谣言传播的情境、内容、传播者与受众特征及相关认知神经科学研究

什么样的谣言更容易获取信任、得到传播？面对谣言,为何有人理性批判,有人则毫不犹豫地点“赞”、转发？这是大众和研究者们共同关注的问题。本文主要从情境、内容特征、传播者与受众特征这三个维度论述了影响谣言传播的因素。从情境特征来看,谣言在模糊且具有潜在威胁的情境中更易传播,封闭的舆论场也助长了谣言传播;从内容特征来看,包含适当情绪内容、针对特定对象的谣言更易得到传播;从传播者与受众特征来看,一方面,可靠消息源会增强人们的传播意愿;另一方面,受众的认知局限、人格特质、动机、价值观等,均可能造成认知偏差或歪曲,助长谣言传播。以往研究多采用问卷调查法,今后需要更多严格控制变量的实验研究,从行为和神经层面深入探讨谣言传播的机制。最后,社交媒体数据采集与分析技术的发展,尤其是计算传播学等交叉学科的发展,为谣言传播研究提供了新的思路和方法。     

Characteristics Associated With Individuals’ Caring,Just, and Brave Expressions of the Tendency to Be a Moral Rebel

Extending previous research on the characteristics associated with adolescents’ general tendency to be a moral rebel (Sonnentag & Barnett, 2016), the present study examined the roles of moral identity and (general and situation-specific) moral courage characteristics on 3 (i.e., caring, just, and brave) expressions of the tendency to stand up for one’s beliefs and values despite social pressure not to do so. Results revealed that general and situation-specific moral courage characteristics are important motivators of individuals’ caring, just, and brave expressions of the tendency to be a moral rebel, especially when they possess a relatively strong moral identity.     

Memory rehabilitation for older adults: preserving independent living / Rehabilitación de la memoria para adultos mayores: preservación de la autonomía de vida

Abstract

Episodic memory problems are the hallmark of cognitive ageing in normal elderly people. Learning of new material is worse in pathological cognitive ageing, such as dementia and its preliminary states (mild cognitive impairment). Because episodic learning is crucial to preserve independent living in the elderly, rehabilitation programmes for everyday memory problems are welcomed. The scope of scientific interest has switched from treatment to prevention. We claim that lifestyle interventions are the most direct way to preserve cognition. We summarize evidence for changes in nutrition and exercise. In addition, psychological interventions for elderly people with normal or pathological cognitive ageing are available. Recent meta-analyses found lacking evidence of transfer to everyday life and long-term effects. We critically assess these meta-analyses. We propose theoretically derived experimental interventions relying on spared learning mechanisms. As an example we report visual-imagery training showing positive effects in a randomized control trial, using individual memory diaries on memory improvement.     

Impulsive choice and pre‐exposure to delays: iv. effects of delay‐ and immediacy‐exposure training relative to maturational changes in impulsivity

Impulsive choice describes preference for smaller, sooner rewards over larger, later rewards. Excessive delay discounting (i.e., rapid devaluation of delayed rewards) underlies some impulsive choices, and is observed in many maladaptive behaviors (e.g., substance abuse, gambling). Interventions designed to reduce delay discounting may provide therapeutic gains. One such intervention provides rats with extended training with delayed reinforcers. When compared to a group given extended training with immediate reinforcers, delay‐exposed rats make significantly fewer impulsive choices. To what extent is this difference due to delay‐exposure training shifting preference toward self‐control or immediacy‐exposure training (the putative control group) shifting preference toward impulsivity? The current study compared the effects of delay‐ and immediacy‐exposure training to a no‐training control group and evaluated within‐subject changes in impulsive choice across 51 male Wistar rats. Delay‐exposed rats made significantly fewer impulsive choices than immediacy‐exposed and control rats. Between‐group differences in impulsive choice were not observed in the latter two groups. While delay‐exposed rats showed large, significant pre‐ to posttraining reductions in impulsive choice, immediacy‐exposed and control rats showed small reductions in impulsive choice. These results suggest that extended training with delayed reinforcers reduces impulsive choice, and that extended training with immediate reinforcers does not increase impulsive choice.     

Telehealth and in‐person training outcomes for novice discrete trial training therapists

The efficacy and efficiency of telehealth and in‐person training were compared while teaching seven undergraduate students to implement components of discrete trial training. A multiple‐baseline design across skills with elements of multiple probe and delayed multiple baseline combined with an alternating‐treatments design was used to evaluate the effects of behavioral skills training (BST) on (a) implementing a multiple stimulus without replacement preference assessment, (b) setting up an instructional context, (c) delivering antecedent prompts, and (d) delivering consequences for accurate and inaccurate responding. Two skills were trained via telehealth and two skills were trained in‐person using BST procedures with a mock student. All participants provided high acceptability ratings for both training procedures. Results also showed that telehealth training was as efficacious and efficient as in‐person training for all skills across all participants. Five of six participants showed high levels of maintenance of the newly acquired skills; these five also exhibited the skills during a novel instructional task.