时间期待的认知与神经机制

时间期待是指个体利用环境中的时间信息预测目标刺激何时出现的能力。相关的认知模型可以分为两类：一类侧重于解释时间期待的形成过程, 如痕迹条件反射模型、双加工模型、动态注意模型、时间定向理论等; 另一类侧重于解释时间期待的更新过程, 如策略模型和时间再定位模型等。不同类型的时间期待激活的脑区不同, 表明时间期待的产生和更新过程存在分离：期待的产生激活与运动有关的左侧脑区, 而期待的更新激活与控制有关的右侧脑区。     

Rapid automatized naming (RAN) in children with ADHD: An ex-Gaussian analysis

Children with ADHD demonstrate increased frequent “lapses” in performance on tasks in which the stimulus presentation rate is externally controlled, leading to increased variability in response times. It is less clear whether these lapses are also evident during performance on self-paced tasks, e.g., rapid automatized naming (RAN), or whether RAN inter-item pause time variability uniquely predicts reading performance. A total of 80 children aged 9 to 14 years—45 children with attention-deficit/hyperactivity disorder (ADHD) and 35 typically developing (TD) children—completed RAN and reading fluency measures. RAN responses were digitally recorded for analyses. Inter-stimulus pause time distributions (excluding between-row pauses) were analyzed using traditional (mean, standard deviation [SD], coefficient of variation [CV]) and ex-Gaussian (mu, sigma, tau) methods. Children with ADHD were found to be significantly slower than TD children (p < .05) on RAN letter naming mean response time as well as on oral and silent reading fluency. RAN response time distributions were also significantly more variable (SD, tau) in children with ADHD. Hierarchical regression revealed that the exponential component (tau) of the letter-naming response time distribution uniquely predicted reading fluency in children with ADHD (p < .001, ΔR² = .16), even after controlling for IQ, basic reading, ADHD symptom severity and age. The findings suggest that children with ADHD (without word-level reading difficulties) manifest slowed performance on tasks of reading fluency; however, this “slowing” may be due in part to lapses from ongoing performance that can be assessed directly using ex-Gaussian methods that capture excessively long response times.     

Saccadic eye movements: what do they tell us about aging cognition?

Although the relationship between age-related cognitive decline and saccadic eye movement (SEM) deficits has been outlined, specific cognitive alterations underlying age-related changes in saccadic performance remain unclear. This study attempted to better understand the nature of aging effects on SEMs. We compared SEMs in younger and older adults in prosaccade (PS) and antisaccade (AS) tasks under gap, step, and overlap conditions. We also examined relationships between these performances and several neuropsychological scores. Twenty-eight younger adults (YA), 24 older adults under 65 years (OA_<65) and 24 over 65 years (OA_>65) of age completed a neuropsychological evaluation, PS and AS tasks. Our results showed that latencies, AS cost, time to correct AS errors, and uncorrected AS, increased with aging. YA showed higher overlap effects than OA_>65 and OA_<65. Importantly, correlations and regressions revealed close relationships not only between latencies and processing speed measures but also between the AS cost and the inhibition process measures. Correct saccades and the time to correct AS errors were closely related to the inhibition process and cognitive flexibility measures. These findings suggest that the progressive age-related decline of processing speed and executive attention are associated with, and can be highlighted though SEMs in PS and AS tasks.     

Development of Rigid Motion Perception in Response to Radially Expanding Optic Flow

A radially expanding flow with a linear positive speed gradient is perceived as a rigid object approaching the observer, whereas such a flow having no or a reduced speed gradient is perceived as a non‐rigid, two‐dimensionally deforming object (De Bruyn & Orban, 1990). We tested elementary school‐aged children (younger children, 6–9 years, and older children, 9–11 years) and adults (20–22 years) to examine the development of the perception of rigidity. The results suggest that the perception of rigidity in response to a radial flow pattern with a speed gradient is similar in older (but not younger) children and adults. The development of rigidity perception from a radial flow pattern may be related to the maturation of the dorsal and ventral visual pathways during the elementary school years. Copyright © 2016 John Wiley & Sons, Ltd.     

Bouts of responding: the relation between bout rate and the rate of variable-interval reinforcement

By nose poking a lighted key, rats obtained food pellets on either a variable-interval schedule of reinforcement or a schedule that required an average of four additional responses after the end of tile variable-interval component (a tandem variable-interval variable-ratio 4 schedule). With both schedule types, the mean variable interval was varied between blocks of sessions from 16 min to 0.25 min. Total rate of key poking increased similarly as a function of the reinforcer rate for the two schedule types, but response rate was higher with than without the four-response requirement. Analysis of log survivor plots of interresponse times showed that key poking occurred in bouts. The rate of initiating bouts increased as a function of reinforcer rate but was either unaffected or was decreased by adding the four-response requirement. Within-bout response rate was insensitive to reinforcer rate and only inconsistently affected by the four-response requirement. For both kinds of schedule, the ratio of bout time to between-bout pause time was approximately a power function of reinforcer rate, with exponents above and below 1.0.     

