权衡困难情境下的学习时间分配决策

学习时间分配是元认知控制中的一个重要成分，是个体在记忆过程中对心理资源的一种控制和管理，是程序性元记忆中自我调节策略的主要表现，同时也是反映学习者对任务掌握程度的一个传统指标。权衡（tradeoff）是决策行为的一个重要特点。传统的研究大部分关注的是简单情境下的学习时间分配决策，本研究则主要考察在权衡困难学习情境下的学习时间分配决策。所谓权衡困难学习情境是指掌握难度不同的项目会获得不同程度的奖励这样的学习情境：如果选择学习并掌握较容易的项目只能得到较低的奖励，若要得到较高的奖励，就必须选择学习并掌握较困难的项目。显然，权衡困难的学习情境更接近现实情境，具有较好的生态效度。 本研究采用Metcalfe（2002）的研究范式，考察外在收益对学习时间分配决策的影响，比较简单情境和权衡困难情境下学习时间分配决策的优化程度，探讨权衡困难情境下影响学习时间分配决策的因素，以此检验并拓展最近学习区假设。本研究的主要发现可以总结为以下5点： （1）分值大小对学习时间分配决策有显著的影响。随着学习项目的分值增加，所分配的学习时间也显著增加。 （2）在权衡困难情境下，学习时间分配决策存在对项目的分值和难度的权衡。 （3）时间限制是影响权衡困难情境学习时间分配决策的重要因素。只在有时间限制时，权衡困难情境下的学习时间分配才与简单情境下的学习时间分配存在显著差异；否则，两者间没有显著差异。而在中等时间限制条件下，与简单情境相比，权衡困难情境下的学习时间分配决策是次优的。 （4）练习可以改进权衡困难情境的学习时间分配决策策略，并改变学习时间分配决策的速度。单纯的练习降低了随后决策的速度，而提供成绩反馈则提高了随后决策的速度。 （5）成就动机中的希望成功的动机与分配到高分值难项目的学习时间成正相关。 上述发现不仅深化了我们对学习时间分配决策机制的认识，而且具有重要的教育应用价值。

大学生现实自我与理想自我差异的特点、产生机制和效应

The arguments on self discrepancy can be traced back to the old ages, but the systematic investigations were started by Higgins et al. at 1985.Compared to the large number of foreign studies, only a few ones have been conducted in our own country. Numerous characteristics of undergruaduate’s actual-ideal discrepancy and a great many determinative factors have been found as well as many of its negative effects—especially the greater the actual-ideal discrepancy, the more negative on the mind and behavior. Nevertheless, there are still many issues to be solved, such as the extend of the undergruaduate’s actual-ideal discrepancy level in own country. On the other hand, although there are a great many internal and external determinative factors of actual-ideal discrepancy, how they overally influence the discrepancy of the same individual is still unknown; to what extent does actual-ideal discrepancy influence the human mind and behavior and whether the influence is positive or negtive? This research collected a sample consisting of 4 undergraduate grades and 5 majors from a middle-ranked university. We adopted questionnaires in the study, and analyzed the data using correlation analysis, regression analysis, variances analysis, and path analysis. Our aim focused on the general characteristics of the undergruaduate’s actual-ideal discrepancy in own country, the overall working mechanism of the determinative factors including environmental and personal factors on the actual-ideal discrepancy of the same individual, and the effects of the actual-ideal discrepancy on psychological adaption, motivation, and behavior. The main results are as following: (1)The improved measurement instrument possesses good validity and reliability, and can be used in future research. (2) The actual-ideal discrepancy level among undergraduates is slightly bellow medium. The proportion of undergraduates who have a higher actual-ideal discrepancy level is small. There is significant gender difference in actual-ideal discrepancy level, but no significant difference across different majors and grades. (3)This research probed the overall working mechanism of the parenting style(environmental factors) and the personality factors(personal factors) including stability, flexibility, cleverness, and esteem on the undergruaduate’s actual-ideal discrepancy. The results shows that the parenting style of warmth and understanding, stability, flexibility, and esteem influence the actual-ideal discrepancy. Esteem entirely moderate the relationship between the parenting style of warmth and understanding and actual-ideal discrepancy, partially moderate the relationship between the flexibility, stability and actual-ideal discrepancy. Furthermore, the above factors can be order as stability, flexibility, and parenting style of warmth and understanding in terms of decreasing impact on the actual-ideal discrepancy. No significant effect of cleverness and other parenting style was found. The parenting style of warmth and understanding, stability, and flexibility interactively influence the actual-ideal discrepancy in the following manner: the stability and flexibility, both of which have independent influence on the actual-ideal discrepancy, entirely moderate the relationship between the parenting style of warmth and understanding and actual-ideal discrepancy. (4) Actual-ideal discrepancy plays a negative role in adaption indices, including self-efficacy, self-identity, self-actualization. Actual-ideal discrepancy also has negative effects on the 9 symptoms measured by SCL-90, vitality, approach motivation, avoidance motivation, and performance goals. No significant influence on mastering goals was found. Actual-ideal discrepancy uniquely correlates with depression symptom. The above results contribute from the point of self-discrepancy to the understanding of self-identity of undergraduates, and they enrich the knowledge of the development of self and contribute to the understanding of the development of human personality.This research advances on the two key problems of the developmental mechanism of actual-ideal discrepancy and that promotes the knowledge of the developmental mechanism of actual-ideal discrepancy. The research probed the relationship between the actual-ideal discrepancy and motivation which is an important phenomenon and this enlarges the domain of the actual-ideal discrepancy research. The results make sure that actual-ideal discrepancy is one of the important factors influencing undergruaduate’s mind and behavior. The conclusions can provide reference and guidance in the diagnosis and intervension strategies for mental health education and counseling practice in university.

