Opposing effects of phonological similarity on item and order memory of words and nonwords in the serial recall task

This study shows that the classical phonological similarity effect (PSE) in immediate serial recall is critically affected by the lexicality of list items, the type of phonological similarity involved, and the scoring procedure. PSE was present in the serial recall score when phonologically distinct words were compared to words that share the middle vowel and end consonant (rhyming lists). PSE was absent in the serial recall score when phonologically distinct words were compared to words that share the initial and final consonants (consonant frame lists). There was a reversal of PSE in serial recall of nonwords when comparing distinct lists to both types of similar lists. Recall accuracy on the other hand was higher for distinct lists regardless of lexicality. Item errors dominated in relation to order errors in the case of nonwords, whereas order errors dominated in relation to item errors in the case of words. Furthermore, order errors were more common for phonologically similar lists, whereas item errors were more common for phonologically distinct lists. This may be the result of intra-list and inter-list interference, respectively. The dominance of the former error type may cause a classical PSE, whereas the dominance of the latter error type may cause a reversal of PSE. Finally, an item identification task yielded no evidence of an association between intra-list interference and discriminability of items in a list.     

上行比较影响行为表现—不同类型高自尊的作用

已有研究表明,上行比较对高自尊个体产生积极效应。然而鉴于高自尊包括安全性高自尊和防御性高自尊,有必要在上行比较影响不同任务领域内的行为表现这一观点的基础上探讨高自尊的不同类型对上行比较与行为表现之间关系的影响。两个实验均采用高自尊类型、上行比较和任务领域一致性的2×2×2混合因素设计,不同之处在于其分别采用创造性测验和非创造性的语词测验作为不同领域任务。结果表明,防御性高自尊个体没有像安全性高自尊个体那样采取领域转换策略来修复自我关注,由上行比较所引起的领域转换只对安全性高自尊个体产生积极影响。     

Retrieval independence between parts and wholes in successive recognition tasks

Participants studied AB word pairs and completed three recognition tests. In one recognition test each A word was presented with two distractors that did not appear on the study list. In another recognition test each B word was presented with two distractors that did not appear on the study list. In a third recognition test an AB target was presented with two distractors composed of words not on the study list. Six different groups of participants each performed the recognition tests in a different order, so that all possible orders were tested. Recognition of the A, B, and AB targets for a given study pair were independent of each other when single-word recognition preceded double-word recognition. There was almost complete independence in the reverse order. Even when recognition judgements were restricted to those for which the participants were most confident, there was independence of recognition among the three tests. A pair recognition test served as an additional study trial for the individual words; however, the reverse was not the case. All of these results were predicted by a single three-parameter mathematical model derived from the hypothesis that single-word and double-word targets had independent representations in memory.     

TEM observation of oxide scale formed on a Ti–Al–Zr alloy oxidized at 360°C in alkaline steam

Ti–Al–Zr alloy has been oxidized at 360°C in alkaline steam at a pressure of 10.3?±?0.7?MPa. Cross-sectional transmission electron microscopy (TEM) observations indicated that the oxide scale of Ti–Al–Zr alloy was composed of outer and inner subscales, in which the outer layer consists of anatase-TiO₂ and the inner layer a mixture of TiO and Ti₂O. The thickness of the Ti₂O, TiO and anatase-TiO₂ were approximately 50, 100 and 400?nm, respectively. These results were confirmed by X-ray energy dispersive spectrometry (EDS) measurements. The enhanced corrosion of titanium alloys in LiOH solution is attributed to a high hexagonal Ti₂O to tetragonal TiO₂ phase transformation rate induced by the substitution of Li⁺ for Ti⁴⁺ in the oxide layer.     

