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What's in a name: The role of verbalization in reinforcement learning. 名字里有什么:强化学习中的语言角色。
IF 3.2 3区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL Pub Date : 2024-12-01 Epub Date: 2024-05-20 DOI: 10.3758/s13423-024-02506-3
Jessica V Schaaf, Annie Johansson, Ingmar Visser, Hilde M Huizenga

(e.g., characters or fractals) and concrete stimuli (e.g., pictures of everyday objects) are used interchangeably in the reinforcement-learning literature. Yet, it is unclear whether the same learning processes underlie learning from these different stimulus types. In two preregistered experiments (N = 50 each), we assessed whether abstract and concrete stimuli yield different reinforcement-learning performance and whether this difference can be explained by verbalization. We argued that concrete stimuli are easier to verbalize than abstract ones, and that people therefore can appeal to the phonological loop, a subcomponent of the working-memory system responsible for storing and rehearsing verbal information, while learning. To test whether this verbalization aids reinforcement-learning performance, we administered a reinforcement-learning task in which participants learned either abstract or concrete stimuli while verbalization was hindered or not. In the first experiment, results showed a more pronounced detrimental effect of hindered verbalization for concrete than abstract stimuli on response times, but not on accuracy. In the second experiment, in which we reduced the response window, results showed the differential effect of hindered verbalization between stimulus types on accuracy, not on response times. These results imply that verbalization aids learning for concrete, but not abstract, stimuli and therefore that different processes underlie learning from these types of stimuli. This emphasizes the importance of carefully considering stimulus types. We discuss these findings in light of generalizability and validity of reinforcement-learning research.

(在强化学习的文献中,"刺激"(如字符或分形)和 "具体刺激"(如日常物品图片)被交替使用。然而,目前还不清楚这些不同刺激类型的学习过程是否相同。在两个预先登记的实验中(各50人),我们评估了抽象刺激和具体刺激是否会产生不同的强化学习效果,以及这种差异是否可以用言语化来解释。我们认为,具体的刺激比抽象的刺激更容易用语言表达,因此人们在学习时可以诉诸语音环路,这是工作记忆系统中负责存储和排练语言信息的一个子组件。为了测试这种语言表达是否有助于强化学习,我们进行了一项强化学习任务,让参与者在语言表达受阻或不受阻的情况下学习抽象或具体的刺激。在第一个实验中,结果表明,与抽象刺激相比,对具体刺激的语言表达受阻对反应时间有更明显的不利影响,但对准确性却没有影响。在第二个实验中,我们缩小了反应窗口,结果表明不同刺激类型的口头表达受阻对准确性的影响不同,而对反应时间的影响不大。这些结果表明,语言表达有助于具体刺激的学习,而不是抽象刺激的学习,因此,这些类型刺激的学习过程是不同的。这强调了仔细考虑刺激类型的重要性。我们将根据强化学习研究的普遍性和有效性来讨论这些发现。
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引用次数: 0
A hierarchical signal detection model with unequal variance for binary responses. 针对二元响应的不等方差分层信号检测模型。
IF 3.2 3区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL Pub Date : 2024-12-01 Epub Date: 2024-05-28 DOI: 10.3758/s13423-024-02504-5
Martin Lages

Gaussian signal detection models with equal variance are commonly used in simple yes-no detection and discrimination tasks whereas more flexible models with unequal variance require additional information. Here, a hierarchical Bayesian model with equal variance is extended to an unequal-variance model by exploiting variability of hit and false-alarm rates in a random sample of participants. This hierarchical model is investigated analytically, in simulations and in applications to existing data sets. The results suggest that signal variance and other parameters can be accurately estimated if plausible assumptions are met. It is concluded that the model provides a promising alternative to the ubiquitous equal-variance model for binary data.

