反馈效价影响家族相似性类别学习的ERPs研究

采用事件相关电位技术,以大学生为被试,运用被试间实验设计探讨反馈效价（积极反馈,消极反馈）对家族相似性类别学习的影响。研究结果表明,行为结果上相比积极反馈,消极反馈在推理测验中的成绩显著优于积极反馈。脑电结果上,P200,P300和FRN均与家族相似性类别学习中的反馈加工有关;家族相似性类别学习中,积极反馈与消极反馈存在不对称性。相比于无反馈的条件,P300对消极反馈更加的敏感,消极反馈诱发更大的波幅,而P300对于有无积极反馈并不敏感。说明消极反馈条件下,吸引学习者投入更多的注意资源进行认知加工。此外,相比无反馈条件下,消极反馈条件下FRN有更大的激活,说明了消极反馈对被试以后的行为起着更大的调节作用。总之,研究表明相比于积极反馈,消极反馈对家族相似性类别学习更加有效,错误驱动发挥较大作用。     

不同类型反馈对儿童学习效果的影响及性别差异

儿童阶段是对外部反馈最敏感的阶段。以往研究发现,不同类型反馈（积极/消极反馈）和不同性质的强化物（物质/社会性强化）对儿童学习效果存在交互作用,并且对不同性别儿童的影响有所不同。本研究通过两个实验,采用联结学习范式以考察不同类型反馈对8~10岁儿童学习效果的影响。首先考察了积极反馈和消极反馈对儿童学习效果的影响,进而在积极、消极反馈的基础上加入了物质、社会性强化物,探究物质、社会性强化条件下积极、消极反馈对儿童学习效果影响的性别差异。结果表明,对于8~10岁儿童来说,消极反馈比积极反馈对儿童学习效果的影响更大。并且,物质、社会性强化物对儿童反馈学习效果的影响存在性别差异,对于男孩来说,在物质性强化条件下,消极反馈更能促进其学习;而对于女孩来说,在社会性强化物下,消极反馈更能促进她们的学习。该研究为如何运用反馈促进儿童学习提供了实证依据。     

信息反馈不一致导致习得无助机制的实验研究

研究以90名大学生为被试,探讨认知活动中,信息反馈不一致性和操作成绩评价反馈导致大学生无助现象的机制。结果表明:认知活动中,信息反馈不一致,损害了被试的认知和情绪,对动机的损害没有达到显著性水平;实验中是否给予被试操作成绩评价,对被试的动机、认知和情绪影响不显著。说明在认知活动中,信息反馈不一致,是导致习得无助的关键因素,是否对被试的操作成绩给予评价反馈,不会导致习得无助,验证了习得无助的信息加工理论模型。实验也表明,信息反馈不一致不会形成被试反应性的抑郁。     

不同归因取向的表扬对儿童失败后的影响效应

以103名小学五年级的儿童为被试,考察不同归因取向的表扬对儿童遭遇失败后的影响效应。结果发现：（1）接受能力取向表扬的儿童在遭遇失败后表现出无助取向的反应模式,接受努力取向表扬的儿童表现出掌握取向的反应模式;（2）接受能力取向表扬的儿童倾向于采取防御性的失败归因策略,将失败更多地归因于测试焦虑,但其对能力因素的归因仍高于努力组和控制组,接受努力取向表扬的儿童更多地将失败归因于努力因素;（3）接受能力取向表扬的儿童表现出自我设限倾向,他们报告更多的测试焦虑,并缩短后测的做题时间和更低的后测成绩。     

反馈对自我欺骗的影响：来自ERP的证据

本研究主要探讨反馈类型和反馈效价对自我欺骗的影响。实验1采用前瞻范式探究不同效价的模糊反馈对自我欺骗的影响, 结果发现, 相比于无答案提示组, 有答案提示组的被试在积极模糊反馈的条件下显著地提高测试2第二阶段的预测分数(自我欺骗的程度加重)。实验2探究不同效价的精确反馈对自我欺骗的影响, 结果发现, 相对于无答案提示组, 有答案提示组的被试在消极精确反馈条件下显著地降低测试2第二阶段的预测分数。实验3采用ERP技术探究反馈类型和反馈效价影响自我欺骗的内在机制, 结果发现, 模糊反馈条件下的自我欺骗诱发较大的P2成分、诱发较小的N1和N400成分; 以及发现自我欺骗在额区的效应较大。总之, 这些研究结果表明可能积极反馈促进个体的自我欺骗产生, 消极反馈削弱个体自我欺骗的产生; 积极模糊反馈能够进一步促进了个体自我欺骗的产生。这些研究结果还表明自我欺骗产生的背后机制可能是自我膨胀。     

