Differential effects of differing intensities of acute exercise on speed and accuracy of cognition: A meta-analytical investigation

The primary purpose of this study was to examine, using meta-analytical techniques, the differential effects of differing intensities of acute exercise on speed and accuracy of cognition. Overall, exercise demonstrated a small, significant mean effect size (g = 0.14, p < 0.01) on cognition. Examination of the comparison between speed and accuracy dependent variables showed that speed accounted for most of the effect. For speed, moderate intensity exercise demonstrated a significantly larger mean effect size than those for low and high intensities. For speed of processing during moderate intensity exercise, central executive tasks showed a larger effect size than recall and alertness/attention tasks; and mean effect size for counterbalanced or randomized studies was significantly greater than for studies in which a pre-exercise followed by during or post-exercise protocol was used. There was no significant difference between mean effect sizes when testing took place post-exercise compared to during exercise for speed but accuracy studies demonstrated a significantly larger mean effect size post-exercise. It was concluded that increased arousal during moderate intensity exercise resulted in faster speed of processing. The very limited effect on accuracy may be due to the failure to choose tests which are complex enough to measure exercise-induced changes in accuracy of performance.     

The knowledge-learning-instruction framework: bridging the science-practice chasm to enhance robust student learning

Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for detailed analysis of the knowledge students may acquire in courses. Drawing on research across domains of science, math, and language learning, we illustrate the analyses of knowledge, learning, and instructional events that the KLI framework affords. We present a set of three coordinated taxonomies of knowledge, learning, and instruction. For example, we identify three broad classes of learning events (LEs): (a) memory and fluency processes, (b) induction and refinement processes, and (c) understanding and sense-making processes, and we show how these can lead to different knowledge changes and constraints on optimal instructional choices.     

4PLRT模型与3PLRT模型在瑞文标准推理测验中的比较研究

研究目的：考察反应时与智力的关系以及通过模型对比考察4PLRT模型特性。方法：以瑞文标准推理测验为例,对4PLRT模型与3PLRT模型作比较研究。结论：（1）项目时间参数与难度参数正相关,可以依据时间参数将瑞文标准测验划分成三大部分。（2）能力估计结果比较：由于项目参数和被试速度参数的作用,CTT条件下能力相等的不同被试在计时与非计时条件下存在差异。（3）关于被试的答题策略：被试会基于自身能力而充分权衡时间与准确性的关系。这两种不同模型下被试的能力值之间的比较也说明了时间是一个重要的智力评估因子。     

Cluster Analysis Examination of Serial Killer Profiling Categories: A Bottom‐Up Approach

Two studies explored the validity of dichotomous classification of organised/disorganised serial killers and the four typologies (visionary, mission, hedonistic, and power/control) adopted by the Federal Bureau of Investigation (FBI). Tables documenting crime scene criteria were devised consisting of 50 typifying different crime scenes (Study 1) and 48 crime scenes (taken from the 50 crime scene criteria) with a further 10 motive‐based crime scene criteria (Study 2). Adopting content analysis, crime scenes depicted for 40 (Study 1) and 40 (Study 2) serial killers using secondary sources of data were dichotomously coded for the presence or absence of the crime scene criteria. These data were inputted for agglomerative hierarchical cluster using Ward's method as the clustering algorithm. Differences in the nature of clusters were found for male and female serial killers; however, there was no empirical support for the organised/disorganised classifications or the four typologies. The ‘bottom‐up’ approach resulted in clusters from the different crime scene criteria that helped to understand how these criteria were associated within the serial killer cohort considered. It is concluded that the resulting clusters in both studies support the notion of there being an underlying organised element to most serial murder and that serial murders differ according to the nature of disorganised crime scene criteria present. Copyright © 2011 John Wiley & Sons, Ltd.     

跨期选择中偏好反转的心理机制

通过直接测量近期和远期选择中备选项激活的情绪、间隔的时间知觉及对备选项金额差异和时间间隔的重视程度,以探究跨期选择中偏好反转产生的心理机制。结果表明：（1）近期选择中,备选项激活的情绪强度差异显著,而远期选择中两者的差异不显著;（2）近期和远期选择中,情绪强度差异和时间知觉差异能够预测偏好反转的发生。研究结果支持了偏好反转的情绪激活差异假说和时间知觉差异假说。     

跨期选择的认知机制与神经基础

跨期选择是指个体对发生在不同时间的成本与收益进行权衡的决策过程。跨期选择的计算模型从经济学的角度用数学模型来建构时间折扣函数,而认知成分模型则从心理学的角度来研究跨期选择中的心理效应与认知成分。跨期选择的神经基础有三种不同的研究取向：双机制加工取向、单机制加工取向、自我控制取向。未来研究应该在跨期选择的认知机制、神经通路及运行机制、跨期选择的应用,以及从进化的角度对人与动物的跨期选择行为进行更深入的研究。     

6-12岁儿童抑制能力的发展：来自停止信号任务的证据

利用停止信号任务考察了202名一至六年级小学生抑制能力的发展趋势。被试完成一个视觉上的图形判断任务,在25%的试次中,呈现一个声音信号要求被试抑制反应。以无停止信号下的反应时来衡量反应执行能力,用停止信号反应时（SSRT）来衡量反应抑制能力。结果发现,反应抑制能力随着年龄增长而提高,具体表现为五六年级儿童的抑制能力优于三四年级和一二年级学生的抑制能力。对于反应执行能力,三四年级与一二年级没有差异,而五六年级的成绩显著优于其他年级。结果表明,五六年级儿童的反应执行能力和反应抑制能力都有显著发展。     

7-11岁儿童心理状态信息理解与使用的发展特点及关系

采用失言任务和改进的说服任务考察了153名7-11岁儿童的心理理论理解和使用能力的发展状况。结果发现：儿童的失言理解能力和心理状态信息使用能力7-9岁时发展迅速,9岁后趋于稳定;两种能力的发展趋势基本一致,两者呈现中度相关;8-9岁是儿童失言理解和心理状态信息使用发展的转折点。结果表明：心理状态理解和使用的能力是儿童心理理论发展的重要组成部分,两者的发展基本同步。     

The influence of distracter and target features on distracter induced blindness

The inhibitory effect of the processing of target-like distracters has already been shown to affect the conscious detection of simple motion and simple orientation stimuli in a random dot kinematogram. In two experiments we examined the effects of single-feature motion distracters, single-feature orientation distracters, and combined-feature distracters containing both motion and orientation information. The target was specified as a coherent motion episode (Experiment 1) or as a combined-feature episode where the coherent motion was accompanied by an abrupt change in line orientation (Experiment 2). Results showed that (a) the respective feature-specific inhibitory processes operate separately even when the distracter features are presented simultaneously and (b) both inhibitory processes contribute to the blindness effect when the conjunction of two features is defined as the target. Again, this inhibitory-process is feature-specific: Only features that are defined in the task are represented in the inhibitory task set. In case of combined- feature task-sets, these representations remain separate, so that combined-feature distracters as well as single-feature distracters are able to induce blindness effects.