等方差高斯信号检测模型通常用于简单的是非检测和辨别任务,而更灵活的不等方差模型则需要额外的信息。在此,通过利用随机样本参与者的命中率和误报率的变化,将等方差分层贝叶斯模型扩展为不等方差模型。通过分析、模拟和应用现有数据集,对这一层次模型进行了研究。结果表明,如果满足合理的假设条件,信号方差和其他参数都可以准确估算。结论是,该模型为二进制数据的等方差模型提供了一个很有前途的替代方案。
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引用次数: 0
Individual differences in word skipping during reading in English as L2. 以英语为第二语言的阅读过程中跳字的个体差异。
IF 3.2 3区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL Pub Date : 2024-12-01 Epub Date: 2024-06-12 DOI: 10.3758/s13423-024-02529-w
Diana Esteve, Manuel Perea, Bernhard Angele, Victor Kuperman, Denis Drieghe

The Multilingual Eye-movement Corpus (MECO; Siegelman et al., 2022) contains data from unbalanced bilinguals reading in their first language (L1) for a variety of languages and in English as their second language (L2). We analyzed word skipping in L2 on the basis of five predictors consisting of the frequency and length of the word in L2 and three measures of individual differences. Besides the L2 proficiency of the participant, two novel measures were also constructed: the average amount of skipping in L1 across participants per language and whether an individual reader skips words often in their L1 compared with other L1 readers in the same language. Word skipping in L2 increased for short and high-frequency words, for participants with higher L2 proficiency, for readers whose L1 featured relatively high average skipping rates compared with the other languages, and especially for participants who skip more often in L1 than their peers. All three individual differences interacted with word length such that their influence was more pronounced for longer words. Our results show that readers prefer to maintain a certain level of word skipping resembling how they read in L1. Due to lower L2 than L1 proficiency in unbalanced bilinguals, word skipping in L2 would often be based on a comparatively less advanced stage in parafoveal word recognition.

多语言眼动语料库(MECO;Siegelman 等人,2022 年)包含了不平衡双语者用第一语言(L1)和第二语言(L2)进行各种语言阅读的数据。我们根据五个预测因素(包括 L2 中单词的频率和长度)和三个个体差异测量来分析 L2 中的跳词现象。除了受试者的第二语言水平外,我们还构建了两个新的测量指标:受试者每种语言在第一语言中的平均跳词量,以及与同一语言的其他第一语言读者相比,每个读者在其第一语言中是否经常跳词。对于短词和高频词,对于 L2 熟练度较高的参与者,对于 L1 平均跳读率与其他语言相比相对较高的读者,尤其是对于 L1 跳读频率高于同龄人的参与者,L2 跳读率都有所增加。所有这三种个体差异都与单词长度相互影响,因此它们对较长单词的影响更为明显。我们的研究结果表明,读者倾向于保持一定程度的跳字,这与他们在 L1 中的阅读方式相似。由于不平衡双语者的 L2 能力低于 L1 能力,L2 中的跳字往往是基于眼旁单词识别能力相对较低的阶段。
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引用次数: 0
Invariant representations in abstract concept grounding - the physical world in grounded cognition. 抽象概念基础中的不变表征--基础认知中的物理世界。
IF 3.2 3区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL Pub Date : 2024-12-01 Epub Date: 2024-05-28 DOI: 10.3758/s13423-024-02522-3
Jannis Friedrich, Martin H Fischer, Markus Raab

Grounded cognition states that mental representations of concepts consist of experiential aspects. For example, the concept "cup" consists of the sensorimotor experiences from interactions with cups. Typical modalities in which concepts are grounded are: The sensorimotor system (including interoception), emotion, action, language, and social aspects. Here, we argue that this list should be expanded to include physical invariants (unchanging features of physical motion; e.g., gravity, momentum, friction). Research on physical reasoning consistently demonstrates that physical invariants are represented as fundamentally as other grounding substrates, and therefore should qualify. We assess several theories of concept representation (simulation, conceptual metaphor, conceptual spaces, predictive processing) and their positions on physical invariants. We find that the classic grounded cognition theories, simulation and conceptual metaphor theory, have not considered physical invariants, while conceptual spaces and predictive processing have. We conclude that physical invariants should be included into grounded cognition theories, and that the core mechanisms of simulation and conceptual metaphor theory are well suited to do this. Furthermore, conceptual spaces and predictive processing are very promising and should also be integrated with grounded cognition in the future.