不同列队呈现方式下反馈对目击证人辨认自信心的影响

采用辨认后反馈范式研究不同队列呈现方式下反馈对目击证人辨认自信心的影响。结果发现：（1）所有辨认者中,反馈组被试自信心显著高于控制组被试的自信心;反馈方式与辨认选择的交互作用显著,辨认选择与列队呈现方式的交互作用显著;（2）积极辨认者中,反馈组被试的自信心显著高于控制组被试的自信心;正确辨认被试的自信心显著高于错误辨认被试的自信心。结果表明：目击辨认中存在辨认后反馈效应;积极辨认者中辨认自信心可以作为辨认准确性的一个参考指标。     

自我责任归因与推断的心理结构与特征

基于日常经验取向,运用问卷调查的方法,探索自我责任归因与推断的心理结构及其基本特征。对382名被试问卷调查的统计分析结果显示：（1）自我责任归因与推断结构是一种一元单向决定模式,即“责任推断→责任情感→责任行为”。（2）个体倾向于较多地将挫折或失败的原因归咎于可控起因,而较少归因于不可控起因。（3）个体在进行自我责任推断时,可控性程度仅对责任的大小构成影响,并不影响对是否承担责任的推断。（4）在自身应为挫折或失败承担责任时,个体在情感体验上较多自我责备,较少自我同情;在行为反应上,较多积极应对,较少甚至不大会消极应对。     

社会交往情境中权力和反馈对情绪的影响

以往关于权力是否影响情绪的研究存在结果争议,这意味着可能存在其它因素的作用。本研究基于权力控制理论和社会距离理论,探究了社交情境中权力和反馈对情绪的影响。研究1采用经验取样法收集了140名被试五天内的1706段社交经历,研究2采用实验法考察了148名被试的社交经历。结果表明,权力和反馈对情绪存在交互影响:(1)当个体处于低权力情境时,反馈影响情绪,反馈越积极,情绪也越积极;(2)当个体获得积极反馈时,权力不影响情绪;当个体获得消极反馈时,权力影响情绪,权力越高,情绪相对更积极。本研究有助于厘清以往研究关于权力与情绪关系的争议。     

积极情绪反馈对注意捕获影响的实验研究

目的：研究采用“学习-测试”范式,通过3个实验探讨积极社会情绪反馈对注意捕获的影响。方法：实验1,在学习阶段做出反应后,分别给予积极情绪和中性情绪反馈,探讨积极情绪和中性情绪捕获注意的情况;实验2,学习阶段做出反应后,没有任何情绪反馈;实验3,改变学习阶段积极情绪和中性情绪反馈图片出现的频率,探讨图片出现频率对注意捕获的影响。结果：（1）与中性情绪相比,积极情绪捕获了较多注意（实验1）;（2）无情绪反馈时,经过多次练习的刺激作为干扰刺激也捕获到了注意（实验2）;（3）积极情绪影响刺激注意优先性的过程还受到积极情绪图片出现频率的影响（实验3）。结论：积极情绪捕获注意的机制中,也有自上而下目标驱动的机制在起作用;情绪图片出现的频率也会影响社社会情绪对注意的捕获。     

心理理论与社会互动方式对初中生社会善念发展的影响

为了探讨初中生社会善念的发展特点及相关影响因素,实验1采用卡通插图范式和SoMi范式,以628名7~9年级初中生为被试,考察不同心理理论类型初中生的社会善念的发展;实验2使用社会互动情境和SoMi范式,以360名7~9年级初中生为被试,考察社会互动方式与反馈类型对不同年级初中生社会善念的影响。结果发现:(1)初中生的社会善念不存在年级和性别差异,但7年级中高情感心理理论初中生的社会善念显著多于高认知心理理论初中生;(2)7年级初中生在积极反馈条件下的社会善念较多,而8年级初中生在消极反馈条件下较多,9年级初中生在这两种条件下则不存在显著差异;(3)在合作情境中,初中生在积极反馈下的社会善念更多,而在竞争情境中,初中生在消极反馈下的社会善念更多。研究说明初中生的社会善念具有跨年龄和跨性别的稳定性,并且会受到心理理论、社会互动方式及反馈类型的影响。     

