随机棋局存在专家记忆优势效应吗?

专家在其擅长领域中 ,对有意义刺激所表现出的记忆优势效应 ,已为诸多研究所证实。然而 ,对于随机刺激 ,专家是否存在记忆优势 ,尚未有明确的研究结果。文章以中国象棋为实验材料探讨这一问题 ,在一定程度上克服了先前研究中实验材料的局限性。实验结果表明 ,随机刺激不存在专家记忆优势效应。作者还比较了模板理论和限制调节理论 ,认为前者优于后者     

文章标记对阅读信息保持的影响及其作用机制的研究

通过3个实验,探讨了文章标记对阅读信息保持的影响及其作用机制。结果发现,标记有利于读者对文章信息的保持;随着年级的增长,读者利用文章标记建构文章表征的能力不断提高;文章标记对文章信息保持的促进作用存在选择性加工,通过延时加工测量技术和眼动分析技术证实了策略转化假设的合理性。     

“How good are you in math?” The effect of gender stereotypes on students’ recollection of their school marks

Two studies examined the effect of gender stereotypes on students’ recollection of their school marks in stereotypically feminine (arts) and masculine (mathematics) domains. As predicted, the results of Study 1 indicated that the more students believed in gender stereotypes prior to recall, the more they biased their reported marks, compared to their actual marks, in a stereotype-consistent way (female students underestimated their marks in mathematics and male students underestimated their marks in arts). Study 2, in which the salience of gender stereotypes was manipulated prior to recall, yielded similar findings. The recall of school marks was more stereotype-consistent in a condition of high salience than in a condition of low salience of gender stereotypes. The theoretical implications of these results are discussed.     

基于机器学习的古典诗词作者的判别研究

主要基于机器学习的NaveBaye等方法,对诗词文本采用向量空间模型来表示,首次提出了中国古代诗人李白和杜甫作品判别计算模型,并采用了信息增益作为特征选择的依据,结合爬山法完善了计算模型,该模型已经在精典语料《全唐诗》的机器学习基础上得到实现,获得较好的诗人作品判别效果,准确度可达到98.3%,该方法已成功地推广到古典诗词的风格流派的机器判别上[1],准确度达到88.5%。本文提出了古典诗词研究的技术方向。     

Effects of testing on subsequent re‐encoding and long‐term forgetting of action‐relevant materials: On the influence of recall type

Testing one's memory of previously studied information reduces the rate of forgetting, compared to restudy. However, little is known about how this direct testing effect applies to action phrases (e.g., “wash the car”) – a learning material relevant to everyday memory. As action phrases consist of two different components, a verb (e.g., “wash”) and a noun (e.g., “car”), testing can either be implemented as noun‐cued recall of verbs or verb‐cued recall of nouns, which may differently affect later memory performance. In the present study, we investigated the effect of testing for these two recall types, using verbally encoded action phrases as learning materials. Results showed that repeated study–test practice, compared to repeated study–restudy practice, decreased the forgetting rate across 1 week to a similar degree for both noun‐cued and verb‐cued recall types. However, noun‐cued recall of verbs initiated more new subsequent learning during the first restudy, compared to verb‐cued recall of nouns. The study provides evidence that testing has benefits on both subsequent restudy and long‐term retention of action‐relevant materials, but that these benefits are differently expressed with testing via noun‐cued versus verb‐cued recall.     

Chinese sex differences in intelligence: Some new evidence

Sex differences on the WISC-R in Chinese children were examined in a sample of 788 aged 12 years. Boys obtained a higher mean full scale IQ than girls of 3.75 IQ points, a higher performance IQ of 4.20 IQ points, and a higher verbal IQ of 2.40 IQ points. Boys obtained significantly higher means on the information, picture arrangement, picture completion, block design, and object assembly subtests, while girls obtained a significantly higher mean on coding. The results were in general similar to the sex differences in the United States standardisation sample of the WISC-R. Boys showed greater variability than girls.     

Failure of further learning: Activities,structure, and meaning

Previous research has shown that little benefit is achieved through spaced study and recall of text passages after the first recall attempt, an effect that we term the failure‐of‐further‐learning. We hypothesized that the effect occurs because a situation model of the text's gist is formed when the text is first comprehended and is consolidated when recalled; it dominates later recall after verbatim memories of more recent study episodes have been lost. Experiments 1 and 2 attempted to circumvent the effect by varying the activities of participants and requiring interactive exploration. In both experiments, recall after four, weekly sessions showed little benefit beyond performance on the first recall. Experiment 3 interfered with the formation of an immediate situation model by introducing passages that were hard to comprehend without a title. Performance improved substantially across four sessions when titles were not supplied, but the standard effect was replicated when titles were given. Experiment 4 made verbatim memories available by incorporating all re‐presentations and tests into one session; as predicted, recall improved over successive tests.     

On the power of autobiographical memories: from threat and challenge appraisals to actual behaviour

Autobiographical memories are a major feature of mental life in humans. However, research on the influence of autobiographical recall on actual behaviour is scarce. We predicted and found that general memories of failure and specific memories of success resulted in worse performance than general memories of success and specific memories of failure. This performance pattern was mediated by task appraisal, suggesting that autobiographical memories (of failure and success) impact performance by shaping the perception of the upcoming task. Combined with the fact that these effects occurred even when the content of autobiographical memories was unrelated to the upcoming task, the present research represents an important step forward in understanding how autobiographical recall influences actual behaviour.     

Immigration,language proficiency,and autobiographical memories: Lifespan distribution and second-language access

This investigation examined two controversies in the autobiographical literature: how cross-language immigration affects the distribution of autobiographical memories across the lifespan and under what circumstances language-dependent recall is observed. Both Spanish/English bilingual immigrants and English monolingual non-immigrants participated in a cue word study, with the bilingual sample taking part in a within-subject language manipulation. The expected bump in the number of memories from early life was observed for non-immigrants but not immigrants, who reported more memories for events surrounding immigration. Aspects of the methodology addressed possible reasons for past discrepant findings. Language-dependent recall was influenced by second-language proficiency. Results were interpreted as evidence that bilinguals with high second-language proficiency, in contrast to those with lower second-language proficiency, access a single conceptual store through either language. The final multi-level model predicting language-dependent recall, including second-language proficiency, age of immigration, internal language, and cue word language, explained ¾ of the between-person variance and ¹/₅ of the within-person variance. We arrive at two conclusions. First, major life transitions influence the distribution of memories. Second, concept representation across multiple languages follows a developmental model. In addition, the results underscore the importance of considering language experience in research involving memory reports.