基础认知认为,概念的心理表征由经验方面组成。例如,"杯子 "这一概念就包含了与杯子互动的感官运动体验。概念的典型基础模式包括感觉运动系统(包括互感)、情感、行动、语言和社会方面。在此,我们认为应将物理不变式(物理运动的不变特征,如重力、动量、摩擦力)也包括在内。对物理推理的研究不断表明,物理不变式与其他基础基质一样具有基本的表征,因此也应包括在内。我们评估了几种概念表征理论(模拟、概念隐喻、概念空间、预测处理)及其对物理不变式的立场。我们发现,经典的基础认知理论--模拟和概念隐喻理论--并未考虑物理不变式,而概念空间和预测加工理论则考虑了物理不变式。我们的结论是,物理不变式应被纳入基础认知理论,而模拟和概念隐喻理论的核心机制非常适合实现这一点。此外,概念空间和预测处理也很有前景,将来也应与基础认知相结合。
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引用次数: 0
The dynamics of competition and decision-making. 竞争和决策的动力。
IF 3.2 3区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL Pub Date : 2024-12-01 Epub Date: 2024-06-10 DOI: 10.3758/s13423-024-02523-2
Andrew J Morgan, Andrew Neal, Timothy Ballard

We examine the underlying cognitive mechanisms that govern how competitions play out over time. We used cognitive modeling to examine the dynamic effects of time remaining and relative performance (whether the person is winning or losing) on effort and strategy. In this experiment, participants completed a competitive decision-making task with varying time limits and starting scores, in a repeated-measures design. Participants were tasked with scoring more points than their computerized opponent during a certain time frame, gaining and losing points for correct and incorrect decisions, respectively. The results showed that as the competition deadline approached and as participants drew ahead of their opponent within a competition, they increased effort and became more cautious. Furthermore, the effect of relative score on effort and caution changed over the course of a competition as the deadline approached. These results highlight the importance of considering dynamics when working to understand how competitions unfold as well as the underlying cognitive mechanisms that give rise to the dynamic behavior.

我们研究了支配比赛如何随着时间推移而进行的潜在认知机制。我们利用认知建模来研究剩余时间和相对成绩(胜负)对努力和策略的动态影响。在这项实验中,参与者以重复测量设计完成了一项竞争性决策任务,该任务的时间限制和起始分数各不相同。参与者的任务是在一定时间内比电脑对手获得更多分数,正确和错误的决策分别获得和失去分数。结果表明,随着比赛截止日期的临近以及参赛者在比赛中领先于对手,他们会加大努力,变得更加谨慎。此外,随着最后期限的临近,相对分数对努力和谨慎的影响在比赛过程中也会发生变化。这些结果凸显了在了解比赛如何展开以及产生动态行为的潜在认知机制时考虑动态因素的重要性。
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引用次数: 0
Cling together, swing together? Assessing indirect retrieval of stimulus-response bindings for associated stimuli. 紧紧抓住,一起摇摆?评估对相关刺激的刺激-反应绑定的间接检索。
IF 3.2 3区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL Pub Date : 2024-12-01 Epub Date: 2024-06-14 DOI: 10.3758/s13423-024-02525-0
Mrudula Arunkumar, Klaus Rothermund, Wilfried Kunde, Viola Mocke, Carina G Giesen

When a stimulus is paired with a response, a stimulus-response (SR) binding (or event file) is formed. Subsequent stimulus repetition retrieves the SR binding from memory, which facilitates (impedes) performance when the same (a different) response is required. We aimed to explore whether indirect retrieval of SR bindings by a newly learnt associated stimulus is possible. Participants first went through a learning task to acquire novel stimulus-stimulus associations. The same stimulus pairs were then presented in a prime-probe task to assess direct and indirect retrieval effects. Participants responded by classifying word color in prime and probe trials. Probe words were either identical to prime words (test for direct retrieval) or corresponded to the associated stimulus (test for indirect retrieval) or were unrelated words (baseline). Independently of word relation, response relation (repetition vs. change) across prime and probe trials was manipulated. In two highly powered preregistered studies (total N = 260) using different types of stimulus associations, we obtained evidence for direct retrieval due to identical word repetition in the probe. Crucially, evidence for indirect retrieval upon presentation of an associated probe word was absent. Controlling for memory of each stimulus-stimulus association did not alter the findings. Our results show that indirect retrieval through newly acquired associations does not occur at the level of SR bindings, at least not for recently acquired stimulus-stimulus associations. Our study illustrates the scope of binding principles and highlights boundary conditions for the stimulus properties that can elicit automatic response retrieval.