重读和动词隐含因果性对代词加工的影响

Numerous studies have shown that accentuation and implicit verb causality influenced pronoun resolution. However, many researchers cannot agree on the time course, as well as they know little about the interaction between the two types of information during comprehending Chinese sentences. The study aimed to explore the effects of accentuation and implicit verb causality on the pronoun processing during spoken Chinese sentences comprehension as well as their time courses, using auditory moving window technique and cross-modal probe paradigm. The main results were: 1) The reading time of the second clause in stressed pronoun condition was significantly longer than that in unstressed pronoun condition. Accentuation influenced the activation level of candidate antecedents. 2) Implicit verb causality influenced the pronoun interpretation during spoken Chinese sentences comprehension. It also affected the activation level of candidate antecedents immediately after people heard the pronoun. 3) There was “the first-mentioned effect” in spoken Chinese sentences comprehension. The effect seemed as if a general phenomenon during the pronoun processing. 4) Accentuation, Implicit verb causality and the first-mentioned effect interacted during the pronoun processing and spoken Chinese sentences comprehension. This study supported the focus hypothesis, indicating accentuation could shift the center of attention even in nonparallel-structure sentences; implicit verb causality influences the pronoun processing immediately; there was interaction between accentuation and implicit verb causality during spoken sentence comprehension.

语篇理解中语境对代词理解的影响

This study was aimed at examining the effects of contexts on pronouns comprehension in discourse comprehension. When a pronoun appears in a discourse in which there are not less than two antecedents, its comprehension may be influenced by the local and global contexts. This study explored the effects of global and local contexts on pronouns comprehension, the comprehension process of implicature in pronouns comprehension, the relationship between the effects of local and global contexts on pronouns comprehension . The main conclusions of the present study were: 1 The global contexts and the local contexts prior to the pronoun both influenced the pronouns comprehension, and the effects of the two contexts were additive. When the global contexts were inconsistent with the local context, the comprehender understood the pronouns based on the local context. 2 When a pronoun appears in a discourse, the comprehender understand the pronouns based on the global context immediately. After the local context appears in succession, the comprehender understand the pronouns based on the local context. 3 If the semantic information posterior to the pronouns are needed to decide the antecedent of the pronouns, the semantic information would be influenced by the global contexts prior to pronouns. 4 When a pronoun appears in global contexts and local contexts prior to the pronouns, the pronouns comprehension were influenced by the two contexts. The global contexts played role in the initial stage of pronouns comprehension, and the local contexts, in despite of being prior to the pronouns, played role in the later stage of pronouns comprehension. 5 Language was not an absolute incremental semantic interpretation process. Some information prior the target words didn’t influence the processing of target words immediately, but played role in later stage.