Experimental control of nodality via equal presentations of conditional discriminations in different equivalence protocols under speed and no-speed conditions

A within-participant comparison of simple-to-complex, complex-to-simple, and simultaneous protocols was conducted establishing different sets of three 7-member equivalence classes for 4 undergraduate students. The protocols were implemented under either accuracy-only or accuracy-plus-speed conditions while keeping number of presentations of training and testing trials equal. The results partially support previous reports of differential effects on acquisition, with participants completing more blocks in training under the simultaneous than the complex-to-simple and the simple-to-complex protocols. Across the protocols, however, the number of trials completed to criterion did not vary systematically. More important, response speed and accuracy did not decrease as a function of nodal number, with or without the speed contingency, or under any protocol. The latter results challenge the generality of previous reports of the nodality effect and the notion of "relatedness" of equivalence-class members, and support a reinforcement-contingency, instead of a structural, perspective on equivalence-class formation.     

Psychometrics in Psychological Research: Role Model or Partner in Science?

This is a reaction to Borsboom's (2006) discussion paper on the issue that psychology takes so little notice of the modern developments in psychometrics, in particular, latent variable methods. Contrary to Borsboom, it is argued that latent variables are summaries of interesting data properties, that construct validation should involve studying nomological networks, that psychological research slowly but definitely will incorporate latent variable methods, and that the role of psychometrics in psychology is that of partner, not role model. Requests for reprints should be sent to Klaas Sijtsma, Department of Methodology and Statistics, FSW, Tilburg University, PO Box 90153, 5000 LE, Tilburg, The Netherlands.     

Rats' performance on variable-interval schedules with a linear feedback loop between response rate and reinforcement rate

Three experiments investigated whether rats are sensitive to the molar properties of a variable-interval (VI) schedule with a positive relation between response rate and reinforcement rate (i.e., a VI+ schedule). In Experiment 1, rats responded faster on a variable ratio (VR) schedule than on a VI+ schedule with an equivalent feedback function. Reinforced interresponse times (IRTs) were shorter on the VR as compared to the VI+ schedule. In Experiments 2 and 3, there was no systematic difference in response rates maintained by a VI+ schedule and a VI schedule yoked in terms of reinforcement rate. This was found both when the yoking procedure was between-subject (Experiment 2) and within-subject (Experiment 3). Mean reinforced IRTs were similar on both the VI+ and yoked VI schedules, but these values were more variable on the VI+ schedule. These results provided no evidence that rats are sensitive to the feedback function relating response rate to reinforcement rate on a VI+ schedule.     

The phenotypic and genotypic relation between working memory speed and capacity

This study examined the phenotypic and genotypic relationship between working memory speed (WMS) and working memory capacity (WMC) in 12-year-old twins and their siblings (N = 409). To asses WMS all children performed a reaction time task with three memory loads from which a basic mental speed measure and the derived slope were used. WMC was measured with two subtests of the WISC-R, namely Arithmetic and Digit Span. The phenotypic correlations among the WMS and WMC indices were around − 0.30. Heritabilities for all variables ranged from 43% to 56%. Structural equating modelling revealed that a model with two genetic factors, representing WMS and WMC, which were correlated (− 0.54) fitted the data best, indicating that WMS and WMC are partly mediated by the same set of genes and partly by separate sets of genes. When general IQ was simultaneously analysed with the data the correlation between the genetic factors for WMS and WMC decreased (− 0.25), but was still significant. This means that  50% of the genetic correlation between WMS and WMC is explained by IQ.     

The Future of Research on Intimate Partner Violence: Person-Oriented and Variable-Oriented Perspectives

This article uses the distinction between the person and the variable orientations as a frame for structuring (1) research on IPV, (2) results of this research, and (3) an agenda for future research. The main tenet of this agenda is that causes, processes, and effects of IPV are person and context specific; therefore, results that relate variables to each other are of limited value if it can be shown that the processes that take place, the meaning of the variables, the profile of the transgressors and the women who experience IPV depend on time, environment, and research design. Examples of valuable variable-oriented research are given; examples of the growing contribution made by person-oriented research are given as well. Sample theories are sketched out, for the variable-oriented, the person-oriented, and the theoretical research arenas, the need for future research is derived from inconsistencies and shortcomings in both current research and theory. Sample research questions are proposed. The contributions made by the authors of this Special Section are embedded within the discussion of research and theory of IPV. It is shown that each of the contributions is valuable within a particular segment of the research landscape.