Communication in reactive multiagent robotic systems

Multiple cooperating robots are able to complete many tasks more quickly and reliably than one robot alone. Communication between the robots can multiply their capabilities and effectiveness, but to what extent? In this research, the importance of communication in robotic societies is investigated through experiments on both simulated and real robots. Performance was measured for three different types of communication for three different tasks. The levels of communication are progressively more complex and potentially more expensive to implement. For some tasks, communication can significantly improve performance, but for others inter-agent communication is apparently unnecessary. In cases where communication helps, the lowest level of communication is almost as effective as the more complex type. The bulk of these results are derived from thousands of simulations run with randomly generated initial conditions. The simulation results help determine appropriate parameters for the reactive control system which was ported for tests on Denning mobile robots.     

The Role of Classroom Norms in Contextualizing the Relations of Children's Social Behaviors to Peer Acceptance.

This study introduces a social context model within which peer acceptances of prosocial-leadership, aggression, and social withdrawal were examined as functions of the contextual norms of these behaviors. The major postulate of the model is that the extent to which a behavior permeates a social context facilitates peer acceptance of the behavior. Specific hypotheses with respect to classroom and gender as different social contexts were formulated and supported when tested in a sample of 4,650 Chinese middle school students from 82 classes. The discussion emphasizes the theoretical as well as the methodological need for alternative conceptualizations of peer relations that reflect both individual differences and contextual variations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Socially Learned Preferences for Differentially Rewarded Tokens in the Brown Capuchin Monkey (Cebus apella).

Social learning is assumed to underlie traditions, yet evidence indicating social learning in capuchin monkeys (Cebus apella), which exhibit traditions, is sparse. The authors tested capuchins for their ability to learn the value of novel tokens using a previously familiar token-exchange economy. Capuchins change their preferences in favor of a token worth a high-value food reward after watching a conspecific model exchange 2 differentially rewarded tokens, yet they fail to develop a similar preference after watching tokens paired with foods in the absence of a conspecific model. They also fail to learn that the value of familiar tokens has changed. Information about token value is available in all situations, but capuchins seem to pay more attention in a social situation involving novel tokens. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Responses to interpersonal transgressions in families: Forgivingness, forgivability, and relationship-specific effects.

Social relations analyses examined the relative importance of forgivingness (disposition to forgive others), forgivability (tendency to obtain forgiveness from others), and relationship effects in determining family members' transgression-related interpersonal motivations (TRIMs) and their perceptions of others' TRIMs toward them (PTRIMs). In 2 studies, the individual and dyadic predictors of these components and their relative importance differed by family role (father, mother, or early adolescent child). Dispositional tendencies accounted for the most variance in father and child forgiveness, whereas mothers' TRIMs and PTRIMs were more strongly determined by relationship and partner effects. Personality correlates of forgivingness and forgivability were moderated by family role. The findings point to the need to embed the study of forgiveness in more complex psychosocial contexts. The theoretical, methodological, and applied implications of this conclusion are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

未来信息战中制网权的研究

针对未来信息战中制网权的争夺进行了研究。介绍了未来信息战的主要内容，指出了制网权是未来信息战获胜的关键环节，并对争夺制网权的两大关键要素—网络攻击和网络防护进行了详细的分析．提出取得未来信息战胜利必须采取攻防结合的方法。     

How Two Share a Task: Corepresenting Stimulus-Response Mappings.

Previous research has shown that individuals unintentionally adjust their behavior to others by mimicking others' actions and by synchronizing their actions with others. This study investigated whether individuals form a representation of a coactor's task when the context does not require interpersonal coordination. Pairs of participants performed a reaction time (RT) task alongside each other, responding to 2 different dimensions of the same stimulus. Results showed that each actor's performance was influenced by the other's task. RTs on trials that required a response from both participants were slowed compared with trials that required only a response from 1 actor. Similar results were observed when each participant knew the other's task but could not observe the other's actions. These findings provide evidence that shared task representations are formed in social settings that do not require interpersonal coordination and emerge as a consequence of how a social situation is conceptualized (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

技术科学的发展与技术科学的社会价值

文章首先介绍钱学森先生关于技术科学的论述，重点从信息科学的发展，讨论了近代技术科学发展的特点，在这个基础上, 从应用价值、文化价值和精神价值等方面，进一步探讨了技术科学的社会价值。     

Receiving instrumental support at work: When help is not welcome.

Although the role of social support in promoting employees' health and well-being has been studied extensively, the evidence is inconsistent, sometimes even suggesting that social support might have negative effects. The authors examined some psychological processes that might explain such effects. On the basis of the threat-to-self-esteem model, the authors tested the hypothesis that receiving imposed support elicits negative reactions, which are moderated by someone's need for support. The authors distinguished 3 different reactions: (a) self-related, (b) interaction-related, and (c) physiological. The results of an experiment with 48 temporary administrative workers generally confirmed the hypothesis. Imposed support elicited negative reactions, except when there was an unsolvable problem, but even then the effect of imposed support was not positive but neutral. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Research on psychological and personal aspects of albinism: A critical review.

Objective: The authors conducted a critical review of the research literature, examining factors associated with adaptation to the albinism condition. Research Method: Through electronic and manual searches, the authors identified research articles on albinism that covered a period of more than 20 years. Results: People with albinism were reported to experience many physical, mental/emotional, and social challenges. Data from the research literature suggest that most individuals with albinism have average cognitive abilities and achievement skills. Personal adaptation studies were mixed and indicated that many of these individuals struggle with the social impact of visible differences associated with the albinism condition. Public attitudes toward albinism reflected a general lack of information and a related degree of negativism. Conclusions: The authors conclude that available studies lack the methodological soundness to produce findings that lead to better understanding of this phenomenon. Moreover, certain contextual variables, such as culture, socioeconomic level, and severity of disability, have been overlooked and need to be incorporated in subsequent research on factors impacting the adaptation of individuals with albinism. Implications for rehabilitation research and practice are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Thomas K. Srull.

Presents an overview of the career of Thomas K. Srull and his contributions to the field of psychology. For theoretical, empirical and methodological contribution to knowledge about the cognitive underpinnings of social behavior and personality; for major advances in our understanding of the mental representations of individuals and groups, the cognitive processes that underlie their construction, and the use of these representations in making judgments; for ground-breaking research on the role of concept accessibility in the interpretation of social information; and for contributing to the interfaces among cognitive, social and personality psychology. His research, has provided important insights into the dynamics of social memory and the relation between memory and judgment. His areas of influence range from basic cognitive and social psychology to applied research in consumer behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)