当刺激与反应配对时,就会形成刺激-反应(SR)绑定(或事件文件)。当需要做出相同(不同)的反应时,随后的刺激重复会从记忆中检索到 SR 绑定,从而促进(阻碍)表现。我们的目的是探索是否有可能通过新学到的相关刺激间接检索 SR 绑定。参与者首先通过学习任务获得新的刺激-刺激关联。然后在素色探究任务中呈现相同的刺激对,以评估直接和间接检索效应。受试者通过在主试和探究试中对词的颜色进行分类来做出反应。探究词要么与主词相同(测试直接检索),要么与相关刺激相对应(测试间接检索),要么是不相关的词(基线)。与词的关系无关,在主词和探究词试验中的反应关系(重复与变化)也受到了控制。在两项使用不同类型刺激关联的高功率预注册研究(总人数 = 260)中,我们获得了由于探针中的相同单词重复而导致直接检索的证据。重要的是,没有证据表明在出现相关探究词时存在间接检索。控制每个刺激-刺激关联的记忆并没有改变研究结果。我们的研究结果表明,通过新获得的联想进行间接检索不会发生在 SR 结合的水平上,至少不会发生在最近获得的刺激-刺激联想上。我们的研究说明了绑定原则的范围,并强调了可引起自动反应检索的刺激属性的边界条件。
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引用次数: 0
Adopting the visual perspective of a group member is influenced by implicit group averaging. 采用小组成员的视觉视角会受到隐性小组平均法的影响。
IF 3.2 3区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL Pub Date : 2024-12-01 Epub Date: 2024-06-18 DOI: 10.3758/s13423-024-02531-2
Chu Sun, Nanbo Wang, Haiyan Geng

As social entities, individuals' perception and behaviors are susceptible to the influence of their social groups. Previous research has consistently shown that the group context in which individuals are situated significantly influences their perceptual processing. We aim to investigate whether the group context in which another individual is situated alters our understanding of their visual perception, which holds profound implications for interpersonal interactions. To address this inquiry, we conducted three experiments. In Experiment 1, participants were presented with a visual scene depicting multiple avatars seated around a table, all facing an arrow positioned at the center of the table. They were instructed to adopt the visual perspective of a specific avatar within the group to perceive the arrow's orientation, and then reproduce its orientation from their own perspectives. We found that participants exhibited a bias towards the group's average perspective when reproducing the arrow's orientation. Experiment 2 further demonstrated that reinforced group processing could elicit an earlier appearance of this bias. In Experiment 3, we investigated an alternative explanation positing that the aforementioned bias originated from visual ensemble perception rather than group influence by instructing participants to reproduce the target avatar's position relative to the arrow's orientation. If the bias indeed originated from ensemble perception, it should also manifest in this task. However, the absence of any reproduction bias refuted this possibility. Through these experiments, we demonstrate that our understanding of an individual's perceptual experiences is influenced by the social context in which they are situated, which manifests as a convergence phenomenon.

作为社会实体,个人的感知和行为很容易受到其社会群体的影响。以往的研究一直表明,个体所处的群体环境会极大地影响他们的感知处理过程。我们旨在研究另一个人所在的群体环境是否会改变我们对其视觉感知的理解,这对人际交往有着深远的影响。为了解决这个问题,我们进行了三个实验。在实验 1 中,我们向参与者展示了一个视觉场景,该场景描述了多个头像围坐在一张桌子旁,所有头像都面对着一个位于桌子中心的箭头。他们被要求采用组内特定化身的视觉视角来感知箭头的方向,然后从自己的视角再现箭头的方向。我们发现,在重现箭头方向时,参与者表现出了偏向小组平均视角的倾向。实验 2 进一步证明,强化的小组处理可以使这种偏差更早出现。在实验 3 中,我们通过让参与者再现目标头像相对于箭头方向的位置,研究了另一种解释,即上述偏差源于视觉集合感知而非群体影响。如果偏差确实来自于集合感知,那么它也应该在这项任务中表现出来。然而,没有任何重现偏差的结果驳斥了这种可能性。通过这些实验,我们证明了我们对个体感知经验的理解会受到他们所处的社会环境的影响,这表现为一种趋同现象。
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引用次数: 0
Event-related brain potentials in lexical processing with Chinese characters show effects of contextual diversity but not word frequency. 汉字词汇加工中的事件相关脑电位显示出语境多样性的影响,而不是词频的影响。
IF 3.2 3区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL Pub Date : 2024-12-01 Epub Date: 2024-06-18 DOI: 10.3758/s13423-024-02533-0
Jingjing Zhang, Yixiao Zhou, Guoxia Zhao, Xin Wang, Qingrong Chen, Michael K Tanenhaus

