融于教学的游戏训练对农村大班幼儿执行功能的促进

本研究采用实验组对照组前测后测设计,对实验组（即干预组）幼儿进行为期3个月的融于教学的多种形式游戏训练（自控力养成、专注力练习、记忆棋游戏）。结果发现：(1)两组幼儿在执行功能的三个维度（工作记忆、抑制控制和认知灵活性）上的前测成绩均无显著差异,但训练后干预组幼儿在认知灵活性上的增量显著高于对照组,工作记忆上的增量略高于对照组;(2)将干预组幼儿依据执行功能水平进行高、低分组划分,发现低执行功能组在三个维度都得到了显著提升,而高执行功能组在工作记忆和抑制控制两个维度上有所提升。研究证明,短期游戏训练一定程度上可以促进农村幼儿执行功能的进步,尤其对执行功能偏低的幼儿效果更佳,显示出补偿发展的特征。     

Construct Validity of the Iowa Gambling Task

The Iowa Gambling Task (IGT) was created to assess real-world decision making in a laboratory setting and has been applied to various clinical populations (i.e., substance abuse, schizophrenia, pathological gamblers) outside those with orbitofrontal cortex damage, for whom it was originally developed. The current review provides a critical examination of lesion, functional neuroimaging, developmental, and clinical studies in order to examine the construct validity of the IGT. The preponderance of evidence provides support for the use of the IGT to detect decision making deficits in clinical populations, in the context of a more comprehensive evaluation. The review includes a discussion of three critical issues affecting the validity of the IGT, as it has recently become available as a clinical instrument: the lack of a concise definition as to what aspect of decision making the IGT measures, the lack of data regarding reliability of the IGT, and the influence of personality and state mood on IGT performance.     

Aerobic Exercise Enhances Cognitive Flexibility

Introduction Physical activity is believed to prevent cognitive decline and may enhance frontal lobe activity. Methods Subjects were 91 healthy adults enrolled in a wellness center. Over a 10 week intervention, controls were aerobically active 0–2 days per week. Half the intervention group was active 3–4 days/week and half 5–7 days/week. Outcome measures included memory, mental speed, reaction time, attention, and cognitive flexibility. Results Neurocognitive data were analyzed by repeated measures comparing minimal aerobic exercise (the control group) to moderate aerobic exercise (3–4 days/week), and to high aerobic exercise (5–7 days/week). Initial analyses noted significant improvements in mental speed (p = .03), attention (p = .047), and cognitive flexibility (p = .002). After controlling for age, gender, education, and changes in psychomotor speed, only cognitive flexibility still showed significant improvements (p = .02). Conclusion Over a 10 week period, increasing frequency of aerobic activity was shown to be associated with enhanced cognitive performance, in particular cognitive flexibility, a measure of executive function.     

创造性思维的脑机制

创造性思维是创造性的核心。近年来,脑电和脑成像技术的发展为研究创造性思维的神经基础提供了有力的技术支持,对创造性思维的脑机制研究取得了较大进展。创造性思维的脑机制研究主要包括顿悟的脑机制、发散性思维的脑机制、远距离联想的脑机制、言语创造性和图画创造性的对比的脑机制研究。研究结果显示创造性思维需要多个脑区的参与,因不同的认知任务其关键脑区而有所不同。对创造性思维的脑机制研究进行了总结,对这些研究可能存在创造性思维究竟应该定义为“领域一般的”还是“领域特殊的”的解释进行了讨论,并指出了研究中可能存在的基线任务设置问题和未来研究中需要在研究手段、研究设计、研究领域等方面加以改进的建议     

创伤后应激障碍的认知功能缺陷与执行控制 ——5·12震后创伤恢复的认知基础

创伤后应激障碍（Posttraumatic stress disorder,PTSD）患者通常伴随着明显的认知功能损伤。例如,存在注意保持缺陷,对与创伤相关的信息表现出更多的注意偏向和应激反应;并存在对创伤信息的记忆偏向,在陈述性记忆和自传体记忆中表现出一定的缺陷。近年的研究积累了更多类似的证据,表明PTSD的认知损伤可能与执行功能缺陷密切相关,但这一解释是否正确仍有待进一步的研究。本综述对5·12汶川大地震后长期的心理干预工作,尤其是认知功能损伤人群的筛选、恢复以及相关科学研究具有现实意义和理论启发作用     