焦虑的因素结构及其在中学生中的验证

Since anxiety exists as a certain kind of relation between the subject and his stimuli, present study proposed the criterion that every one of the anxiety’s structural components had to manifest the properties of the relation, not the subject’s properties, and not the stimuli’s properties, too; and that every component must be a bridge from the subject to the object. Several structural models on anxiety were judged by the criterion, and three suited factors were drawn out, which were controllability, importance and urgency. Then through various methods of interview, questionnaire, laboratorial experiment, events graded, the research examined the relations between the three factors and normal anxiety, and explored the interaction of controllability, importance and urgency when they worked together. The results were as the following: 1. The hypothesis that controllability, importance and urgency were the structural components of normal anxiety sounds reasonable, which was supported in different degrees by the results of several secondary research with various methods. 2. With a totally different method of constructing items from the prevalent integrative anxiety inventory, an effective normal anxiety inventory of middle school students was developed based on this theoretical consideration. Reliability and validity research showed that the coefficient of homogeneity and test-retest reliability were high. The construct validity and criterion validity were good enough. The inventory was a useful scale to measure the normal anxiety for middle school students. 3. It’s through their interaction that controllability and importance effect on the level of anxiety which was produced by the relevant event. 4. Anxiety arises with the increasing of importance or urgency. Though there’s a very close connection between controllability and anxiety, the concrete situation is very complicated. Not only is the level of anxiety affected by the interaction of controllability and importance, but when controllability tends to be extremely high or extremely low, importance may also begin to vary with controllability. What’s more, dispositional optimism and self-efficacy still exert influences that cannot be ignored on the relationship between controllability and anxiety. All the results indicated that it was reasonable to regard and study anxiety as a kind of relation between the subject and his environment, and to some extent it’s even necessary if the intention was to clarify the structure of anxiety. Since all the other emotion also exists as a kind of relation between the subject and his stimuli, the wholeness principle which was first proposed and recommended in this study will be of great value to the related researchers. And the interaction between controllability and importance may suggest a valid coping strategy of anxiety.

亲子依恋对大学生人际关系影响的性别效应

Parent-child attachment refers to the emotional bond that forms between parent and child, which has great influences on the child’s interpersonal development. Present study applied both correlation method and secure attachment memory activation method to investigate the “gender relation effects” of parent-child attachment’s influences on college students’ close relationships, general attachment representation, and emotion and social loneliness. The basic hypotheses on “gender relation” were set as: “same-sex” parent-child attachment has more influences on college students’ “same-sex” interpersonal relationships, while “opposite-sex” parent-child attachment has more influences on college students’ “opposite-sex” interpersonal relationships. Major findings includes: 1. There was weak correlation of attachment security between father-child and mother-child relationships. The findings indicated that, among college students, the security of “opposite-sex” parent-child attachment representation is higher to some extent than that of “same-sex” parent-child attachment representation. 2. There were significant correlations between parent-child attachment and college students’ attachment anxiety in close relationships. Major findings indicated that “opposite-sex” parent-child attachment security negatively predicts college students’ attachment anxiety in both “same-sex” and “opposite-sex” close relationships. 3. Gender relation effects were significant in the correlations between parent-child attachment and college students’ level of avoidant attachment representation. “Same-sex” parent-child attachment security positively predicted avoidant attachment level in college students’ “same-sex” close relationships, while “opposite-sex” parent-child attachment security positively predicted avoidant attachment level in “opposite-sex” close relationships. 4. Parent-child attachment security memory activation had significant influences on college students’ general attachment representation, in which gender relation effects indicated that: the memory activation of father-child attachment security significantly increases participants’ security of self-model in general attachment representation to “male others”; while the memory activation of mother-child attachment security significantly increase participants’ security of others-model in general attachment representation to “female others”. 5. For male college students, father-son attachment security negatively predicted their emotion and social loneliness. For female college students, father-daughter attachment security negatively predicted their emotion loneliness, while mother-daughter attachment security negatively predicted their social loneliness. Attachment security memory activation had significant influences on college students’ social loneliness, in which gender relation effects was confirmed in that only father-child attachment security memory activation significantly decreased male participants’ level of social loneliness. The results indicated that gender relation effects are significant in the influences of parent-child attachment on college students’ interpersonal relationship representations, especially when the level of avoidant of attachment in college students’ close relationships was predicted by parent-child attachment representation, and when the memory activation of parent-child attachment influenced college students’ general attachment representation. The present study confirmed to some extent that gender relation consistency exists in attachment representations among different interpersonal relations, and serves as a new model for analysis of gender differences in the research fields. In the present study, however, gender relation effects were not confirmed in all the interpersonal relationship representations, which indicated the complexity in the problems of gender differences in the research fields of close relationships.