The diversity of contexts in which a word occurs, operationalized as CD, is strongly correlated with response times in visual word recognition, with higher CD words being recognized faster. CD and token word frequency (WF) are highly correlated but in behavioral studies when other variables that affect word visual recognition are controlled for, the WF effect is eliminated when contextual diversity (CD) is controlled. In contrast, the only event-related potential (ERP) study to examine CD and WF Vergara-Martínez et al., Cognitive, Affective, & Behavioral Neuroscience, 17, 461-474, (2017) found effects of both WF and CD with different distributions in the 225- to 325-ms time window. We conducted an ERP study with Chinese characters to explore the neurocognitive dynamics of WF and CD. We compared three groups of characters: (1) characters high in frequency and low in CD; (2) characters low in frequency and low in CD; and (3) characters high in frequency and high in CD. Behavioral data showed significant effects of CD but not WF. Character CD, but not character frequency, modulated the late positive component (LPC): high-CD characters elicited a larger LPC, widely distributed, with largest amplitude at the posterior sites compared to low-CD characters in the 400-to 600-ms time window, consistent with earlier ERP studies of WF in Chinese, and with the hypothesis that CD affects semantic and context-based processes. No WF effect on any ERP components was observed when CD was controlled. The results are consistent with behavioral results showing CD but not WF effects, and in particular with a "context constructionist" framework.

单词出现语境的多样性(以 CD 表示)与视觉单词识别的反应时间密切相关,CD 越高的单词识别速度越快。CD和标记词频率(WF)高度相关,但在行为研究中,如果控制了影响单词视觉识别的其他变量,那么当控制了语境多样性(CD)时,WF效应就会消失。与此相反,唯一一项研究 CD 和 WF 的事件相关电位(ERP)研究 Vergara-Martínez 等人,《认知、情感和行为神经科学》,17, 461-474, (2017) 发现 WF 和 CD 在 225 至 325 毫秒的时间窗口中具有不同分布的效应。我们用汉字进行了ERP研究,以探索WF和CD的神经认知动态。我们对三组汉字进行了比较:(1) 字频高而 CD 低的汉字;(2) 字频低而 CD 低的汉字;(3) 字频高而 CD 高的汉字。行为数据显示 CD 有显著影响,但 WF 没有。字符 CD(而非字符频率)调节晚期正向分量(LPC):在 400 到 600 毫秒的时间窗口内,高 CD 字符比低 CD 字符引起更大的 LPC,且分布广泛,后部振幅最大,这与早先对中文 WF 的 ERP 研究一致,也与 CD 影响语义和基于语境的过程的假设一致。在控制 CD 的情况下,没有观察到 WF 对任何 ERP 成分产生影响。这些结果与行为学结果一致,显示出 CD 而非 WF 效应,特别是与 "语境建构主义 "框架一致。
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引用次数: 0
Surprise!-Clarifying the link between insight and prediction error. 惊喜!--阐明洞察力与预测误差之间的联系。
IF 3.2 3区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL Pub Date : 2024-12-01 Epub Date: 2024-05-14 DOI: 10.3758/s13423-024-02517-0
Maxi Becker, Xinhao Wang, Roberto Cabeza

The AHA experience, a moment of deep understanding during insightful problem-solving involving feelings of certainty, pleasure, and surprise, has captivated psychologists for more than a century. Recently, a new theoretical framework has proposed a link between the AHA experience and prediction error (PE), a popular concept in decision-making and reinforcement learning. This framework suggests that participants maintain a meta-cognitive prediction about the time it takes to solve a problem and the AHA experience arises when the problem is solved earlier than expected, resulting in a meta-cognitive PE. In our preregistered online study, we delved deeper into this idea, investigating whether prediction errors also pertain to participants' predictions regarding the solvability of the problem itself, and which dimension of the AHA experience aligns with the meta-cognitive PE. Utilizing verbal insight problems, we found a positive association between the AHA experience and the meta-cognitive PE, specifically in regards to problem solvability. Specifically, the element of surprise, a critical AHA dimension, emerged as a key indicator of the meta-cognitive PE, while other dimensions-such as pleasure, certainty, and suddenness-showed no signs for similar relationships, with suddenness exhibiting a negative correlation with meta-cognitive PE. This new finding provides further evidence that aspects of the AHA experience, surprise in particular, correspond to a meta-cognitive PE. The finding also underscores the multifaceted nature of this phenomenon, linking insights with learning theories and enhancing our understanding of this intriguing phenomenon.

