不同情绪启动状态下的注意稳定性对记忆广度的影响

情绪和认知是信息加工中的两个子系统,情绪、认知及行为三者之间存在密切的联系。不同极性的情绪会对信息加工起到干扰或者促进作用,情绪的变化可能影响认知加工的过程,也可能对行为反应产生一定的影响。注意是完成信息处理过程的重要心理条件之一,注意对认知和行为也产生了深远的影响。以大学生为被试进行了实验室研究并有效收集了70份数据,结果表明：不同的情绪启动状态对注意稳定性没有显著性影响;注意稳定性、记忆材料对记忆广度有显著性影响。     

Men in the Triangle: Grief,Inhibition, and Defense

Inhibition of emotional experience is a widely acknowledged characteristic of many Western-raised men. While this affective inhibition may impact men chronically in many ways, it becomes particularly salient when men are bereaved or otherwise grieving and are unable fully to experience normative emotional responses to loss. This article briefly examines some psychosocial developmental underpinnings of men’s affective suppression that have been hypothesized by psychoanalytic theorists, and moves on to suggest an approach for helping grieving men reestablish contact with emotional experience. Experiential Dynamic Therapy (EDT)—a family of approaches that attends to underlying or core affect, the anxiety it provokes in clients, and the defensive maneuvers they use to avoid the anxiety-provoking affect—is introduced and described operationally. The article concludes with specific sample interventions grounded in EDT for helping grieving young men gain access to a full range of affect.     

Connecting the dots: social network structure,conflict, and group cognitive complexity

The current paper combines arguments from the social capital and group cognition literature to explain two different processes through which communication network structures and intra group conflict influence groups’ cognitive complexity (GCC). We test in a sample of 44 groups the mediating role of intra group conflict in the relationship between communication network density and fragmentation on the one hand and groups’ cognitive complexity on the other hand. The results show that network fragmentation has a positive effect on GCC by fostering task conflict, while network density has a positive impact on GCC by reducing relationship conflict in student groups. The paper makes an important contribution to both theory and practice in the field of collaborative learning, by exploring how groups’ affective and a cognitive dynamics impact on emergent collective cognitive structures.     

论英语教学中情感因素的功能

英语学习既是一个认知过程,又是一个师生情感交流的过程。它们相互联系,相互作用和相互制约,是一个和谐的统一体．但在英语教学中仍存在着片面重视认知而忽视情感的现象,这是一个严重的问题,因此,本文着重研究了情感的功能,并对如何利用情感因素的功能促进英语教学提出了作者的建议.     

基于Hadoop的高效率海量电子通信信息存储方法

电子通信信息是当代社会运行的重要信息组成之一,提高电子通信信息存储能力对于各行业高效率处理事务意义重大。基于Hadoop集群环境设计了单节点双层Hadoop结构,分担主节点存储信息的压力;构建MapReduce信息并行计算模型分担海量存储任务,基于动态优先级负载均衡调度算法均衡存储节点的负载量,避免个别或者少数节点负担过重,延长Hadoop存储系统节点的使用寿命。测试结果显示,该方法有效均衡了海量信息存储时间,存储大规模电子通信数据的耗时较少。     

The Influences of Affective Variables on and Implications for English Teaching and Learning

Admittedly cognitive variables such as intelligence and aptitude exert great impact on English learning. Affective variables, however, are of intense importance in determining English learning as well, because affect is a starting machine that sets the learning mechanism in motion and learning will run into difficulty if affect does not work properly. Besides, there is mounting interest in exploring the affective domain. Therefore, this paper focuses upon the analyses of four affective variables(attitude, motivation, self-esteem and anxiety) that have bearings on English learning and sets forth Implications for English teaching.     

When enough is too much: Communication apprehension and employee information experiences

This study examines the relationships between supervisor communication apprehension, employee communication apprehension, and employees' reports of information received from their supervisor. Results indicated that supervisor communication apprehension was negatively related to employees' reports of information received. Employee communication apprehension and employees' reports of information received from supervisors were not significantly related. Supervisor communication apprehension was negatively related to the information load reported by employees. Finally, a positive relationship was identified between employee communication apprehension and the information load reported by employees.     

