记忆信息错误重组中熟悉性加工和回忆提取

记忆信息错误重组是一种不同来源的记忆信息成分组合在一起形成一种新的整体,而不被主体知觉的现象。实验采用学习一测试范式探讨记忆信息错误重组是否具有随机性,以及在测试阶段回忆参与的特点。结果发现,记忆信息错误重组受空间位置表征的影响,说明记忆信息并不是随机重组发生的;在测试阶段,被试表现出非单纯的熟悉性判断,对学习项目整体特征的回忆显著提高了成绩。     

The development of recollection and familiarity in childhood and adolescence: evidence from the dual-process signal detection model

Two experiments examined the development of recollection (recalling qualitative details about an event) and familiarity (recognizing the event) using the dual-process signal detection model. In Experiment 1 (n = 117; ages 6, 8, 10, 14, and 18 years), recollection improved from childhood to adolescence after semantic encoding but not after perceptual encoding and familiarity improved from ages 6 to 8 regardless of encoding condition. In Experiment 2 (n = 56; ages 6, 8, and 10 years), long duration compared to short duration of semantic encoding increased familiarity but not recollection. Age-related differences replicated those of Experiment 1, except no age difference in familiarity was found with long study duration. Overall, recollection and familiarity showed distinct developmental and functional characteristics. The dual-process signal detection model proved promising for developmental investigations.     

Modifications of Recognition Memory Processes in Preterm Children: An Event‐Related Potential Study

Prematurity may cause hippocampal compromise. Therefore, hippocampus‐dependent memory processes (recollection‐based retrieval) may be more impaired than hippocampus‐independent processes (familiarity‐based retrieval). The memory of 18 children born preterm with reduced hippocampal volumes, without neonatal complications (weeks of gestation < 34, weight < 1,600 g), and 15 controls (8–10 years) was tested using an item recognition task. While groups were equal in memory performance, dissociation was found: The event‐related potential (ERP) correlate of familiarity was intact in the preterm group, whereas the correlate of recollection was attenuated. A follow‐up experiment ruled out that this was due to general cognitive deficits. Furthermore, gestational age correlated with the ERP index of recollection. Thus, recognition memory in preterm children may be characterized by a compensation of attenuated recollection by familiarity.     

Trans*forming college masculinities: carving out trans*masculine pathways through the threshold of dominance

Abstract

Men and masculinities studies are gaining prominence in higher education literature, illuminating how cisgender college men understand and grapple with masculinity. Additionally, the increased visibility of trans* students has fueled the expanding scholarship and attention to their experiences, often however centering on white gender-conforming trans* students with little if any focus on their multiple and intersecting identities. The gap between these two strands of literature risks reifying hegemonic masculinity and genderism, as masculinities continue to be theorized as exclusively shaped and embodied by cisgender men. Through post-intentional and queer phenomenologies, this study seeks to fill that gap by investigating how trans*masculine students conceptualize masculinity/ies, and how that conception is informed by various intersecting and salient identities. Through a multifaceted conceptual framework and disruptive phenomenologies, the study positions trans*masculine students as agentic worldmakers, constructing trans*masculine pathways, with implications for building toward gender liberation for themselves and others.     

How should the higher education workforce adapt to advancements in technology for teaching and learning?

In a time of change, higher education is in the position of having to adapt to external conditions created by widespread adoption of popular technologies such as social media, social networking services and mobile devices. For faculty members, there must be opportunities for concrete experiences capable of generating a personal conviction that a given technology is worth using and an understanding of the contexts in which it is best used. The paper examines approaches to educational professional development at The Open University, including recent initiatives related to faculty development in relation to mobile learning. The paper reflects on what can be learnt from these experiences and proposes a lifelong learning perspective which can help the higher education workforce to adapt. Faculty members have to commit to lifelong learning, remembering that ‘professional role model’ to students is one of the main roles of the teacher.     

论模糊语言的思维含量

模糊语言在人们的言语交际中起着重要的作用，在某种意义上，可以说模糊语言比精确语言表述的更准确、更生动。尤其是在文学创作中，恰当贴切地运用模糊语言，更能使作品产生神奇绝妙的表达效果，显示出巨大的表现能量。不仅如此，在情感的表达上，模糊语言也有其独到之处，它能使情感物化在言语表达之中，使情感产生一种张力，使读者产生共鸣。     

Gender difference in the effect of daytime sleep on declarative memory for pictures

Objective: To investigate gender difference in the effects of daytime sleep on item and source memories, which are dissociable elements of declarative memory, and the effects of sleep on recollection and familiarity, which are two processes underlying recognition. Methods: Participants saw a series of pictures with either blue or red background, and were then given a pretest for item and source memories. Then males and females respectively were randomly assigned either to a wake or a sleep condition. In the wake condition, participants remained awake until the posttest; in the sleep condition, participants slept for 1 h until awakened and asked to remain awake until the posttest. Results: Daytime sleep contributed to retention of source memory rather than item memory in females, whereas males undergoing daytime sleep had a trend towards increased familiarity. For females, however, neither recollection nor familiarity appeared to be influenced by daytime sleep. Conclusion: The mechanism underlying gender difference may be linked with different memory traces resulting from different encoding strategies, as well as with different electrophysiological changes during daytime sleep.     