内在参照轴在图形再认中的作用

Shape recognition is among the basic skills to live in the complex environment. There are already a series of studies found interesting mental phenomena in shape recognition, such as mental rotation, which was also found in scene recognition and suggested that there would be common mechanisms in these two recognition processes. Recently, Mou and his colleagues (2008) found that scene recognition was not only viewpoint dependent but also intrinsic-orientation dependent. In our study, we applied their part recognition paradigm to shape recognition and investigated whether there was intrinsic orientation effect in shape recognition, and furthermore, we investigated the selection of the intrinsic axis in shape recognition. The results showed that a test shape divided from the learning direction and thus containing intrinsic axis was easier to recognize, relative to the test shape which was not divided from the learning direction. The results also showed that a test shape presented from the viewing direction was easier to recognize than from other direction. Furthermore, after we added an oblique rectangular background to the learning shape, the results showed that participants chose the prolate axis of the rectangular background as their learning direction and thus the direction of the intrinsic axis. This result suggested that the direction of the intrinsic axis can be separated from the viewing direction, and background can play a decisive role in the selection of intrinsic axis.

视觉搜索中注意捕获的控制机制

Theories of Visual search generally differentiate between bottom-up control and top-down control. Bottom-up control occurs when visual selection is determined by the stimulus properties in the search field. Top-down control takes place when observers are able to select those stimuli that are in line with their attentional sets. Pure stimulus-driven capture and contingent capture are two main theories on attentional capture by now, in which, theory of pure capture more emphasize bottom-up control, while theory of contingent capture more emphasize top-down control. Besides those two theories, Perceptual load theory of attention provides completely new perspective to explain attentional capture. The aim of this study is to investigate the mechanism of attentional capture in visual search on the basis of the existing theory of attentional capture and Perceptual load theory of attention. Three aspects of questions were explored in this study, which includes: the modulation role of perceptual load on attentional capture; the influence of search mode on attentional capture; and the influence of stimuli’s spatial and temporal characteristics on attentional capture. The results showed that: (1) Attentional capture was modulated by perceptual load in both conditions in which perceptual load manipulated either by amount of stimuli or similarity of stimuli. (2) Search mode did influence attentional capture, but more important, which was also modulated by perceptual load. (3) The spatial characteristics of congruent and incongruent distractor did influence attentional capture, specifically, the further the distractor from the target, the more interference effect the distractor had on visual search. (4) The temporal characteristics of distractor did influence attentional capture, specifically, the pattern of results from the study in which distractor were presented after the search display, were similar to those from the study in which distractors were presented before the search display. In sum, the results indicated that attentional capture are controlled not only by bottom-up factors, top-down factors but also modulated by available attention resources. These findings contribute to resolve the controversy for mechanism of attentional capture. And the potential application of this research was discussed.

