Risk-Taking by Young People in Late Adolescence Increases When They Perceive the Possibility of Their Peer “Observing Someday”

This experimental study on risk-taking by young people in their late adolescence was carried out from the perspective of peer effect. A gambling task was administered to 42 young people under the following experiment conditions: with or without the possibility that the experiment results would be disclosed at some time to their peers and information about their peers being more or less risk-oriented. The results showed that when it was suggested that the experiment results would be disclosed in some time and when the peer was perceived as more risk-oriented, there was a peer effect. However, when the peer was perceived as less risk-oriented, no peer effect occurred. The findings of this study confirmed that, while there is some room for further testing, when it was suggested that the experiment result might be disclosed to the peer, even under a condition in which only a single participant was involved, there was a peer effect, unlike in previous studies.     

Alcohol and aggression: A test of the affect-arousal hypothesis

Forty-eight male social drinkers participated in a study designed to test the interaction between prevailing mood and alcohol on aggressive behavior in a 2 × 3 factorial design. Half of the subjects underwent a positive mood-induction procedure, while the other half underwent a negative mood-induction procedure. Within each of these conditions, one-third of the subjects received 1.32 ml/kg of 95% ethanol, one-third received placebo drinks, and the rest remained sober. Aggression was measured using a modified version of the Buss aggression machine. Results indicated that subjects receiving alcohol were significantly more aggressive than placebo or sober subjects. The mood-induction procedure, while significantly altering affect, did not affect aggressive responding. These findings are discussed with respect to levels of blood-alcohol and alcohol-aggression theories.     

Social aggression and power relations among preschool children

Social agonism and dominance relations were assessed in two preschool groups. An average of 30 hours of observational data was obtained for each group during free-play over a six-week period. A Social Agonism Inventory describing specific initiation and response behaviors during episodes of social conflict was used to code agonistic activity. Dyadic interactions were examined to determine whether the resolution of agonistic interactions conformed to a linear model of social dominance. Although there were group differences in the relative frequency of different forms of conflict, systematic comparison of agonistic wins and losses re vealed similarly rigid and linear dominance structures at both preschools. The relation of aggression and dominance was empirically examined by comparing the initiation and receipt of agonism by high vs low dominance status children. Higher dominance status children engaged in more agonistic interactions, but a majority of these interactions were directed toward other high-ranking group members.     

Evidence that resident male albino rats are not immune to attacks by conspecific intruders

Offensive behaviors were exhibited by adult intact- and castrated-male Sprague-Dawley rats introduced into established home-cages of male conspecifics. Implications of this result for Adams' [1976] model of intraspecific fighting are presented.     

预期错误在恐惧记忆更新中的作用与机制

依据错误驱动的学习理论,行为预期结果与实际结果之间的不匹配即预期错误(Predictionerror,PE)是学习产生的驱动因素。作为显著性信息中的一种,预期错误和物理显著性、惊讶、新异性等存在信息加工阶段的不同,与记忆更新的关系也有差异。近年来,记忆再巩固干预范式(reconsolidation interference)被证明可用于人类条件性恐惧记忆的更新,其中记忆提取激活阶段所包含的预期错误起到了引发记忆“去稳定”、开启记忆再巩固的关键作用。在促进恐惧记忆更新的行为机制上,PE被认为是记忆去稳定的必要非充分条件。记忆提取必须包含适量的PE,但其引发的是记忆去稳定、消退还是中间状态,还需结合记忆本身性质确定。在促进恐惧记忆更新的神经机制上,杏仁核、导水管周围灰质(PAG)、海马均在PE探测和计算过程中具有重要作用;前额叶皮层(PFC)及其亚区在PE开启记忆再巩固过程中扮演了重要角色。上述过程又受到神经系统中特定神经递质的重要调节,尤其是多巴胺能和谷氨酸能。未来研究应进一步探索基于PE计算模型的量化研究,整合PE与其他边界条件的交互作用,考察不同类型显著性在记忆再巩固中的作用等;并亟...     

单字法有意遗忘的内部心理机制：基于多项式加工树模型的分析

通过构建使用单个汉语双字词作为学习材料,并在测验阶段全面考察记忆提取过程的多项式加工树模型,探究单字法有意遗忘的心理机制。结果发现,对于TBF/R项目,遗忘组的储存能力和提取能力均弱于记忆组;对于TBR/R项目,遗忘组的储存能力强于记忆组。并且,无论在短SOA还是长SOA条件下,遗忘组对TBF项目后探测刺激的反应时都显著长于TBR项目。结果表明,单字法有意遗忘现象是选择性复述、注意抑制和提取抑制三种机制共同作用的结果。     

Transitioning Out of Peer Victimization in School Children: Gender and Behavioral Characteristics

The present study investigated the characteristics of children who remain consistently peer victimized in comparison to those who transition out of victimization status. The relationships between victimization and the victim's level of overt aggression, relational aggression, impulsivity, and prosocial behaviors were examined from one year to the next. At Time 1, 1589 3rd, 4th, and 5th-grade children were administered a peer nomination instrument assessing victimization and standard sociometric variables. At Time 2 (1 year later), 1619 3rd, 4th, and 5th-grade children were administered the same measure. A mixed-design repeated measures MANOVA was conducted for boys and girls separately. Results indicated that in comparison to victims transitioning out of victimization status, consistently victimized boys were lower in prosocial behavior, and consistently victimized girls were higher in impulsivity. Results for girls also indicated that a reduction in victim's own level of relational aggression was associated with cessation of victimization.     

Peer Victimization in School: Exploring the Ethnic Context

ABSTRACT— This article provides an overview of recent research on peer victimization in school that highlights the role of the ethnic context—specifically, classrooms' and schools' ethnic composition. Two important findings emerge from this research. First, greater ethnic diversity in classrooms and schools reduces students' feelings of victimization and vulnerability, because there is more balance of power among different ethnic groups. Second, in nondiverse classrooms where one ethnic group enjoys a numerical majority, victimized students who are members of the ethnic group that is in the majority may be particularly vulnerable to self-blaming attributions. The usefulness of attribution theory as a conceptual framework and ethnicity as a context variable in studies of peer victimization are discussed.