论怀旧的审美蕴涵

怀旧是一种想象化的时光追忆，一种情感化的生命体验，一种诗意化的生存艺术。在回忆的审美心理基础之上，怀旧的审美本质表现为怀旧者对过去的生活事实和情感经历，在心灵当中的审美再造和艺术重构。怀旧的审关心理指向是感伤之关和彼岸之关。     

Does familiarity with text breed complacency or vigilance?

Proofreading one's own writing is difficult due to the overfamiliarity of one's writing, which has been claimed to conceal errors, even extraneous errors inserted by someone else (as in collaborative writing). In the present research, we examined whether increasing one's familiarity with text can indeed have a negative influence on error detection. Participants were asked to identify word errors in different contexts: a passage that was unfamiliar, previously read, copied, memorised or paraphrased. These tasks represented a continuum of progressively more demanding and time‐consuming activities, which were thought to lead to comparable increases in text familiarity. Greater familiarity with the text to be proofread was expected to improve its predictability and thus the likelihood of overlooking errors. In agreement with the level‐of‐familiarity account, as the delay between memorising and proofreading increased so did the proportion of errors detected per minute.     

Grounding development in cognitive processes

Developmentalists have made remarkable progress over the last several decades in detailing what children know at various points in development. Less progress has been made, however, in detailing the processes through which knowledge is realized in real-time tasks, or in detailing the processes of developmental change. We argue that the operating characteristics of perceiving and remembering provide a foundation for making progress on these issues in the next century. We include three examples applying these ideas to specific phenomena in early word learning. These examples illustrate how forming developmental hypotheses in terms of perceiving and remembering may bring new insights into specific phenomena as well as into how the ordinary operating characteristics of perceiving and remembering serve as bootstraps to more specialized and more abstract kinds of knowledge.     

Developmental changes in item and source memory: evidence from an ERP recognition memory study with children, adolescents, and adults

Event-related potential (ERP) correlates of item and source memory were assessed in 18 children (7-8 years), 20 adolescents (13-14 years), and 20 adults (20-29 years) performing a continuous recognition memory task with object and nonobject stimuli. Memory performance increased with age and was particularly low for source memory in children. The ERP difference between first presentations of objects and nonobjects, reflecting generic novelty processing, showed only small developmental changes. Regarding item memory, adults showed the putative ERP correlates of familiarity and recollection, whereas ERP effects in children and adolescents suggested a strong reliance on recollection. ERP correlates of source memory refined with age, suggesting maturation of strategic recollection between childhood and adolescence and the development of postretrieval control until adulthood.     

管窥孙犁眼中乡村图景的变迁

对于乡村的体验始终影响着孙犁长达数十年的文学创作,怀揣乡村记忆,随着时间的推移,孙犁眼中的乡村图景从单纯、美好、有生活实感的乐土,变得忧郁、安静、充满回忆之美,渐渐走向封闭的状态。本文透过对孙犁眼中乡村图景变迁的考察,探索了作家创作潜在的心理机制。     

Remembering as discrimination in delayed matching to sample: Discriminability and bias

Task difficulty in delayed matching-to-sample tasks (DMTS) is increased by increasing the length of a retention interval. When tasks become more difficult, choice behavior becomes more susceptible to bias produced by unequal reinforcer ratios. Delaying reinforcement from choice behavior also increases both task difficulty and the biasing effect of unequal reinforcer probability. Six pigeons completed nine DMTS conditions with retention intervals of 0, 2, 4, 6, and 8 sec, in which reinforcer delays of 0, 2, and 4 sec were combined with ratios of reinforcer probabilities of .5/.5, .2/.8, and .8/.2 for correct red and green responses. Discriminability (logd) decreased with both increasing retention interval duration and increasing reinforcer delay. Sensitivity to reinforcement, the tendency for ratios of choice responses to follow unequal reinforcer probabilities, also increased as a function of both increasing retention interval and increasing reinforcer delay. The result is consistent with the view that remembering in DMTS tasks is a discriminated operant in which increasing task difficulty increases sensitivity to reinforcement.     

叙事视野下的王国维"隔"与"不隔"说

王国维强调文学的形象性,他的“隔”与“不隔”的理论实际上是对文学的形象性的论述。王国维说的“不隔”,就是“话语都在目前”,指的是形象鲜明;他说的“隔”,就是“如雾里看花,终隔一层”,实际上指的是形象的模糊性、不清晰性。他要求文学塑造出鲜明的形象,反对形象模糊、“终隔一层”的作品。     

Self-reports of forgetting and remembering childhood sexual abuse in a nationally representative sample of US women

