驾驶经验和危险类型对驾驶员危险检测的影响

结合反应时和信号检测方法,考察不同危险类型下驾驶员危险检测的特点。35名新手和35名有经验驾驶员依次完成一个反应时测试和一个信号检测任务。结果发现：新手对明显和隐藏危险的反应时间比有经验驾驶员长。与隐藏危险相比,驾驶员对明显危险的敏感性高、判断标准低。驾驶员对两类危险的反应时间长是因为他们的判断标准严格。研究结果表明,驾驶员危险检测的特点随着危险类型不同而变化。     

语篇阅读研究方法综述

语篇阅读已成为心理语言学的一个热点研究领域,本文在将语篇阅读研究方法分为延时测量法和即时测量法（启动技术、眼动分析法、按健反应法、探测技术与出声思考法等）两类的基础上,对语篇阅读的研究方法进行了分析与总结。     

一种特殊的计算机指点装置追踪球的操作活动研究

探讨在指点定位中目标方向、大小和距离对食指和拇指操纵追踪球的运动时间的效应 ,并由此建立了两种追踪球的菲茨模型。用绩效指数比较了不同指点装置的操作绩效 ,对追踪球的优化设计提出了建议。     

智力与信息加工速度研究中的检测时范式

检测时是信息加工速度的重要指标,也是智力与信息加工速度关系的研究领域内一种重要的实验范式。文章在简要介绍反应时范式的基础上,着重介绍了检测时范式的实验任务、基本原理以及检测时与智商之间的关系。同时,通过与反应时范式的比较,讨论了检测时范式在智力与信息加工速度研究中的优点和局限性,以及其在解决相关研究领域问题上的方法学意义。     

青少年的时间透视、人际卷入与互联网使用的关系

通过问卷法调查了589名青少年的互联网使用状况,拟探讨影响青少年互联网使用的重要变量。研究发现不同时间定向可以通过不同人际卷入变量预测青少年的病理性互联网使用。研究指出,重视不同人际卷入变量（如积极同伴卷入与适度父母卷入）对于青少年病理性互联网使用的中介作用,可能有利于青少年更好受益于互联网使用。     

Age-related changes in children's executive functions and strategy selection: A study in computational estimation

Third, fifth, and seventh graders selected the best strategy (rounding up or rounding down) for estimating answers to two-digit addition problems. Executive function measures were collected for each individual. Data showed that (a) children's skill at both strategy selection and execution improved with age and (b) increased efficiency in executive functions contributed significantly to age-related improvement in children's strategy selection skill. These findings have implications for understanding of age-related differences in computational estimation, strategy selection processes, and mechanisms of strategic development in children.     

Computational exploration of metaphor comprehension processes using a semantic space model

Recent metaphor research has revealed that metaphor comprehension involves both categorization and comparison processes. This finding has triggered the following central question: Which property determines the choice between these two processes for metaphor comprehension? Three competing views have been proposed to answer this question: the conventionality view ( Bowdle & Gentner, 2005 ), aptness view ( Glucksberg & Haught, 2006b ), and interpretive diversity view ( Utsumi, 2007 ); these views, respectively, argue that vehicle conventionality, metaphor aptness, and interpretive diversity determine the choice between the categorization and comparison processes. This article attempts to answer the question regarding which views are plausible by using cognitive modeling and computer simulation based on a semantic space model. In the simulation experiment, categorization and comparison processes are modeled in a semantic space constructed by latent semantic analysis. These two models receive word vectors for the constituent words of a metaphor and compute a vector for the metaphorical meaning. The resulting vectors can be evaluated according to the degree to which they mimic the human interpretation of the same metaphor; the maximum likelihood estimation determines which of the two models better explains the human interpretation. The result of the model selection is then predicted by three metaphor properties (i.e., vehicle conventionality, aptness, and interpretive diversity) to test the three views. The simulation experiment for Japanese metaphors demonstrates that both interpretive diversity and vehicle conventionality affect the choice between the two processes. On the other hand, it is found that metaphor aptness does not affect this choice. This result can be treated as computational evidence supporting the interpretive diversity and conventionality views.     

无均值结构的潜变量交互效应模型的标准化估计

潜变量交互效应建模研究近年来有两项重要进展, 一是提出了潜变量交互效应模型的标准化估计及其计算公式; 二是发现无均值结构模型可以取代传统的有均值结构模型, 建模大为简化。但标准化估计是在传统的有均值结构模型中建立的, 在简化的模型中同样适用吗？本文在无均值结构模型的框架内, 给出了潜变量交互效应模型的标准化形式、计算公式和建模步骤, 并通过模拟研究比较了极大似然和广义最小二乘两种估计方法、配对乘积指标和全部乘积指标两种指标类型, 结果表明, 在计算交互效应的标准化估计时, 应当使用配对乘积指标建模, 并且首选极大似然估计。     

学习时间在重复学习范式中的监测功能

通过让被试在自定步速的学习条件下完成重复学习任务,考察在重复学习范式中学习时间的监测功能。研究发现：在两次学习中,学习时间与学习判断等级和回忆成绩均有显著负相关;在第二次学习中,线索有效性不变,而随着线索利用率的提高,学习判断预测的准确性也显著提高。研究结果验证了学习时间的监测功能。     

Self-reflection and the temporal focus of the wandering mind

Current accounts suggest that self-referential thought serves a pivotal function in the human ability to simulate the future during mind-wandering. Using experience sampling, this hypothesis was tested in two studies that explored the extent to which self-reflection impacts both retrospection and prospection during mind-wandering. Study 1 demonstrated that a brief period of self-reflection yielded a prospective bias during mind-wandering such that participants’ engaged more frequently in spontaneous future than past thought. In Study 2, individual differences in the strength of self-referential thought — as indexed by the memorial advantage for self rather than other-encoded items — was shown to vary with future thinking during mind-wandering. Together these results confirm that self-reflection is a core component of future thinking during mind-wandering and provide novel evidence that a key function of the autobiographical memory system may be to mentally simulate events in the future.