未成年劳教人员的团体心理干预研究

本研究全面总结了未成年劳动教养人员心理特征、人格特性等因素的整体情况，首次采用HRV技术探讨未教人员神经生理特性和心理健康之间的关系。在此基础之上，系统地采用了认知行为疗法结合社会情绪学习项目对未成年劳教人员进行团体心理干预，以消除不良心理为重点，引导其改善认知方式、情绪体验和行为模式，并通过以情绪指标、神经生理指标、行为指标来验证团体干预效果。 基于本研究的实验条件，得出了以下主要结论： 1. 未成年劳教人员的心理健康状况普遍偏低，体现在状态焦虑、特质焦虑和抑郁水平的得分上均显著高于全国正常水平。 2. 未成年劳教人员的情绪智力低于同龄的中学生，主要表现在对他人的情绪识别能力上比普通中学生差。 3. 在人格特征方面，未教人员的外倾性因子得分上高于普通中学生常模，掩饰因子略高于常模得分，但并不显著。 4. 心率变异性和人格外倾性因子仅存在微弱相关，外倾性程度越高，LFnu/HFnu的比值越大，即交感神经活动与副交感神经活动的比值越大，而心率变异性和心理健康的相互关系不明显。 5. 团体认知干预效果显著，具体表现在：干预课程结束，并经过三周自我强化后，未教人员状态焦虑和特质焦虑程度均显著降低，自我激励程度增加；同时干警评分显示，未教人员培训后叛逆程度显著降低，劳动积极性显著增加。心率变异性的HF值和HFnu值减弱，LF值、LFnu增强和LF/HF的升高，说明干预后未教人员交感神经活动增强、副交感神经活动减弱，提示在干预后未教人员的生活的目的性、主动性可能有所增强。

农民工群体偏爱的研究

The present paper studies the explicit, implicit and the neural mechanism of group bias on rural residents, off-farm workers and urban citizens in Off-farm workers. The relations between group-bias and these factors such as collective self-esteem, self-esteem, group identity and depression were also discussed. The main results of this paper can be summarized as follows： 1. There were dissociations between explicit and implicit group-bias of the Off-farm workers on all three groups. Off-farm workers favored urban citizens implicitly most, and the bias on rural residents was least;. However, the rural residents was the group they liked most, but the urban citizens was the least. 2. The more the implicit and the less the explicit in-group bias they had, the more they felt depressive. 3. Collecitve self-esteem was only related to the explicit in-group bias. 4. The undergraduates showed bias on urban citizens and prejudice to rural residents as Off-farm workers, but their attitude towards Off-farm worker was more positive than Off-farm worker themselves was. 5.The implicit group-bias occurs rapidly and automatically which includes two potential processes as activation and inhibition and it isn’t necessary for them coexist in the same object. Besides, N400 and LPC are sensitive to the two processes respectively.

我国购彩者认知偏差和成瘾倾向量表编制及其关系探讨

我国彩票事业发展20年以来，随着电脑型彩票销量的迅速增长，由彩票引发的问题行为逐渐引起社会普遍关注。相关研究发现，认知偏差是问题购彩发展和维持的一个重要影响因素，本研究在编制适用于我国购彩者的认知偏差和成瘾倾向量表的基础上，考察购彩者的认知偏差以及认知偏差对成瘾倾向的影响作用。 研究结果如下： 1． 在购彩者深度访谈和文献查阅的基础上，编制购彩者认知偏差量表和成瘾倾向量表，经过项目分析、信效度分析、探索性因素分析和验证性因素分析，结果显示各项指标基本符合统计学要求。 2． 行为分析和量表得分显示，我国电脑型彩票购买者存在一定程度的认知偏差，包括沉没成本、过度自信、关系错觉、控制幻想、赌徒谬误等等。 3． 认知偏差的高低与年龄、受教育程度、参与的游戏种类、购彩经历、购彩动机等因素有关。年龄越大、受教育程度越低的购彩者认知偏差得分越高；以中大奖为购彩动机的购彩者认知偏差高于奉献爱心者，以娱乐为动机的购彩者认知偏差得分最低。 4． 认知偏差对购彩成瘾倾向的影响作用显著，其中控制幻想和关系错觉对成瘾倾向具有直接影响，而赌徒谬误和乐观预期对成瘾倾向的间接影响通过控制幻想和关系错觉起作用。