一个多世纪以来,"AHA 体验 "一直吸引着心理学家的目光。"AHA 体验 "是在解决问题的过程中产生的一种深刻理解,其中包括确定感、愉悦感和惊喜感。最近,一个新的理论框架提出了 AHA 体验与预测错误(PE)之间的联系,预测错误是决策和强化学习中的一个流行概念。该框架认为,参与者会对解决问题所需的时间保持一种元认知预测,而当问题比预期提前解决时,就会产生 AHA 体验,从而导致元认知 PE。在预先注册的在线研究中,我们深入探讨了这一观点,研究了预测错误是否也与参与者对问题本身的可解决性的预测有关,以及 AHA 体验的哪个维度与元认知 PE 相一致。利用言语洞察问题,我们发现 AHA 体验与元认知 PE 之间存在正相关,特别是在问题的可解决性方面。具体地说,惊喜元素作为AHA的一个关键维度,成为了元认知PE的一个关键指标,而其他维度--如愉悦感、确定性和突发性--则没有显示出类似的关系,突发性与元认知PE呈负相关。这一新发现进一步证明,AHA 体验的各个方面,尤其是惊喜,与元认知 PE 相对应。这一发现还强调了这一现象的多面性,将洞察力与学习理论联系起来,加深了我们对这一有趣现象的理解。
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引用次数: 0
Most quantifiers have many meanings. 大多数量词都有多种含义。
IF 3.2 3区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL Pub Date : 2024-12-01 Epub Date: 2024-05-08 DOI: 10.3758/s13423-024-02502-7
Sonia Ramotowska, Julia Haaf, Leendert Van Maanen, Jakub Szymanik

In this paper, we investigate, by means of a computational model, how individuals map quantifiers onto numbers and how they order quantifiers on a mental line. We selected five English quantifiers (few, fewer than half, many, more than half, and most) which differ in truth conditions and vagueness. We collected binary truth value judgment data in an online quantifier verification experiment. Using a Bayesian three-parameter logistic regression model, we separated three sources of individual differences: truth condition, vagueness, and response error. Clustering on one of the model's parameter that corresponds to truth conditions revealed four subgroups of participants with different quantifier-to-number mappings and different ranges of the mental line of quantifiers. Our findings suggest multiple sources of individual differences in semantic representations of quantifiers and support a conceptual distinction between different types of imprecision in quantifier meanings. We discuss the consequence of our findings for the main theoretical approaches to quantifiers: the bivalent truth-conditional approach and the fuzzy logic approach. We argue that the former approach neither can explain inter-individual differences nor intra-individual differences in truth conditions of vague quantifiers. The latter approach requires further specification to fully account for individual differences demonstrated in this study.

在本文中,我们通过一个计算模型来研究个体如何将量词映射到数字上,以及如何在心理线路上对量词进行排序。我们选择了五个英语量词(很少、少于一半、很多、多于一半和最多),这些量词的真值条件和模糊程度各不相同。我们在在线量词验证实验中收集了二进制真值判断数据。利用贝叶斯三参数逻辑回归模型,我们区分了个体差异的三个来源:真值条件、模糊性和反应错误。通过对模型中与真实条件相对应的一个参数进行聚类,我们发现有四个亚组的参与者具有不同的量词-数字映射和不同的量词心理范围。我们的研究结果表明,量词的语义表征存在多种个体差异,并支持从概念上区分量词含义中的不同不精确类型。我们讨论了我们的发现对量词主要理论方法的影响:二价真值条件方法和模糊逻辑方法。我们认为,前一种方法既不能解释模糊量词真值条件的个体间差异,也不能解释个体内差异。后一种方法需要进一步的具体化,才能完全解释本研究中表现出的个体差异。
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引用次数: 0
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Psychonomic Bulletin & Review
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