MINDING QUANTA AND COSMOLOGY

The revolution in science inaugurated by quantum physics has made us aware of the role of observation in the construction of data. Eugene Wigner remarked that in quantum physics we no longer have observables (invariants), only observations. Tongue in cheek, I asked him whether that meant that quantum physics is really psychology, expecting a gruff reply to my sassiness. Instead, Wigner beamed understanding and replied "Yes, yes, that's exactly correct." David Bohm pointed out that were we to look at the cosmos without the lenses of our telescopes we would see a hologram. I extend Bohm's insight to the lens in the optics of the eye. The receptor processes of the ear and skin work in a similar fashion. Without these lenses and lenslike operations all of our perceptions would be entangled as in a hologram. Furthermore, the retina absorbs quanta of radiation so that quantum physics uses the very perceptions that become formed by it. In turn, higher-order brain systems send signals to the sensory receptors so that what we perceive is often as much a result of earlier rather than just immediate experience. This influence from inside out becomes especially relevant to our interpretation of how we experience the contents and bounds of cosmology that come to us by way of radiation.     

年龄和性别对气味和词汇的语义识别的不同影响

本研究采用基于人口学特征的大规模取样, 通过线索气味识别测验和词汇测验考察了年龄和性别因素对嗅觉功能和语义知识的影响。1497位健康的成人(35岁~95岁)参与了气味识别和词汇熟练性测验。结果表明年龄对两项测验的成绩都有显著的负面影响, 尽管嗅觉测验的年龄效应更大。女性比男性识别出更多的气味且这种效应与年龄无关, 这进一步证实了先前的观察。本文详细讨论了这些发现的意义。     

衰老机制的思考

衰老原因和机制极为复杂,是一具有累积性、普遍性、渐进性、内生性和危害性的生命过程。衰老的本质是渐进性的功能减退,各种因素通过引起功能减退加速衰老,减慢功能损害则能延缓衰老。本文笔者认为：衰老机制是非特异性的;理论上,能引起功能减退的因素应能加速衰老。     

OPTIMIZING LINKED PERCEPTUAL CLASS FORMATION AND TRANSFER OF FUNCTION

A linked perceptual class consists of two distinct perceptual classes, A′ and B′, the members of which have become related to each other. For example, a linked perceptual class might be composed of many pictures of a woman (one perceptual class) and the sounds of that woman's voice (the other perceptual class). In this case, any sound of the woman's voice would occasion the selection of any picture of the woman and vice versa. In addition, after learning to name the woman in the presence of one picture, that name would be uttered when presented with all of the images of the woman's face and all of the sounds of her voice. This study involved 15 participants and sought to (a) maximize the percentage of participants who formed linked perceptual classes, and (b) determine whether those classes acted as transfer networks, that is, whether the discriminative function of one class member would generalize to other members of the class and not to members of a different class. The rate of emergence of each linked perceptual class was maximized by establishing a single class‐linking conditional relation between the clearest member of one class used as a sample stimulus and the most ambiguous member of the other class used as a comparison stimulus. Class formation was demonstrated using the serial and programmed presentation of A′–B′ probes that consisted of untrained pairs of stimuli drawn from the A′ and B′ classes. Most participants showed immediate emergence of the two linked perceptual classes. The remaining participants showed delayed emergence following a second exposure to each originally error‐producing probes. Once the linked perceptual classes had emerged, a differential response to a specific member of one perceptual class generalized mostly or completely to the other members of that linked class and rarely, if ever, to members of the other linked class. Thus, generalization did not depend on the specific class members that had been used for discrimination training.     

TRANSFER OF AVERSIVE RESPONDENT ELICITATION IN ACCORDANCE WITH EQUIVALENCE RELATIONS

The present study investigates the transfer of aversively conditioned respondent elicitation through equivalence classes, using skin conductance as the measure of conditioning. The first experiment is an attempt to replicate Experiment 1 in Dougher, Augustson, Markham, Greenway, and Wulfert (1994), with different temporal parameters in the aversive conditioning procedure employed. Match‐to‐sample procedures were used to teach 17 participants two 4‐member equivalence classes. Then, one member of one class was paired with electric shock and one member of the other class was presented without shock. The remaining stimuli from each class were presented in transfer tests. Unlike the findings in the original study, transfer of conditioning was not achieved. In Experiment 2, similar procedures were used with 30 participants, although several modifications were introduced (formation of five‐member classes, direct conditioning with several elements of each class, random sequences of stimulus presentation in transfer tests, reversal in aversive conditioning contingencies). More than 80% of participants who had shown differential conditioning also showed the transfer of function effect. Moreover, this effect was replicated within subjects for 3 participants. This is the first demonstration of the transfer of aversive respondent elicitation through stimulus equivalence classes with the presentation of transfer test trials in random order. The latter prevents the possibility that transfer effects are an artefact of transfer test presentation order.