Knowledge that Transforms

以中文双字词为实验材料,分别从两个层面探讨场依存个体与场独立个体对社会词或非社会词的记忆有无偏向.实验一采用双任务,分散注意学习条件,实验二引入加工分离程序(PDP).研究结果表明:(1)在双任务分散注意学习条件下,场依存个体对非目标社会词存在记忆偏向.(2)在内隐记忆成绩上,场依存个体对社会词存在记忆偏向,场独立个体对非社会词存在记忆偏向.

This research is novel in studying health effects of DIY PACs during wildfire and wood smoke exposures. Such research is needed to inform public health guidance. Recommendations for future studies on PAC use during smoke exposure include building flexibility of intervention timing into the study design.

A perceptually filled-in surface, such as occurs during sustained attention to a peripheral stimulus (Troxler fading), can be functionally equivalent to a physically presented stimulus. Observers failed to detect probes that were presented in the location of a filled-in surface that had the same surface attributes as the probes; this was true even though, physically, the probes contrasted with the background. Probe stimuli with surface characteristics different from those of the filled-in surface were detected more often, though not quite as often as when there was no filled-in surface. Together, these findings support the idea that there are two components in perceptual filling: a neural filling-in component and a sustained-attention component, which actively suppresses perceptual processing at the filled-in location. More broadly, they illustrate the interplay of basic visual mechanisms in the creation and representation of visual surfaces and in the coding and detection of changes to these surfaces.

Rushton and Jensen concede that the magnitude of the black/white IQ gap is not immutable but could have narrowed by as much as 3.44 IQ points or 0.23 white SDs. They concur that the black/white IQ gap rises with age. Using Shuey’s 1966 data, Jensen (1998) estimates: 0.70 SDs in early childhood; 1.00 SDs in middle childhood; 1.20 SDs in early adulthood. Our current estimates: 0.31 SDs (age 4); 0.63 SDs (age 12); and 0.87 SDs (age 18). Comparison of their pre-rise values and our post-rise values yield a black IQ gain of 0.33 to 0.39 SDs. This equals 5.0 to 5.5 IQ points, close to the mid-point of our estimate that blacks gained 4 to 7 points. Therefore, unless they question our current values, our main contention is also conceded. All that is at stake is the timing of the steps by which blacks progressed from Jensen's values to ours, something we grant to be problematic. And yet, Rushton and Jensen never challenge our values for current black IQ. They do argue that we exaggerate the qualitative difference between samples we consider suspect and samples we favor, namely, those used to standardize the WISC, WAIS, Stanford-Binet, and AFQT. They note that the latter are selected to be representative of Americans in general but not the black and white sub-populations. First, this is untrue of the sample used to