Strategies to motivate helpless and mastery-oriented children: The effect of gender-based expectancies

Five studies examined potential determinants of gender differences in helplessness by investigating two major steps in the expectancy confirmation process. The first step, i.e., an examination of gender-based expectancies, was addressed in three studies in which subjects (parents and college students) read vignettes that included either masculine or feminine sex-linked tasks performed by helpless and mastery-oriented children. We hypothesized that across tasks subjects would consider a “helpless” approach toward achievement as stereotypic of girls and “mastery-oriented” behavior as stereotypic of boys. The next step of the expectancy confirmation process, and central question addressed here, centered on the proposed differential treatment prescribed for children who performed inadequately on an academic activity, depending on whether these children's behaviors were consistent or inconsistent with stereotypic expectations. The pattern of data obtained generally supported hypotheses that (1) under conditions in which children's behavior confirmed expectancies, i.e., girls acting helpless and boys showing mastery-oriented behaviors, supportive responses would be prescribed, whereas (2) when children's behavior violated expectancies, i.e., girls acting in a mastery-oriented manner and boys acting in a helpless manner, more controlling techniques would be used. These findings are discussed in terms of consequences of use of these different strategies to remedy helpless behaviors in children.     

The effect of social comparison information on learned helpless and mastery-oriented children in achievement settings

The present study investigates the effect of social comparison information on learned helpless and mastery-oriented children's attributions, behaviour, and affect following a failure experience. Ninety-one fifth grade children experienced failure in the context of high consensus or group failure feedback, low consensus or personal failure feedback or no social comparison feedback. The Jindings point to the robustness of the helpless and mastery response patterns: the behaviour of learned helpless children, as compared to mastery-oriented children, deteriorated following failure regardless of the social comparison feedback they recieved. However, the attributions made by the two groups of children differed. Mastery-oriented children appeared to use social comparison information more accurately in that they appropriately made higher task difficulty ratings when receiving group failure feedback than when receiving personal failure feedback. Learned helpless children were more likely to use a self-derogatory bias and made attributions to their low ability, even when presented with social comparison feedback that was contrary to their bias. These findings are discussed in terms of their implications for education and for intervention with learned helpless childrens.     

Causality Orientations, Failure, and Achievement

ABSTRACT Two studies examined similarities between Deci and Ryan's (1985) causality orientations theory and Dweck and Leggett's (1988) social-cognitive theory of achievement. Study 1 examined the conceptual similarity between the individual difference measures central to the two theories. It was shown that autonomous college students are likely to adopt learning goals and report high confidence in their academic abilities; controlled students are likely to adopt performance goals and to report high levels of confidence in their ability; and impersonal students are likely to possess the classic helpless pattern of performance goals and low confidence in their academic abilities. Study 2 examined whether causality orientations, like Dweck's measures of goals and confidence, moderate the impact of failure feedback on motivation as measured in persistence and performance. The results suggested that autonomous individuals respond to failure in a mastery-oriented fashion, whereas impersonal individuals respond in a helpless manner. The response of controlled individuals to failure parallels that of people described as ego-involved or reactive.     

Teachers’ sense of responsibility for educational outcomes and its associations with teachers’ instructional approaches and professional wellbeing

Teachers’ formal accountability and duties have been the focus of high-stakes educational reforms, for instance in the context of national accountability systems. Yet, teachers’ sense of personal (rather than formal) responsibility and willingness to assume responsibility for their teaching and students remains an understudied area. The main purpose of this study was to investigate contextual and person-specific predictors of teachers’ sense of personal responsibility, as well as the potential implications of teachers’ personal responsibility for their instructional approaches and wellbeing. A path analysis indicated that high school teachers (n = 287) who felt responsible for their teaching and students reported higher levels of work engagement and job satisfaction than less responsible teachers, and were more likely to endorse mastery-oriented instructional practices that emphasized student effort, task mastery, and individual growth. Teachers’ perceptions of their school’s social climate (teachers’ evaluations of their relationships with students), their sense of teaching self-efficacy, and incremental beliefs of intelligence emerged as positive predictors of teacher responsibility. Teacher responsibility partially mediated the positive effects of these predictors on teachers’ wellbeing and mastery-oriented instructional practices. The results suggest that both contextual (e.g., school climate) and person-specific (e.g., self-efficacy) factors can contribute to teachers’ sense of personal responsibility, and that responsibility, in turn, can have positive implications for teachers’ wellbeing and instructional practices. Directions for future research and practical implications are considered.     

