熟悉性和兼容性对复合社会范畴刻板印象表征的影响

通过对启动任务范式的改进,运用3个实验全面考察了复合社会范畴本身的熟悉性和兼容性对复合社会范畴刻板印象中抽象表征和样例表征策略运用的影响。实验1分别以熟悉的、不熟悉且在刻板印象上不兼容的复合范畴为研究对象,研究发现对熟悉的复合范畴采用抽象表征,而对不熟悉且在刻板印象上不兼容的复合范畴的表征采用样例表征;实验2以熟悉且在刻板印象上不兼容的复合范畴为研究对象,研究发现对于熟悉但构成范畴不兼容的复合范畴的表征也采用样例表征;实验3采用相同的实验范式,在描述和定义两种启动任务中设置子范畴间兼容的刻板特质词和不兼容的刻板特质词,选择与实验2相同的复合范畴"男中学教师"为目标群体,更加严密地证实和整合了实验1与实验2的研究结论。3个实验的结果说明复合范畴刻板印象的表征关键取决于兼容性,一旦复合社会范畴的构成范畴在刻板印象上不兼容,那么对于这一复合社会范畴刻板印象的表征采用样例表征。当构成复合范畴的两个子范畴之间兼容时,熟悉性成为刻板印象运用抽象表征还是样例表征的影响因素,无论是对内群体的刻板印象还是外群体的刻板印象,对熟悉的刻板特质词的表征运用抽象表征。     

The simplicity principle in human concept learning

How do we learn concepts and categories from examples? Part of the answer might be that we induce the simplest category consistent with a given set of example objects. This seemingly obvious idea, akin to simplicity principles in many fields, plays surprisingly little role in contemporary theories of concept learning, which are mostly based on the storage of exemplars, and avoid summarization or overt abstraction of any kind. This article reviews some evidence that complexity minimization does indeed play a central role in human concept learning. The chief finding is that subjects' ability to learn concepts depends heavily on the concepts' intrinsic complexity; more complex concepts are more difficult to learn. This pervasive effect suggests, contrary to exemplar theories, that concept learning critically involves the extraction of a simplified or abstracted generalization from examples.     

Learning words and learning sounds: Advances in language development

Phonological development is sometimes seen as a process of learning sounds, or forming phonological categories, and then combining sounds to build words, with the evidence taken largely from studies demonstrating ‘perceptual narrowing’ in infant speech perception over the first year of life. In contrast, studies of early word production have long provided evidence that holistic word learning may precede the formation of phonological categories. In that account, children begin by matching their existing vocal patterns to adult words, with knowledge of the phonological system emerging from the network of related word forms. Here I review evidence from production and then consider how the implicit and explicit learning mechanisms assumed by the complementary memory systems model might be understood as reconciling the two approaches.     

Behavioral treatment of children with phonological disorder: the efficacy of vocal imitation and sufficient-response-exemplar training

This study examined whether sufficient-response-exemplar training of vocal imitation would result in improved articulation in children with phonological disorder, and whether improved articulation established in the context of vocal imitation would transfer to other verbal classes such as object naming and conversational speech. Participant 1 was 6 years old and attended first grade in a regular public school. Participant 2 was 5 years 4 months old and attended a public kindergarten. Both participants had normal hearing and no additional handicaps. A multiple baseline design across behaviors (target sounds or blends) was employed to examine whether the vocal imitation training resulted in improved articulation. Results showed that both participants improved articulation once training was implemented, and that the improved articulation transferred from vocal imitation to more natural speech such as object naming and conversational speech. Improvement established during training was maintained posttraining and at a 6-month follow-up.     

Promoting Generalization of Oral Reading Fluency: Providing Drill versus Practice Opportunities

Extensive evidence exists demonstrating the benefits of repeated readings (RR) interventions at increasing students’ fluency on intervention passages. Few studies however have examined the extent to which repeatedly reading one passage improves students’ reading fluency on similar passages. Using an alternating treatment design, we examined the extent to which two interventions resulted in improvements in students’ fluency on generalization passages. While both interventions incorporated RR, one intervention involved students reading one passage four times and the other involved students reading two similar passages each twice. Intervention effects were evaluated by having students read a generalization passage prior to and following intervention implementation. Results indicate that both interventions were effective in increasing students reading fluency on generalization passages. For 3 participants the RR intervention produced greater gains in fluency on the generalization passages, while data for the remaining 3 participants are inconclusive. Implications of these findings for practice and for better understanding application of the instructional hierarchy to the development of reading interventions are discussed.