Reasons for the growth of traditional memory span across age

Three studies, covering together the age range from 3 to 16 years, show the relationships between age, short-term memory span, and language abilities. The growth of the traditional memory span in childhood is systematically related to a concomitant growth of language abilities as tested with CELF-3 Screening, two tests of word knowledge, a test of reception of grammar (TROG-2), and the British Picture Vocabulary Test (BPVS). Linear regression and ANCOVA analyses show that the growth of memory span is fully explained by the growth of language abilities in the three studies that covered different subsamples of children. In a confirmatory factor analysis a two-factor model fits the data well and shows that a “crystallised” language factor is strongly related to age, whereas a “fluid” short-term memory factor is unrelated to age. The two-factor model gives support to Baddeley's multicomponent model of working memory, and the current data suggest that the capacity of the phonological store is fully developed in children younger than 4 years old. The authors hold that chunking capacity, highly dependent on language abilities, is a major source of memory span growth with age. Rather than an increase in the number of chunks, or episodes retained in short-term memory (=chunk span), it is argued that childhood memory span development reflects an increase in the size of each chunk (=chunking capacity).     

专家-熟手-新手型教师教学策略与成就目标、人格特征的关系研究

该研究对不同类型教师的教学策略、成就目标和人格特征的关系进行了探讨,结果表明,新手型教师的教学策略与成绩目标存在显著的负相关,其中成绩——回避目标是其教学策略的有效预测变量,而熟手型教师和专家型教师则与任务目标存在显著的正相关：精神质是新手型教师教学策略的有效预测变量,内外向是熟手型教师教学策略的有效预测变量,而专家型教师的神经质对其教学策略存在着重要的影响。     

中学生学业成就归因与学习动力的相关研究

用自编问卷对913名中学生学业成就归因和学习动力状况进行了调查,发现: (1)整体上看中学生较多使用内在原因和可控原因解释自己的学习成绩; (2)不同性别和不同年级学生有不同的归因倾向; (3)归因倾向与学习动力有明显联系,使用因子分析法得到“自挫因子”对学习动力有很大的消极影响。本文还就如何进行归因训练进行了讨论。     

The Family Throughout the Therapeutic Wilderness Process: Our Stories

This article explores the experiences of families that have sent struggling adolescents to therapeutic wilderness programs. We employ a modified case study approach, in which we, the participants, are also observers of the experiences of our entire families. The article begins by explaining what wilderness therapy is and offering an overview of research that has examined the effectiveness of therapeutic wilderness programs. We delineate the process of seeking, selecting and participating in wilderness therapy as well as the role of an educational consultant in facilitating this. We describe our experiences from (1) the time we realized and accepted that our children were struggling and suffering to (2) considering sending our children to wilderness therapy to (3) the stresses of the decision making process to (4) what the experience was like for us including participating in a parent workshop to (5) planning the next steps and discharge, and finally to (6) seeing and living the results over the next few years. Areas of growth and struggle are noted. Our children’s perspectives on our families’ development over time and the interactions among us are also discussed.     

道德概念净脏隐喻及其对道德判断的影响

通过3个实验考察道德概念净脏隐喻的心理现实性以及道德概念净脏背景和净脏自身隐喻对道德判断的影响及其差异。结果表明：（1）道德概念净脏隐喻具有心理现实性,即被试在洁净背景上判断道德词的反应时更快,在肮脏背景上判断不道德词的反应时更快。（2）当将道德两难故事呈现在肮脏背景上时,相比于呈现在洁净背景上,被试更容易将故事主人公的行为判断为不道德,表现出隐喻一致性效应。（3）相比于肮脏自身启动,被试在洁净自身启动下对道德两难故事主人公的行为判断为更加不道德,表现出隐喻补偿性效应。（4）相比于洁净背景启动,被试在洁净自身启动下对道德两难故事的判断更加严厉;相比于肮脏背景启动,被试在肮脏自身启动下对道德两难故事的判断更加宽松。研究结果证明,道德概念净脏隐喻具有心理现实性,净脏背景和净脏自身隐喻均影响个体的道德判断,并且二者对道德判断的影响不同。