情感教育在外语教学中的地位及其实施策略

外语教学既是一个认知过程,又是一个情感过程,两者是一个相互联系、相互作用、相互制约的不可分割的统一体。随着我国外语教学改革的深入,越来越多的学者和教师开始关注和探讨教学中的情感教育问题。情感教育在外语教学中的地位日益凸显,重视和加强情感教育是素质教育赋予外语教师的新使命。     

The Application of Affective Education in Middle School English Teaching

It is acknowledged that affection widely affects cognitive activity of individuals in teaching process. While in learning process, affection will greatly affect the motivation of studying and determine whether learners can get as much information as they can. Starting with the problems existed in English Teaching and the definition of affective education, the paper mainly present several ways to advocate affective education, which includes establish harmonious relations between students and teachers and so on.     

情感因素在外语教学中的作用与启示

通过问卷调查和情感教学实验，结果表明学科情感时外语教学效果有明显的促进作用，并针对这一研究结果，以中国的传统情感教学思想及人本主义和二语习得理论为依据，论证了大学外语教师不仅要研究教材和教法，而且要认识情感时认知过程的影响，实现认知和情感的统一。在此基础上，文章探讨了该研究的教学启示。     

Information-Seeking From Organizational Communication Sources During Healthcare Technology Change

This study collects survey data (n = 345) from a healthcare organization in the early stages of electronic health record (EHR) implementation to understand how a series of organizational communication sources—managers, coworkers, IT personnel, and online organizational sources—impact healthcare employees’ (a) EHR resistance and (b) perceptions of EHR’s relative advantage. Regression results reveal that the levels of EHR information employees sought from coworkers did not predict EHR resistance or perceived relative advantage. Seeking information from managerial sources enhances EHR’s perceived relative advantage and decreases affective EHR resistance but is not related to behavioral or cognitive EHR resistance. Seeking information from IT staff decreased all types of EHR resistance and increased EHR’s perceived relative advantage. Finally, seeking information from online organizational sources increased EHR’s perceived relative advantage and decreased behavioral and cognitive resistance but is not related to affective EHR resistance. Study implications and limitations are offered.     

Combining cognitive and affective support in order to promote learning

The present study investigated the impact of cognitive and affective support intervention on the learning outcomes of learners working with a simulation in economics. Cognitive support was given by statements in order to increase reflection and self-explanation in learners. Affective support was given by a goal-based scenario. Participants were 104 students of social science classes who were randomly allocated to a variant with cognitive and/or affective support as well as a basal variant without affective and cognitive support. Perceived germane cognitive load was increased by cognitive support but not by affective support. Understanding, as measured by posttest performance, was significantly increased by a combination of affective and cognitive support as compared to the basal variant without any support, while a single support intervention had no significant impact. The need for an augmented Cognitive Load Theory by the inclusion of affective factors is applied.     

Collaboration modality, cognitive load, and science inquiry learning in virtual inquiry environments

Educational multi-user virtual environments (MUVEs) have been shown to be effective platforms for situated science inquiry curricula. While researchers find MUVEs to be supportive of collaborative scientific inquiry processes, the complex mix of multi-modal messages present in MUVEs can lead to cognitive overload, with learners unable to effectively process the rich information encountered in virtual space. In this study, we investigated the effect of communication modality on cognitive load and science inquiry learning in students completing a science inquiry curriculum in an educational MUVE. Seventy-eight undergraduate education majors from a large southwestern university participated in this control-treatment study. Significant positive results were found for reducing cognitive load for participants communicating through voice-based chat, although this reduction was not found to influence learning outcomes. We conclude that use of voice-based communication can successfully reduce cognitive load in MUVE-based inquiry curricula.     

