词频和年级对FOK判断的影响

本实验以识记材料的词频高低和被试年级为自变量对被试元记忆监测的FOK(feeling of knowing)判断进行研究。实验采用Hart提出的RJR(回忆—FOK判断—标准测验 )的经典范式。结果表明 :被试的年级影响FOK判断等级和准确性 ,大学生的FOK判断等级和准确性均高于高一年级学生 ;识记材料词频影响FOK判断等级的高低 ,不影响FOK判断准确性 ,被试对高频词对的FOK判断等级高于对低频词对的FOK判断等级 ,但FOK判断准确性无明显差异。     

胃黏膜内pH在多脏器功能障碍综合征监测中的应用进展

组织器官微循环灌注障碍是MODS发生的重要机制,胃肠道是机体最早发生缺血的器官。胃PHi能敏感反映MODS发生过程中胃肠黏膜缺氧情况,对MODS具有预警作用。目前测定PHi方法分盐水张力计法和连续气态张力计法,效果较可靠。本文通过大量查阅文献,结合临床经验,较系统地阐述了pHi在MODS监测中的意义、原理、方法、安全性及应用前景,为及早采取措施,防治MODS提供理论依据和临床参考。     

中、美、德三国国家医院感染监测体系的比较分析

通过介绍中、美、德三国国家医院感染监测体系的发展历史,比较三国感染监测体系的不同特点,美国成立较早,监测项目齐全,德国起步高,针对性强,我国则介于两者之间;针对国外先进的管理经验,提出中国医院感染监测体系应借鉴国外医院感染控制方面先进的理念和方法,迅速有效地提高我国医院感染监测的水平。     

Acquisition of navigation by chimpanzees (Pan troglodytes) in an automated fingermaze task

These experiments investigated how chimpanzees learn to navigate visual fingermazes presented on a touch monitor. The aim was to determine whether training the subjects to solve several different mazes would establish a generalized map-reading skill such that they would solve new mazes correctly on the first presentation. In experiment 1, two captive adult female chimpanzees were trained to move a visual object (a ball) with a finger over the monitor surface toward a target through a grid of obstacles that formed a maze. The task was fully automated with storage of movement paths on individual trials. Training progressed from very simple mazes with one obstacle to complex mazes with several obstacles. The subjects learned to move the ball to the target in a curved path so as to avoid obstacles and blind alleys. After training on several mazes, both subjects developed a high level of efficiency in moving the ball to the target in a path that closely approached the ideal shortest path. New mazes were then presented to determine whether the subjects had acquired a more generalized maze-solving performance. The subjects solved 65–100% of the new mazes the first time they were presented by moving the ball around obstacles to the target without making detours into blind alleys. In experiment 2, one of the chimpanzees was trained using mazes with two routes to the target. One of the routes was blocked at one of many possible locations. After training to avoid the blind alley in different mazes, new mazes were presented that also had one route blocked. The subject correctly solved 90.7% of the novel mazes. When the mazes had one short and one long open route to the target the subject preferred the shorter route. When the short route was blocked, the subject solved only 53.3% of the mazes because of the preference for the shorter route even when blocked. The overall results suggest that with the training methods used the subjects learned to solve specific mazes with a trial-and-error method. Although both subjects were able to solve many of the novel mazes they did not fully develop a more general "map-reading" skill. Accepted after revision: 30 July 2001 Electronic Publication     

Pigeons (Columba livia) plan future moves on computerized maze tasks

Planning, the internal process of formulating an organized method about one's future behavior, should be advantageous for non-human animals as well as for humans. However, little is known about this process in avian species. We examined planning processes in pigeons (Columba livia) using a computerized maze task. In Experiment 1, we found that the pigeons plan their next one step, and in some cases even correctly adjust their actions after change of goal locations, while performing on a plus-shaped maze. We also showed that the pigeons might even plan two steps on familiar, well-practiced mazes. In Experiment 2, we discovered that the subjects plan the direction they would go first before starting to solve a four-arm shuriken (a Japanese traditional throwing knife)-shaped maze. The birds also corrected their previously planned actions after change of goal locations. Our results from these experiments suggest that planning ahead is within the cognitive capacity of a "bird brain", and that it may be more widespread in the animal kingdom than has been presumed.     

