Interference and Inhibition in Cognition and Behavior: Unifying Themes for Educational Psychology

In this article, we review modern work on interference and inhibition in cognition and behavior. We begin by briefly reviewing the historical and conceptual roots of this new body of work. Next we discuss five new theoretical frameworks that use the concepts of interference and inhibition to explain cognitive and behavioral phenomena. In the section that follows, we review evidence of individual and developmental differences in inhibition and susceptibility to interference in at-risk students. We then consider the implications of this new body of work for research on educational psychology by discussing six selected areas of research: intelligence, strategies, reading comprehension, logical and mathematical reasoning, self-regulated learning, and retention. In the next section, we explore four critical issues that pose significant challenges to research in inhibition and interference. Finally, we discuss the relevance of this work to educational practice by focusing on its implications for the curriculum and instruction. Throughout, our principal goal is to bring this new body of work to the attention of the readers of this journal and to show how it might be useful in guiding research and theory in educational psychology.     

论光源位置与杨氏干涉条纹变化的关系

双缝干涉是分波面法干涉的典型例子,本文讨论了光源位置对干涉条纹的影响和光源移动速度与干涉条纹移动速度间的关系。     

Interference in autoanalyzer analysis

This paper presents certain simple procedures for assessing the most common types of interference, due to haemolysis, icterus or lipaemic serum in 19 routine Clinical Chemistry tests and suggests steps to overcome the problem in some tests. A change in the measured concentration, to be analytically significant, had to exceed 2.8 X % coefficient of variation (cv) of the intra-assay analytical variation of each assay. Haemolysis caused interference in 10 of the 19 assays investigated. A haemolysate haemoglobin concentration of 0.29 g/dl, visible to the eye, caused an analytically significant increase in creatinine kinase MB subunit (CKMB), lactate dehydrogenase (LDH), total protein, triglyceride, uric acid and urea, and a significant decrease in alkaline phosphatase (ALP), and total bilirubin. A higher concentration of haemoglobin (0.68 g/ dl) caused an additional significant increase in CK, and a decrease in direct bilirubin. Addition of bilirubin caused interference in all the peroxidase linked reactions as well as in the creatinine assay. At a serum concentration of 5.2 mg/dl it caused a decrease in creatinine, glucose, triglyceride and uric acid. At a higher concentration (15.9 mg/dl) it also decreased cholesterol. Lipaemia interference affected the least number of assays. An added triglyceride of 537–561 mg/dl caused an increase in glucose, uric acid, and amylase. At a level of 1122 mg/dl it also increased CKMB, and at a value of 2244 mg/dl it increased total and direct bilirubin. At the highest levels of haemolysis and lipaemia, the serum glutamate oxaloacetate transaminase (GOT) and giutamate pyruvate transaminase (GPT) gave erratic results. Overall uric acid and CKMB were the analytes most susceptible to interference, while serum caicium and phosphate did not suffer from any. The interference depends on the exact assay conditions used and the susceptibility of each individual laboratory's tests should be determined by them. The reasons for the interferences described are discussed.     

李雅普诺夫指数降低开关模式电源电磁干扰水平研究

研究混沌信号正的李雅普诺夫指数对降低开关模式电源电磁干扰水平效果的影响．仿真结果表明：混沌信号正的李雅普诺夫指数越大，正李雅普诺夫指数个数越多，降低开关模式电源电磁干扰水平越好．     

基于接口电路的抗干扰技术的研究

简述了传导型干扰信号和辐射型干扰信号的产生来源,重点说明了从各种渠道进入通信设备或微型机中的控制器干扰信号。阐述了针对传导干扰和辐射干扰的抗干扰措施,尤其是对接口电路的抗干扰措施作了较详细的分析。     

量子力学中的态叠加原理

P．A．M．Dirac在他的名著《量子力学原理》中关于“电子同时通过两个狭缝”的观点，一直受到人们的批评．对它的理解必然涉及到“电子是否会‘分裂’？”的问题，从而引发了许多歧义和悖论．通常量子力学教科书和研究专著对这个问题一般不做深入分析，造成了很多人对量子力学理论基础的怀疑． 这个问题的正确理解与量子力学的“态叠加原理”有关．量子现象表现出许多与宏观现象不同的、新的特点，只有承认它们，并且把它“翻译”成我们所能理解的经典语言去表述它们，我们才有可能得到对微观现象的完整描述．     

数控机床抑制干扰策略

对影响数控机床正常工作的干扰源的种类和传播途径进行了分析,提出了数控机床抗干扰措施,主要包括:降低或消除干扰源的干扰;电源抗干扰;正确接地;通过屏蔽、滤波或隔离切断干扰路径;采取合理的结构布局和布线等。旨在对数控机床抗干扰设计提供一些参考。     

语音习得干扰浅析

本主要讨论了语音学习中源自已习得语音及知识的负迁移问题，以及四川方言语音在普通话语音学习中的负迁移问题。     

Motivational interference in learning: The impact of leisure alternatives on subsequent self-regulation

Students are often obliged to fulfill home assignments for school. While being engaged into such compulsory schooling, learners may be tempted to switch to a leisure alternative. Whenever students pursue the learning task although attractive leisure alternatives are present, thoughts about the missed activity can lead to motivational interference. Thus, self-regulation in learning does not only depend on the learning task itself but also on the dismissed alternatives. In a questionnaire study 704 students (mean age: 13.5) were confronted with hypothetical conflicts between a school activity and a leisure activity. The students envisioned themselves in the course of both activities after the decision. As predicted, self-reported self-regulation depended on the valences of both activities. High valence of the performed activity was related to better self-regulation, whereas high valence of the alternative activity resulted in worse self-regulation.     

Students’ views on the effectiveness of motivational interviewing for challenging disaffection

Emerging evidence suggests motivational interviewing (MI) is an effective intervention for supporting disaffected students. However, previous literature has failed to establish students’ views on MI. In the present study, three students took part in an individual MI intervention, delivered by three educational psychologists (EPs). Self-report measures of school-based motivation and semi-structured interviews were used to obtain student views, post-intervention and at three month follow-up. EP interview data were also used to contextualise findings from student interviews. Qualitative findings indicated that students were generally enthusiastic about the intervention and perceived some positive impact on behaviour. However, these views were not consistent with questionnaire responses and two of the pupils experienced exclusions around the time of the intervention. The implications of these ambiguous findings are discussed, in relation to contextual factors that are likely to have influenced the effectiveness of the interventions.