④大学生情绪形容词模糊语义赋值的把握度总体上都较高,各词的语义在两个维度上都存在一定的模糊性。⑤根据各词强度赋值隶属度数据计算的模糊距离测度和Phi方关联测度得到了四类形容词相似的聚类分析结果。     

注意与记忆中的“积极效应” ——“老化悖论”与社会情绪选择理论的视角

老年人在注意和记忆活动中存在着“积极效应”现象,即对积极材料的加工维持得较好,表现出对积极信息的偏向。社会情绪选择理论从时间的认知评估影响情绪目标的选择来解释这一现象。同时,研究发现信息的加工方式与“积极效应”有密切关联,当控制加工时,“积极效应”出现;而自动加工时,“积极效应”消失。“积极效应”受到时间认知的控制,也受到认知资源和认知能力的限制。目前,随着认知神经科学的发展,利用先进设备与仪器研究老年人认知活动中的“积极效应”有着广阔的前景     

学习困难学生语义分类编码策略的研究

通过对３８名学习困难学生与４８名学习优秀学生使用语义编码策略的比较研究,发现学习困难学生不能像学习优秀学生那样自觉地在学习的信息加工过程中使用学习策略;学习困难学生不使用学习策略的机械学习成绩与学习优秀学生无显著差异;教育训练有助于学习困难学生将语义编码之类的活动运用于信息加工过程而促进学习。     

Non‐specific encoding of threat in social phobia and panic disorder

This study employs a release of proactive interference technique to explore encoding‐related processes in social phobia. Twenty‐six individuals with social phobia and 24 individuals with panic disorder participated in the memory task. Significant release of proactive interference was found when neutral and threat dimensions were encoded, but not when social and physical threat dimensions, or when positive and threat dimensions were presented. Threat was therefore differently encoded depending on the active encoding context in which semantic processing occurred. Individuals with social phobia or panic disorder did not differ in the release of proactive interference. The present experiment consequently yields little support for the specificity hypothesis in memory of anxious individuals. Instead, the findings generally demonstrate that threat encoding is similar for people with social phobia and those with panic disorder.     

Phonological,visual, and semantic coding strategies and children's short-term picture memory span

Three experiments addressed controversies in the previous literature on the development of phonological and other forms of short-term memory coding in children, using assessments of picture memory span that ruled out potentially confounding effects of verbal input and output. Picture materials were varied in terms of phonological similarity, visual similarity, semantic similarity, and word length. Older children (6/8-year-olds), but not younger children (4/5-year-olds), demonstrated robust and consistent phonological similarity and word length effects, indicating that they were using phonological coding strategies. This confirmed findings initially reported by Conrad (1971), but subsequently questioned by other authors. However, in contrast to some previous research, little evidence was found for a distinct visual coding stage at 4 years, casting doubt on assumptions that this is a developmental stage that consistently precedes phonological coding. There was some evidence for a dual visual and phonological coding stage prior to exclusive use of phonological coding at around 5–6 years. Evidence for semantic similarity effects was limited, suggesting that semantic coding is not a key method by which young children recall lists of pictures.