汉字形音义加工时间进程的事件相关电位（ERP）研究

The time-courses of orthographic, phonological and semantic processing of Chinese characters were investigated systematically with multi-channel event-related potentials (ERPs). New evidences concerning whether phonology or semantics is processed first and whether phonology mediates semantic access were obtained, supporting and developing the new concept of repetition, overlapping, and alternating processing in Chinese character recognition. Statistic parameter mapping based on physiological double dissociation has been developed. Seven experiments were conducted: I) deciding which type of structure, left-right or non-left-right, the character displayed on the screen was; 2) deciding whether or not there was a vowel/a/in the pronunciation of the character; 3) deciding which classification, natural object or non-natural object, the character was; 4) deciding which color, red or green, the character was; 5) deciding which color, red or green, the non-character was; 6) fixing on the non-character; 7) fixing on the crosslet. The main results are: 1. N240 and P240:N240 and P240 localized at occipital and prefrontal respectively were found in experiments 1, 2, 3, and 4, but not in experiments 5, 6, or 7. The difference between the former 4 and the latter 3 experiments was only their stimuli: the former's were true Chinese characters while the latter's were non-characters or crosslet. Thus Chinese characters were related to these two components, which reflected unique processing of Chinese characters peaking at about 240 msec. 2. Basic visual feature analysis: In comparison with experiment 7 there was a common cognitive process in experiments 1, 2, 4, and 6 - basic visual feature analysis. The corresponding ERP amplitude increase in most sites started from about 60 msec. 3. Orthography: The ERP differences located at the main processing area of orthography (occipital) between experiments 1, 2, 3, 4 and experiment 5 started from about 130 msec. This was the category difference between Chinese characters and non-characters, which revealed that orthographic processing started from about 130 msec. The ERP differences between the experiments 1, 2, 3 and the experiment 4 occurred in 210-250, 230-240, and 190-250 msec respectively, suggesting orthography was processed again. These were the differences between language and non-language tasks, which revealed a higher level processing than that in the above mentioned 130 msec. All the phenomena imply that the orthographic processing does not finished in one time of processing; the second time of processing is not a simple repetition, but a higher level one. 4. Phonology: The ERPs of experiment 2 (phonological task) were significantly stronger than those of experiment 3 (semantic task) at the main processing areas of phonology (temporal and left prefrontal) starting from about 270 msec, which revealed phonologic processing. The ERP differences at left frontal between experiment 2 and experiment 1 (orthographic task) started from about 250 msec. When comparing phonological task with experiment 4 (character color decision), the ERP differences at left temporal and prefrontal started from about 220 msec. Thus phonological processing may start before 220 msec. 5. Semantic: The ERPs of experiment 3 (semantic task) were significantly stronger than those of experiment 2 (phonological task) at the main processing areas of semantics (parietal and occipital) starting from about 290 msec, which revealed semantic processing. The ERP differences at these areas between experiment 3 and experiment 4 (character color decision) started from about 270 msec. The ERP differences between experiment 3 and experiment 1 (orthographic task) started from about 260 msec. Thus semantic processing may start before 260 msec. 6. Overlapping of phonological and semantic processing: From about 270 to 350 msec, the ERPs of experiment 2 (phonological task) were significantly larger than those of experiment 3 (semantic task) at the main processing areas of phonology (temporal and left prefrontal); while from about 290-360 msec, the ERPs of experiment 3 were significantly larger than those of experiment 2 at the main processing areas of semantics (frontal, parietal, and occipital). Thus phonological processing may start earlier than semantic and their time-courses may alternate, which reveals parallel processing. 7. Semantic processing needs part phonology: When experiment 1 (orthographic task) served as baseline, the ERPs of experiment 2 and 3 (phonological and semantic tasks) significantly increased at the main processing areas of phonology (left temporal and frontal) starting from about 250 msec. The ERPs of experiment 3, besides, increased significantly at the main processing areas of semantics (parietal and frontal) starting from about 260 msec. When experiment 4 (character color decision) served as baseline, the ERPs of experiment 2 and 3 significantly increased at phonological areas (left temporal and frontal) starting from about 220 msec. The ERPs of experiment 3, similarly, increased significantly at semantic areas (parietal and frontal) starting from about270 msec. Hence, before semantic processing, a part of phonological information may be required. The conclusion could be got from above results in the present experimental conditions: 1. The basic visual feature processing starts from about 60 msec; 2. Orthographic processing starts from about 130 msec, and repeats at about 240 msec. The second processing is not simple repetition of the first one, but a higher level processing; 3. Phonological processing begins earlier than semantic, and their time-courses overlap; 4. Before semantic processing, a part of phonological information may be required; 5. The repetition, overlapping, and alternating of the orthographic, phonological and semantic processing of Chinese characters could exist in cognition. Thus the problem of whether phonology mediates semantics access is not a simple, but a complicated issue.