反馈在自我调节学习中的作用

反馈一直是学习研究领域中非常重要的主题之一。随着学习理论的发展,人们对反馈的研究逐渐深化与综合化。一方面从自我调节学习的过程模型出发,考察了反馈的不同因素对自我调节学习过程和结果的作用;另一方面以自我调节学习的社会认知理论为框架,探讨了情绪、学业成绩等个体因素以及目标定向、任务难度等情境因素对反馈作用的交互影响。未来研究需要进一步探讨内部反馈信息以及学习者元认知监控的调节作用,结合个体和情境因素揭示反馈对自我调节学习的整体动态过程的影响,并设计出促进学习和教学实践的反馈方案。     

测验情境对错误记忆的影响

本研究采用DRM范式,通过两个实验考察测验情境对错误记忆的影响,结果发现：（1）在两个实验中均产生了错误记忆现象：实验一关键诱饵的错误再认率为M=0．514,SD=0233;实验二关键诱饵的总错误再认率M=0．510,SD=0．215：（2）学习词表的语义关联越大,错误再认率越低：实验一项目语义关联程度主效应显著,F（1,84）=6．145．MSE=0．312．P=0．015;实验二,F（1,84）=5．143,MSE=0．225,P=0．026;（3）关键诱饵的位置造成了不同的情境效应：实验一,关键诱饵出现在第一个位置和第二个位置之间错误再认率差异显著（P=0．024）;实验二,关键诱饵出现第二个位置和第三个位置之间的错误再认率边缘显著（P=0．052）。该研究揭示了情境对错误记忆的影响。     

推理与决策的双加工理论研究简评

决策与推理的双加工理论是一个颇有影响力的理论,通过对两个加工系统的基本特点、区别点以及基本关系、推理错误原因等几个方面进行分析阐述,发现目前在该理论的一些基本问题的认识上还存在诸多问题。主要表现在以下几方面：（1）两个加工系统的关键区别点不在于工作记忆有无绝对参与;（2）对于推理和决策错误的原因,不同的双加工理论给出了不一致的解释;（3）今后有待从情绪与推理决策的关系、影响等方面加深对推理与决策错误的理解     

学习不良儿童元记忆监测与控制的发展

采用2×3×2的混合设计,在自定步调和对项目逐项评定的学习条件下,对小学四~六年级学习不良儿童的元记忆监测与时间分配策略进行了实验研究。结果表明：在对学习材料难度的有效区分上,学习不良儿童与对照组儿童间无差异,不论学习不良组还是对照组,四年级儿童均不能对实验中配对学习材料难度性质做出明确区分,五、六年级儿童能够很好的区分学习材料难度;在学习判断水平上,五、六年级学习不良儿童均低于对照组儿童,四年级两组之间无差异;从对不同难度学习材料的时间分配来看,四年级学习不良儿童与对照组儿童分配在不同难度材料上的学习时间均无显著差别。五、六年级对照组儿童能够根据学习材料的不同难度分配不同学习时间,而且学习时间分配与难度判断之间存在显著相关。五、六年级学习不良儿童能在一定程度上根据学习材料的不同难度分配不同的学习时间,但这种时间分配与难度判断之间相关未达到显著水平,提示他们尚不能在有效元记忆监测基础上对不同难度学习材料进行合理的时间分配     

CAI下小学低年级学生的学习控制水平与元认知监控水平的关系

对５８名小学三年级学生在ＣＡＩ（计算机辅助教学）下自学加法法现（规则学习）以及应用法则进行简便计算（技能学习）时学生学习控制水平（即选择学习内容和控制学习步调的适当性）与元认知监控水平（即对自己学习效果进行评价的准确性）之间的关系进行了探讨。结果表明,（１）在规则学习中,ＣＡＩ学习控制水平与元认知监控水平之间不存在显著性相关,但在技能学习中,两者之间存在显著性相关;（２）规则学习的学习控制水平显著高于技能学习。（３）ＣＡＩ学习控制水平和元认知监控水平两者与学生的学习成绩和时间两者不存在显著性相关。