中学生物理学业情绪问卷的修订及调查研究

以青少年学业情绪问卷为基础,结合物理学科特点对问卷项目进行修改,修订中学生物理学业情绪问卷.以314名初二到高二学生为被试进行预测,通过验证性因素分析对问卷项目进行调整,最终问卷包括67个项目.经检验问卷的内部一致性信度、分半信度和效标效度符合测量学的要求.在此基础上,选用728名初二到高三学生为被试.结果发现:(1)总体来看,男生,尤其是来自重点中学的男生,其积极物理学业情绪要高于女生,而女生的消极物理学业情绪要高于男生;(2)重点中学的初中生的积极低唤醒物理学业情绪得分显著高于高中生,且重点中学的初中生的消极低唤醒物理学业情绪得分显著低于高中生,而普通中学则正好相反;(3)在物理学业情绪中,积极高唤醒和积极低唤醒的所有因子与物理学业成就皆呈显著正相关,而消极高唤醒(仅羞愧)和消极低唤醒(厌倦、无助、心烦-疲乏)与物理学业成就呈显著负相关.     

Participation in school environment of children and youth with disabilities: a person-oriented approach

This study investigated patterns of interrelated positive subject and environmental factors related to participation in school activities of pupils with different kinds of disabilities. Questionnaires concerning participation were collected from 472 pupils with disabilities and their teachers, parents and special education consultants. A person-oriented approach with the aim to identify patterns of variables related to a high degree of participation of pupils with disabilities was used. Cluster-groups were formed based on scores for individual subjects on factors identified as important for participation. Groups with a high degree of participation were characterized by high scores in autonomy and perceived interaction with peers and teachers and an internal locus of control. Type and degree of disability did not predict cluster group membership. A conclusion is that the outcome participation is better predicted by patterns of interrelated positive subject and environmental factors than by type of disability or any other single factor.     

初中生的社会支持与学校适应的关系

采用问卷法对328名初中生的社会支持和学校适应状况进行研究,探讨不同支持源的社会支持和初中生的学校适应之间的关系。结果表明;(1)母亲是初中生最经常的支持源。(2)初一年级学生感受到的社会支持显著高于初二学生,其学校适应状况也显著好于初二学生。(3)社会支持水平不同的初中生在学校适应的质量上存在差异,高支持水平学生的适应质量显著高于低支持水平学生的适应质量。(4)教师支持、同学支持对初中生的学校适应具有显著的回归效应。两者对积极的学校适应具有增益作用,而对消极的学校适应具有缓冲作用。     

初中生主观幸福感与生活事件的关系研究

使用自编的中学生主观幸福感量表和刘贤臣的青少年生活事件量表对294名初中生进行了问卷调查,初步探讨了初中生主观幸福感状况及其与生活事件之间的关系。结果表明：（1）自编的中学生主观幸福感量表经检验具有较高的信度和效度。（2）初中生的主观幸福感水平在中等程度以上,体验到的正性情感较多,对家庭、自我、学习、同伴交往、教师及生活条件各方面比较满意。男女生在总体幸福感、家庭满意感、自我满意感、同伴交往满意感和生活条件满意感上存在显著的差异,女生得分均高于男生。（3）初中生总体幸福感与生活事件总分呈显著负相关,与不喜欢上学、学习负担重、与老师关系紧张、遭父母打骂这四项生活事件显著负相关。不喜欢上学和与老师关系紧张对初中生总体幸福感具有较好的预测作用。     

初中生人际交往能力、学业成绩及其发展背景系统间的关系

摘 要 采用问卷法调查586名初中生,探讨其人际交往能力、学业水平及发展背景系统的互动关系模式。研究发现初二学生的人际交往能力表现最为突出,女生更善于处理人际问题。高人际交往能力学生的学业成绩明显优于低人际交往能力学生。良好的父母教养方式能有效促进学生的人际交往能力,该能力有助于积极师生关系和同伴关系的发展。人际交往能力受家庭教养背景系统的直接影响,并作用于学校人际背景系统,两大系统以直接或间接的方式影响学业成绩。