Couples' affective orientations and their verbal abusiveness

Four measures of affective orientation: awareness of affect as information, posses‐sion of positive feelings, and expression of positive and negative emotions were employed to examine the relationships between functional males’ and females’ affective orientations and the level of verbal abuse reported in their relationships. Females reported having higher levels of affective awareness on all four measures of affective orientation. Contrary to expectations, males’ and females’ awareness of affect as information to guide interactions and positive feelings were not associated with reported verbal abuse. Males’ and females’ expressions of negative emotions, however, were significantly negatively associated with verbal abuse in the relationships. Males’ positive emotional expressiveness was significantly negatively associated with self‐reported verbal abuse in the relationship. Functional males and females reported experiencing similar levels of verbal abuse within their relationships.     

外语情感教育中的沟通策略

外语学习既是一个认知过程，又是一个情感过程。它们互相联系、互相作用和互相制约，是一个和谐的统一体。本讨论了情感对外语学习的重要作用以及外语情感教育中有效的沟通策略。     

Investigation of the impact of two verbal instruction formats and prior knowledge on student learning in a simulation-based learning environment

This study investigated how the format of verbal instructions in computer simulations and prior knowledge (PK) affected 8th graders' cognitive load (CL) level and achievement in a multimedia learning environment. Although PK was not found to significantly affect student performance and CL level, instruction format was found to impact both. Students who used narrative simulations were found to have a greater CL but also to perform better than those using simulations with on-screen text instructions. However, no significant differences were found between the cognitive efficiency of the two groups. The difficulty of the subject matter and limitations in students' prior content-related knowledge may have increased the intrinsic CL, such that students had difficulty in interpreting the content even if their PK was relatively high. The narrative instructions were more likely than the on-screen text information to reduce the extraneous CL and promote understanding of content. A new measure of cognitive processing is needed to identify the types of CL involved in e-learning and determine the properties of adequate e-learning materials. Finally, the findings of the study are discussed and suggestions for future studies and instructional design are provided.     

电子学习的教学设计要素

电子学习是以信息通信技术、网络技术为基础的,高效率、低成本并以学习者为中心的一种自主学习模式。电子学习的学习背景与传统学习相比发生了根本变化。但在目前一些电子学习课程教学设计开发中对这种学习背景的变化认识不足,从而影响了一门电子学习课程的成功推广。因此,电子学习的有效教学设计与开发必须体现电子学习的特征,在学习活动、学习情景、学习反馈、教学传递、学习上下文背景、学习影响等设计要素上加以充分考虑。     

Energy,Episode, and Relationship: A Test of Communicate Bond Belong Theory

To test the communicate bond belong (CBB) theory, this investigation explores the association between communication episode and closeness, affective well-being, and social energy expenditure. Participants from community (n = 62) and student (n = 54) samples were contacted five times a day for five consecutive days and reported on social interactions. Multilevel model results (n = 2,722) indicated that four episodes (i.e., affection, meaningful talk, catching up, joking around) were associated with greater closeness and affective well-being. Energy expending episodes occurred less frequently than less expending interactions. The ratio of closeness to social energy expenditure was associated with greater well-being and decreased likelihood of future social interaction. Both interaction partner and communication episode independently contributed to closeness and affective well-being. Findings offer initial support for two propositions and the principle of energy conservation in CBB theory, and contribute to research on the relationship-constituting function of everyday talk.     

Childhood emotional maltreatment,anxiety, attachment,and mindfulness: Associations with facial emotion recognition

The current study investigated factors thought to contribute to facial emotion processing. Female university students (N = 126) completed self-report measures of childhood emotional maltreatment, anxiety symptoms, attachment anxiety and avoidance, and trait mindfulness before completing a facial emotion recognition task, where they viewed sequences of faces that incorporated progressively more emotional content until they were able to correctly identify the emotion. They completed the task under low and high cognitive load conditions to distinguish between relatively effortful versus automatic processing abilities. Regression analyses revealed that under low cognitive load, attachment avoidance and mindfulness predicted quicker identification of fear (i.e., with less perceptual information), whereas anxiety predicted slower identification of fear (i.e., with more perceptual information). In the high cognitive load condition, emotional maltreatment and mindfulness predicted quicker identification of fear, and anxiety and mindfulness predicted faster identification of emotions overall. Although current findings are correlational, most of these effects were specific to fearful faces, suggesting that experiences of childhood emotional maltreatment and associated socio-emotional sequelae are related to heightened processing of threat-related information.