猴前额叶皮层内注射α_2肾上腺素能拮抗剂损害延缓GO／NO－GO任务操作

训练两只猕猴进行延缓ＧＯ／ＮＯ－ＧＯ任务操作。猴坐在定制的猴椅中，正前方４０ｃｍ处放着计算机显示器。显示器下方装有一压板。猴按压板０．５ｓ后，显示器屏幕右下角或左下角出现一白色方块信号（１．５ｃｍ×１．５ｃｍ），持续０．５ｓ。这一信号为暗示信号。暗示信号消失后，延缓０．０－４．０ｓ，然后在显示器屏幕的下方正中处出现一红色方块信号（１．５ｃｍ×１．５ｃｍ）。这一信号为反应信号。如果暗示信号出现在右边，则要求猴在０．８ｓ内放开一直按着的压板（ＧＯ反应）；如果暗示信号出现在左边，则要求猴继续按住压板１．２ｓ（ＮＯ－ＧＯ反应）。正确操作后，猴得到一滴水的奖励。在这一行为任务中，延缓期内的短时工作记忆是“非空间表象”（ｎｏｎ－ｓｐａｔｉａｌｌｙｒｅｐｒｅｓｅｎｔａｔｉｏａｌ）短时工作记忆。前额叶皮层背外侧部（Ｗａｌｋｅｔ４６区、９区）内注射α２受体拮抗剂ｙｏｈｉｍｂｉｎｅ（１０μｇ／２μｌ）使猴的任务操作正确率下降。延缓期越长，下降的幅度越大。注射Ｙｏｈｉｍｂｉｎｅ后，猴的操作错误率升高主要表现在“交叉”反应率升高，即应该作ＧＯ反应时作ＮＯ－ＧＯ反应，反之亦然。注射α１受体桔抗剂Ｐｒａｚｏｓｉｎ（１０μｇ／２μｌ）或

建立猕猴Go/NoGo视觉分辨任务的方法

在认知神经科学研究中,Go/NoGo模型是一种非常有效的研究方法。在本试验中,以两只猕猴为研究对象,采用Go/NoGo模型,以不同的视觉线索作为刺激来研究相关认知行为。结果表明猕猴能够很快学会Go/NoGo视觉分辨任务,而且对NoGo任务的完成要优于对Go任务的完成。本实验建立了一种有效的猕猴Go/NoGo视觉分辨实验的方法及计算机控制系统,为进一步记录神经元活动建立了良好的基础。

improving document icon to re-find efficiently what you need

It is common that documents are represented by document icon in graphical user interfaces. The document icon facilitates user to retrieve documents, but it is difficult to distinguish the document from a collection of documents that user have accessed to. Our paper presents a document icon on which the users can add some subjective values and mark. Then we describe a system ex-explorer that users can browser and search the extent document icon. We found that it is easy to re-find the document on which users added some annotation or mark by themselves.

序列学习场景条件下学习序列与空间记忆内在参照系的建立

Previous studies showed that preferred directions in pointing judgments (e.g. imagine you are standing at X, facing Y, please point to Z) were consistent with the sequence participants used to learn locations of objects suggesting that the learning sequence may determine the intrinsic frames of reference in spatial memory. Numerous studies pay excessive attention to the selection of intrinsic frames of reference in spatial memory acquired from viewing an entire layout simultaneously. This research focused on the relationship between the learning sequence and the spatial reference direction in sequentially learning a layout based on the theory of intrinsic reference system. The results indicated that: 1. The intrinsic frame of reference used to specify objects’ locations in memory could not be determined by learning sequence. The learning sequence reflected the encoding of interobject spatial relations aligned with the intrinsic reference directions . 2. when the objects presented sequentially in a random order and the layout geometry structure was either all along or briefly, the preferred heading was determined by the symmetric axis. when the objects presented sequentially in a random order and the layout geometry structure was either not indicated or briefly presented after study, the preferred heading was determined by learning viewpoint. 3. When the objects were presented sequentially along a certain direction, whether the layout geometry structure displayed or not, the effect of the learning viewpoint on selection of intrinsic axis was observed. 4. When participants learned a layout during locomotion, whether the layout geometry structure displayed or not, the initial study perspective was used as a reference direction in memory. 5. Spatial reference direction was determined at the very beginning of learning objects’ locations. Spatial reference direction could not be changed once it had been choosed. These results not only contribute to specify in greater detail the nature of these spatial representations but also extend the intrinsic model of spatial memory.

通过对心理学期刊的几项统计分析看我国十年来儿童发展教育心理学研究状况与动向

In this study, bibliometric method was usded in the investigation of 2274 papers concerning child developmental and educational psychology, which were published during the ten years of 1979-1988, in 14 psychological journals and 97 other scientific journals. According to the quantitative and qualitative analyses, the results are as follows: 1979-1988 saw the rapid development and prosperous period in China's child developmental and educational psychology, During which more papers were published and more fields couched than in the psvious thirty years. The number of literature publications increased and went to the peak in 1983 and 1984, and came down since 1985. The trend was found to result from the decrease in popular science introductions of psychology, which reflected that a heat of psychology had appeared in 1983 and started to cool in 1985. At the mean time, the number of research reports had been holding a steady increase by 1987 and decreased obviously in 1988, especially in the fields of cognitive and social development. There could be several possible explanations of this phenonemon: Piagetian studies are becoming fewer and the eakening of Piaget's influence might predict a period of standstill in the field of developmental psychology in China; As researches become more and more difficult, researchers have turned to be more cautious in lay out their reports; the cutdown of fees and staff could also be one of reasons for less publication in 1988. As the factors mentioned above still exist and their influences last, the number of papers are not expected to increase in the near future. The field of thinking and menory is closely connected with that of artificial intelligence. The downhill situations in these two fileds should be taken seriously. 2. The types of research work are divided on the bases of their problem raising. The trends show that the deepening studies, which represent a comaratively higher level of exploration, are waving fewer, while repeated studies and creative studies are becoming more as the years go along. This fact is worth being further analysed. Big progress could be seen from research methods. The methods currently used are mainly experiment, psychological measurement and assessment, and theoretical reasoning. There is a rapid increase of research by using scales. Wechsler Intelligence Scale for Children, Binet Scale and Baley Scale have been revised andstandardized. Chinese researchers have also developed several good scales of their own, some of which are valuable and need to be standardized. In the papers investigated, the amount of citation is significantly lower than the world average level as well as the average citation number of whole China's scientific literature. Among the papers cited, most are of Chinese and English languages, and only a small rate were published in resently five years. The renewal of literature cited seems to stay at a low level in the ten years. Tremendous work could be reflected by the number of subjects used the research work in those ten years: 362665. A lot of studies piled on the period of 4-16 year olds. Compared with the previous thirty years, the age range was much enlarged and there were quite a few studies about preschool, school and adolescent periods. The study of newborn of 0-3 has been a weak point so far and it is a field to which chinese developmental psychologists should pay more attention. The progress in using statistics is one of the most obvious part in the development in the research work of child developmental and educational psychology. The one tendency that should be awared and avoid is to put the cart before the horse: seeking for more sophisticated statistic method while neglecting the meanings of research problems. 3. Citation analysis was used in selecting scholars who had great influence in the field of child developmental and educational psychology. Among the often cited and famous scholars, 31 are Chinese researchers and 12 are Western psychologists. The authoritative journal for child developmental psychology and educational psychology is Acta Psychologica Sinica.