OBJECTIVE: The purpose of this article is to describe patterns of forgetting and remembering childhood sexual abuse (CSA) in a nationally representative sample of US adult women. METHOD: The respondents were a national probability sample of 711 women, aged 26 years to 54 years, residing in noninstitutional settings in the contiguous 48 states. In a 1996 face-to-face interview survey, trained female interviewers asked each respondent whether she had experienced any sexual coercion by family members or nonfamily members while growing up; whether she believed that she had been sexually abused (by family members or others); and whether she had ever forgotten the CSA experiences and, if so, how she had subsequently remembered them. RESULTS: Twenty-one and six-tenths percent of respondents reported having sexually coercive experiences while growing up; of these, 69.0% indicated that they felt they had been sexually abused. More than one-fourth of respondents who felt sexually abused reported that they had forgotten the abuse for some period of time but later remembered it on their own. Only 1.8% of women self-described as sexually abused reported remembering the abuse with the help of a therapist or other professional person. CONCLUSIONS: The findings indicate that, among women who report CSA, forgetting and subsequently remembering abuse experiences is not uncommon. According to the women surveyed, however, very few (1.8%) of those who felt abused recovered memories of CSA with help from therapists or other professionals. As one of the few studies of CSA memories in a nationally representative sample, this study suggests that therapist-assisted recall is not a major source of CSA memories among women in the US general population.     

Reading and writing to learn in secondary education: online processing activity and written products in summarizing and synthesizing tasks

The research reported here employed a multiple-case study methodology to assess the online cognitive and metacognitive activities of 15-year-old secondary students as they read informational texts and wrote a new text in order to learn, and the relation of these activities to the written products they were asked to generate. To investigate the influence of the task, students were required to perform two different tasks which differed in complexity and familiarity. The first task was reading a single text and making a written summary of it, while the second consisted in reading two texts and making a written synthesis of them. To gather information about how students construct meaning from informational texts, we asked students to think aloud as they read and wrote in order to provide us with information about their comprehension and composition processes. We also examined their reading and writing activities during the tasks. The results show that to a large extent secondary school students lack the cognitive and metacognitive processes that would enable them to make strategic use of reading and writing. They also show that, although there are no major differences in the way secondary school students tackle these different tasks, those who create the most elaborate products evidence a more recursive and flexible use of reading and writing. The most obvious conclusion as far as the repercussions of these findings are concerned is that there is an urgent need for work on tasks of this kind in the classroom.     

The social nature of saintliness and moral action: a view of William James's Varieties in relation to St Ignatius and Lawrence Kohlberg

This article argues that William James's thinking in The Varieties and elsewhere contains the view that social institutions, such as religious congregations and schools, are mediators between the private and public spheres of life, and are necessary for transforming personal feelings, ideals and beliefs into moral action. The Exercises of St Ignatius and the Just Community moral education approach serve as examples. Criticisms of the more commonly held view that James recognised only individual personal experiences as valid religious expressions are marshalled. Furthermore, we argue that moral action or saintliness, the ultimate expression of religious faith according to James, is fundamentally social. The commonalities that the phenomenologies of moral action of St Ignatius and Lawrence Kohlberg have with William James's view are used to support the argument.     

Fuzzy-trace theory and source monitoring: An evaluation of theory and false-memory data

Fuzzy-trace theory and the source-monitoring framework are evaluated with respect to recent data on false memory. Lindsay and Johnson discuss key findings generated by fuzzy-trace theory from a source-monitoring perspective, such as independence between recognition judgments of true and false memories, increases in false recognition through mere-memory testing, vivid false recognition—phantom recollection—through repeated cuing of gist, and false-recognition reversal, in which semantically related items are misrecognized less often than unrelated items [Learn. Individ. Differ. 7 (1995) 1; J. Exp. Child Psychol. 71 (1998) 194; Learn. Individ. Differ. 9 (1997) 95]. Lindsay and Johnson qualify core assumptions of source monitoring (e.g., source similarity is said to increase, decrease, and have no effect on source confusions and false memories; records of internal cognitive operations might not discriminate reality from self-generated representations) to accommodate these effects, as well as opposite effects. Although the power and scope of the source-monitoring perspective is evident, their approach suffers from limitations of imprecision and unfalsifiability. Nevertheless, they are to be commended for actively engaging data generated by alternative perspectives and for advancing sorely needed theoretical understanding of false-memory effects.     

Reducing misinformation effects in children with cognitive interviews: dissociating recollection and familiarity

Two experiments examined the effect of a cognitive interview on 4- and 8-year-old children's correct recall and subsequent reporting of misinformation. Children viewed an event followed by misinformation that was read or self-generated either before or after a cognitive interview. Children were then given a recognition test under inclusion and exclusion instructions. A cognitive interview elicited more correct details than a control interview. Age-related changes were found such that the 8-year-old children's reports were more complete and they recalled more correct person, action, object, and location details than the 4-year-old children. A cognitive interview given after postevent misinformation reduced children's reporting of misinformation at interview and reduced reporting of self-generated misinformation at test. Process dissociation analyses revealed that recollection increased but familiarity decreased with age.     

中国共产党“十年探索”的历史启示

1956-1966年是中国共产党独立地探索中国社会主义建设道路的十年.这十年,有许多值得我们借鉴的经验,也有许多值得我们铭记的教训.通过对“十年探索”实践的总结,我们可以找到一些建设中国特色社会主义的启示.