塞辅音和声调知觉问题

本文报告的两个实验以合成的汉语普通话CV音节作刺激,研究了塞辅音与声调之间在知觉上的相互作用问题。主要结果是:(1)塞辅音的发音方式影响声调的知觉,不送气音使听者在辨别声调时倾向于基频曲线起点高的声调反应;(2)音节的声调也影响对塞音发音方式的判断,在一、四声音节里,听者倾向于将塞辅音听成不送气音,在二、三声音节里,听成送气音。     

立体视觉的心理物理和VEP比较研究

心理物理试验是研究立体视觉的主要方法。70年代VEP开始用于体视研究,并取得许多结果。由于VEP信号复杂,这些结果不能令人满意。本文使用心理物理试验和VEP对比方法对体视加以研究。我们的结果是:VEP波形中第一个正峰与刺激图形的亮度有关;N_2峰和P_3峰的潜伏期对判断体视存在与否有重要价值;本试验确定N_2峰潜伏期在体视存在时约为240ms—280ms,无体视存在时约为290ms—310ms;P_3峰潜伏期在体视存在时约为280ms—310ms,无体视存在时约为340ms—360ms;体视存在时的VEP与无体视存在时的VEP的互相关系数小于0.1;有体视的VEP其功率谱密度在8Hz附近有一峰;心理物理试验中使用强制选择得到的结果从VEP波形比较中可以确认是可靠的;有体视的VEP其N_2和P_3的潜伏期随视差变化呈现规律性改变。     

视觉诱发电位(VEP)对不同频率条纹的反差敏感性

本实验利用条纹发生器产生正弦调制的条纹作视觉刺激,用NICOLETCA—1000平均仪,从枕骨隆起上方沿中线5cm处记录瞬态视觉诱发电位。实验用四种不同反差,十种空间频率,四名被试。结果表明瞬态视觉诱发电位(C_1—C_2)的峰值随反差的增加而变化,其在空间频率上有一定的分布,最敏感处落在3—5C/deg。在阈上刺激时,被试个体有差异,但分布趋势相似,最敏感处也为3—5C/deg,这和心理物理实验获得的调制传递函数(MTF)结果很吻合。从实验结果可以看到(C_1—C_2)值对反差变化是敏感的,它反映了人视觉系统对不同空间频率上的反差敏感性,可以把它与MTF相类比。     

Nest box entrance hole size can influence nest site selection and nest defence behaviour in Japanese tits

Animal Cognition - Birds have the ability to assess the risk of predation in their environment and adjust their antipredation strategies based on this risk information. However, whether nest site...     

Inspired to donate: How donors' social class impacts charitable donations

Previous research has found that donors' social class affects their own charitable giving. This research explores the effect of donors' social class on others' donation behavior. Specifically, we propose that individuals feel more inspired to engage in prosocial behavior after learning about low-social-class donors (vs. high-social-class donors) perform the giving behavior. A series of five studies, combining online and experimental data, provide converging support for this proposition and its underlying mechanism of inspiration. Furthermore, we show that the effect of donors' social class on individuals' donation behavior is attenuated when the donation currency is goods (instead of money). The article concludes with implications for the marketing of charities and prosocial behaviors.     

Do maximizing consumers engage more in conspicuous consumption?

While much of the previous research has examined the influence of consumers' social and economic states on conspicuous consumption, little attention has been paid to the potential role that consumers' decision-making tendency plays. This study investigates whether, how, and when maximizing, as a type of decision-making tendency (both dispositional and situationally primed), influences subsequent decisions regarding conspicuous consumption. Four studies were conducted, revealing that maximizing consumers are more likely to engage in conspicuous consumption than non-maximizing consumers (Studies 1 and 2). The need for status serves as the underlying mechanism behind this behavior (Study 3). In addition, the observed effect holds only when the situation is public but disappears when it is private (Study 4). As one of the first investigations into the effect that maximizing has on a type of consumption, these findings offer valuable contributions to both theory and practice.     

双眼深度感知与图像元素数量的关系

用微机化的伪随机点立体图对发生器产生静态和动态随机点立体图对(RDS),显示在左右两个示波器上。RDS图形中的元素密度可以改变。具有正常立体视的10名被试通过立体镜观察这些图形,测量双眼融合能产生完整立体图形感知所需最小的元素密度,即密度容限。 设计了三个实验用以检测改变RDS图形的空间参数对密度客限的影响。第一个实验,在静、动态RDS图形下,改变视差图形面积;第二个实验,改变视差图形的形状;第三个实验,改变视差图形的周长。 实验结果表明,双眼深度感知要求一定的元素密度容限,视差图形的大小和形状对密度容限有一定程度的影响。静态和动态RDS图形的密度容限也不相同。 本文利用RDS的整体立体感知特性和空间频率通道理论对实验结果进行了讨论。     

学前儿童对汉语副词的理解和运用

在汉语中,副词是一种比较独特的词类,它没有具体形象的物体可作为理解支柱,因而儿童对它的掌握较晚。在各类副词中,５、６岁儿童对范围副词的理解最佳,时间副词次之,程度副词最差。三者的差异均有非常显著性意义。即使在每一类副词中,由于儿童概念发展的不均衡性,掌握的顺序也有先后。     

Teaching simple addition to children with mental retardation using a microcomputer

Computer assisted instruction (CAI) was used for improving the efficiency of simple addition (single-digit without carrying) computation in three children with mental retardation. The training program, conducted on a portable personal computer, consisted of demonstrations and repetitive practices on simple addition presented in a vertical format. A number of behavioral instruction techniques such as direct feedback, corrective demonstration, verbal association, and token reinforcement were also included. To evaluate the effects of the CAI package, a multiple-baseline across subjects design with followup was employed. Results showed that performances of children improved with training and were maintained at 1-week, 4-week, and 12-week followups. Generalization of the learned skills was evident when children were assessed on a paper-and-pencil addition test in a vertical format. The skills were also transferable, with initial prompting, to a computerized addition test in a horizontal format. These findings reaffirmed the applicability of CAI and behavioral techniques for teaching math skills to children with mental retardation.     

Teaching spontaneous requests to children with autism using a time delay procedure with multi-component toys

Children with autism were taught spontaneous requests through a time delay procedure. Unlike previous research, which usually employed food as the target stimuli to be requested, the present study used toy pieces from multi-component toys. The procedure involved presenting a child with the target stimulus, with the trainer prompting the child by immediately modeling the request response. When the response was imitated without error, prompting was delayed with the time interval gradually being increased over trials. A spontaneous or imitated response was reinforced by giving the child the requested object. As the stimulus/model interval increased, children with autism were expected to initiate the request by themselves prior to the prompt. The efficacy of the time delay procedure was assessed using a multiple baseline across subject design with three Chinese boys with autism. Results showed that the three children acquired a 100% performance within five to nine sessions of training and the skill was maintained at the one-month and three-month followups. Furthermore, the learned response transferred to various conditions when tested across setting, person, toy, and food items. These results suggest that toys, the multi-component ones in particular, served well as reinforcers for language training. Furthermore these findings confirmed the practical utility of the time delay procedure for promoting spontaneous communication skills in children with autism.