The development of moral motivation across the adult lifespan

What explains the behaviour of moral exemplars, individuals who dedicate themselves, in long-term service, to others' betterment? Such exemplars actualize their self-interest (agency) by promoting the interests of others (communion), whereas most people engage agency to attain more agency. In two studies we determine how these profiles develop across adulthood. Young adult exemplars and matched comparison participants described their personal goals and completed a semi-structured interview. Agentic and communal motives were coded from these materials and compared to the motivational profiles of older exemplars and comparisons. We found that (a) young adults actively separated their agency from their communion (suggesting a heightened motivational tension during this developmental period), and (b) younger exemplars used their agency to further agency and communion equally, whereas younger comparisons used their agency to further more agency. These findings explicate the nature of moral motivational development across the adult lifespan.     

Fostering Contact After Historical Atrocities: The Potential of Moral Exemplars

Intergroup contact is a known remedy for complicated intergroup relations. At the same time, contact is rare in postconflict settings. In the present article, we examine whether exposure to narratives about moral exemplars (i.e., members of a perpetrator group who acted morally and in opposition to the passivity or aggression displayed by majority) could increase openness to contact among historical adversaries. In Study 1 (N = 73), presenting members of a historical perpetrator group with information about ingroup moral exemplars led to a decrease of prejudice towards individuals from a historical victim group, which, in turn, resulted in higher openness to contact with them. In Study 2 (N = 100) and 3 (N = 92), exposure to narratives about outgroup moral exemplars in a historically victimized group increased openness to contact with members of a perpetrator group. These effects were mediated by a decrease in prejudice (Studies 2 and 3) and by an increase in trust towards historical perpetrators (Study 2).     

DO INFANTS SHOW GENERALIZED IMITATION OF GESTURES? II. THE EFFECTS OF SKILLS TRAINING AND MULTIPLE EXEMPLAR MATCHING TRAINING

The determinants of generalized imitation of manual gestures were investigated in 1‐ to 2‐year‐old infants. Eleven infants were first trained eight baseline matching relations; then, four novel gestures that the infants did not match in probe trials were selected as target behaviors. Next, in a generalized imitation test in which matching responses to baseline models were intermittently reinforced, but matching responses to target models were not eligible for reinforcement, the infants matched baseline models but not the majority of their target behaviors. To ensure their failure to match the target behaviors was not due to motor constraints, the infants were trained, in a multiple‐baseline procedure, to produce the target responses under stimulus control that did not include an antecedent model of the target behavior. There was no evidence of generalized imitation in subsequent tests. When the infants were next trained to match each target behavior to criterion (tested in extinction) in a multiple‐baseline‐across‐behaviors procedure, only 2 infants continued to match all their targets in subsequent tests; the remaining infants matched only some of them. Seven infants were next given mixed matching training with the target behaviors to criterion (tested in extinction); they subsequently matched these targets without reinforcement when interspersed with trials on which matching responses to baseline models were intermittently reinforced. In repeat tests, administered at 3‐week intervals, these 7 children (and 2 that did not take part in mixed matching training) continued to match most of their target behaviors. The results support a trained matching account, but provide no evidence of generalized imitation, in 1‐ to 2‐year‐old infants.     

Comments on “Getting scarred and winning lotteries: Effects of exemplar cuing and statistical format on imagining low‐probability events,” By Newell,Mitchell, and Hayes (2008)

Newell, Mitchell, and Hayes (NMH) conduct three experiments designed to test whether exemplar cuing (EC) theory or a statistical format theory provides a more accurate account for how people make judgments about low‐probability events. They report finding support for the statistical format theory and little or no support for EC. However, NMH misstate the requirements for the production of exemplars in EC theory. As a result, they confuse non‐exemplar conditions with exemplar conditions in their experiments, and find results that are virtually irrelevant to EC theory. Copyright © 2009 John Wiley & Sons, Ltd.     

Category size and judgments of variability: The effects of seeing the trees in the forest1

Abstract: Competing predictions about the effects of category size on judgments of category variability were examined in two studies involving the presentation of exemplars of two artificial social groups. In contrast to predictions of some exemplar-based models, Experiment 1 demonstrated that a numerically smaller group was perceived to be more variable than a larger group on the standard deviation measure of frequency distribution estimates. The result was interpreted to be an effect of differential information load. Experiment 2 revealed that variability judgments were influenced by prior expectations about the central tendencies as well as by practice in retrieving information about category exemplars. When frequency distribution estimates were made subsequent to abstract tasks, expectations about the numerical majority reduced perceived variability, while this influence was mitigated when memory measures preceded the frequency estimates.