智力和元认知技能在发现学习中的作用:任务复杂性的影响

采用自编的计算机模拟发现学习任务,以49名大学生为被试,探讨了在简单和复杂发现学习任务中,智力、元认知技能和学习成绩三者之间的关系。结果发现:在简单任务中,三者关系基本符合混合模型;进行过多的元认知活动,并不能提高学习效果。在复杂任务中,智力对学习成绩起主要预测作用。随着任务复杂性的增加,智力对学习的影响也随之变化,符合难度阈限理论的假设。任务复杂性不同时,智力、元认知技能和发现学习成绩之间的关系也不同,在一定程度上验证了难度阈限扩展理论。     

Relationships between three auditory inspection time tasks and processing speed

This study investigated the relationship between a spatial auditory inspection time task and previous versions of AIT, as well as the relationships of these tasks with visual inspection time (VIT) and general speediness (Gs). A total of 96 university undergraduates (age mean (M) = 20.0 years, standard deviation (SD) = 4.0 years) completed three AIT tasks, VIT, auditory reaction time (ART) and visual reaction time (VRT), and two Gs marker tests. Auditory inspection time‐spatial (AIT‐S) did not relate to VIT, but it did relate to the Gs marker tests. It also loaded moderately on a Gs factor along with VIT. Neither of the alternate AIT tasks showed any consistent relationships to reaction time (RT) or Gs measures. The AIT‐S task did, however, share substantial variance with its predecessors, suggesting that performance on all AIT tasks relies to some extent on similar processes. Further research is required to determine the nature of these processes.     

Individual differences in emotional intelligence and incidental memory of words1

Participants were required to complete the Japanese version of the Emotional Skills and Competence Questionnaire ( Toyota, Morita, & Tak?i?, 2007 ) to assess their level of emotional intelligence. Then they were asked to rate the pleasantness of an episode that each target reminded them of, followed by unexpected free recall tests. Participants with high emotional intelligence recalled targets with pleasant, neutral, and unpleasant episodes equally. However, for participants with low emotional intelligence, targets with neutral episodes were recalled less than those with pleasant or unpleasant ones. These results were interpreted as showing that the level of emotional intelligence determined the effectiveness of neutral episodes on targets as retrieval cues.     

The relationship between n-back performance and matrix reasoning — implications for training and transfer

We have previously demonstrated that training on a dual n-back task results in improvements in fluid intelligence (Gf) as measured by matrix reasoning tasks. Here, we explored the underlying mechanisms of this transfer effect in two studies, and we evaluated the transfer potential of a single n-back task. In the first study, we demonstrated that dual and single n-back task performances are approximately equally correlated with performance on two different tasks measuring Gf, whereas the correlation with a task assessing working memory capacity was smaller. Based on these results, the second study was aimed on testing the hypothesis that training on a single n-back task yields the same improvement in Gf as training on a dual n-back task, but that there should be less transfer to working memory capacity. We trained two groups of students for four weeks with either a single or a dual n-back intervention. We investigated transfer effects on working memory capacity and Gf comparing the two training groups' performance to controls who received no training of any kind. Our results showed that both training groups improved more on Gf than controls, thereby replicating and extending our prior results.     

Discovering forgiveness through empathy: implications for couple and family therapy

This article explores the concept of forgiveness in the context of couple and family therapy. Forgiveness is described as a complex psychological and relational process that is more a discovery via understanding and empathy than an act of will. Empathy is related to emotional intelligence, and the developmental and relational benefits of both are discussed. A rationale for viewing forgiveness in a contextual (family of origin), historical and relational attachment paradigm is offered. Relevant clinical cases illustrate the process of forgiveness as discovery in the context of an empathic relational environment where ambivalence is anticipated and respected.     

Effects of age and the relationship between response time measures and psychometric intelligence in younger adults

The major goal of the present study was to investigate the potential influence of age on the relationship among performance measures derived from a Hick reaction time task and general intelligence (psychometric g). Participants were 130 male and 130 female younger adults (mean age: 24.6 years) covering a wide range of individual levels of intelligence. Results from structural-equation modelling analyses clearly indicate that there is no evidence for the notion of a general speed factor underlying psychometric g. A much more sufficient model is provided by the assumption that median reaction time (RTmd) and intraindividual variability of reaction time (RTSD), though highly correlated, reflect two distinct sources of variance for psychometric g. While age was negatively associated with RTmd, no such relationship could be established for RTSD.     

PASS理论语境中的认知过程(英文)

计划-注意-同时性加工-继时性加工,这些基本PASS概念的提出,是为了给传统上将智力作为一个笼统构念的做法提供某种替代的选择。在这一新的理论途径中,我将一般能力分解为对主要认知过程的研究,其中每个认知过程均有其行为、认知和神经心理成分,而且重要的是,每个认知过程均有相应的一组评估测量任务。PASS模型,这一理论框架能够充分包容体现于教育和组织行为中的广泛一系列认知功能。     

个体情绪智力与任务绩效：社会网络的视角

基于社会网络视角, 分别以社会资本的关系性维度为中介变量, 以社会资本的结构性维度为跨层调节变量, 探讨了个体情绪智力对任务绩效的影响。通过收集模拟网络实验背景中46个项目团队210位个体的调查数据, 运用多元统计分析方法对提出的假设模型进行了实证检验。研究发现：在控制个性的前提下, 关系性社会资本在个体情绪智力影响任务绩效过程中起到中介作用, 结构性社会资本(咨询网络密度)跨层正向调节影响个体情绪智力与任务绩效的关系。结果表明, 不同层次的社会资本及其维度在情绪智力影响绩效过程中扮演着不同角色, 运用社会资本概念框架有助于解释情绪智力的作用机制。     

What Can Artificial Intelligence Learn from Wittgenstein＇s On Certainty？.

Meta-philosophically speaking, the philosophy of artificial intelligence （AI） is intended not only to explore the theoretical possibility of building ＂thinking machines,＂ but also to reveal philosophical implications of specific AI approaches. Wittgenstein＇s comments on the analytic/empirical dichotomy may offer inspirations for AI in the second sense. According to his ＂river metaphor＂ in On Certainty, the analytic/empirical boundary should be delimited in a way sensitive to specific contexts of practical reasoning. His proposal seems to suggest that any cognitive modeling project needs to render the system context-sensitive by avoiding representing large amounts of truisms in its cognitive processes, otherwise neither representational compactness nor computational efficiency can be achieved. In this article, different AI approaches （like the Common Sense Law of Inertia approach, the Bayesian approach and the connectionist approach） will be critically evaluated under the afore-mentioned Wittgensteinian criteria, followed by the author＇s own constructive suggestion on what AI needs to try to do in the near future.