小学教师课堂教学设计能力发展特点及影响因素

运用作品分析、调查、访谈等研究方法,对小学教师这一特殊群体进行分层随机抽样调查与研究。研究结果表明,小学教师选择与运用教学媒体、编制教学目标、分析教学对象的能力明显低于选择与运用教学方法、分析教学任务、评价教学结果的能力;学校类型、教师学历、教龄是影响小学教师教学设计能力的3个主要因素。     

Quantity discrimination by kittens of the domestic cat (Felis silvestris catus)

Animal Cognition - Quantitative abilities are well described in many species and in diverse life situations, including in the adult domestic cat. However, such abilities have been much less studied...     

眼动技术在个体认知能力差异研究中的应用

本文从可能性和可行性两方面介绍和论述了眼动技术在个体认知能力差异研究中的应用。在可能性方面,个体眼动特征具有的良好的重测信度和内部一致性信度;在可行性方面,已有研究利用注视和眼跳相关指标、眼动轨迹和瞳孔直径这三类指标对该问题进行探索,结果均发现这些眼动特征与认知能力之间存在着密切关系。今后研究应继续深入探索两者关系的内在认知和神经机制,并尝试结合人工智能算法开发高信效度的眼动认知测验。     

How human abilities affect component skills in word processing

Even simple tasks such as basic word processing can be quite complex. This paper argues that such tasks can be decomposed into a set of component skills and suggests how user abilities affect performance based on those skills. Special attention is given to spatial memory tests. It is argued that these tests actually assess two separable abilities: visual search and retention of order information. Skill acquisition can be facilitated by taking these abilities into account in system design: The importance of searching is decreased by providing context searches in which the system locates items in a text, and the importance of remembering the order of command sequences is improved by decreasing procedural complexity.     

Video Game Use and The Development of Sociocognitive Abilities in Children: Three Surveys of Elementary School Students1

The purpose of the present study was to examine the validity of the popular hypothesis that video game use will prevent children from socially adjusting. Three surveys of elementary school children were reported. The primary results were as follows: (a) The frequency of video game use had no correlation with children's popularity among classmates. (b) The frequency of video game use had slightly negative correlations with boys' sociocognitive abilities such as empathy, cognitive complexity, and cognitive abstractness. (c) However, it was likely that the negative correlations were not due to the causal relation that video game use affected boys' sociocognitive abilities, which supported the hypothesis, but rather the causal relation that video game use was affected by their abilities; and (d) In the case of computer use, such as word processing or programming, the frequency of use had few correlations with sociocognitive abilities.     

Learning Abilities and Disabilities: Generalist Genes, Specialist Environments

ABSTRACT— Twin studies comparing identical and fraternal twins consistently show substantial genetic influence on individual differences in learning abilities such as reading and mathematics, as well as in other cognitive abilities such as spatial ability and memory. Multivariate genetic research has shown that the same set of genes is largely responsible for genetic influence on these diverse cognitive areas. We call these "generalist genes." What differentiates these abilities is largely the environment, especially nonshared environments that make children growing up in the same family different from one another. These multivariate genetic findings of generalist genes and specialist environments have far-reaching implications for diagnosis and treatment of learning disabilities and for understanding the brain mechanisms that mediate these effects.     

Visual perceptual abilities of Chinese-speaking and English-speaking children

This paper reports an investigation of Chinese-speaking and English-speaking children's general visual perceptual abilities. The Developmental Test of Visual Perception was administered to 41 native Chinese-speaking children of mean age 5 yr. 4 mo. in Hong Kong and 35 English-speaking children of mean age 5 yr. 2 mo. in Melbourne. Of interest were the two interrelated components of visual perceptual abilities, namely, motor-reduced visual perceptual and visual-motor integration perceptual abilities, which require either verbal or motoric responses in completing visual tasks. Chinese-speaking children significantly outperformed the English-speaking children on general visual perceptual abilities. When comparing the results of each of the two different components, the Chinese-speaking students' performance on visual-motor integration was far better than that of their counterparts (ES = 2.70), while the two groups of students performed similarly on motor-reduced visual perceptual abilities. Cultural factors such as written language format may be contributing to the enhanced performance of Chinese-speaking children's visual-motor integration abilities, but there may be validity questions in the Chinese version.     

Decision-making competence and cognitive abilities: Which abilities matter?

Decision-making competence is a skill that is associated with numerous positive life outcomes. Even though multiple cognitive abilities have been shown to predict decision-making competence, few studies have incorporated a large test battery tapping into several cognitive abilities concurrently in the same models. The current paper presents a study that sought to investigate which cognitive abilities predicted overall decision-making competence in adults using hierarchical regression analysis. A cognitive test battery, comprising abilities such as general intelligence, executive functions, numeracy, visuospatial ability, and time perception, was administered to 182 participants. Results indicate that both general intelligence, which was consistently the strongest predictor, and numeracy contributed independently to overall decision-making competence. Executive functions did predict overall decision-making competence, while all predictors were included in the models. A novel finding concerns the relationship between time perception and decision-making competence. The complementary roles of these cognitive abilities are discussed.     

Une redéfinition des relations entre la personnalité « Ouverte à l’expérience » et l’intelligence

Previous investigations of the relations between the Big Five personality traits and cognitive abilities have consistently supported that higher levels of openness to experience are associated with higher levels of crystallized abilities or knowledge. However, consistent with the idea that crystallized abilities are the product of the exercise of fluid abilities in the past, a moderately strong correlation between both types of abilities is generally found. Then, the first purpose of the current project was to examine the role of fluid abilities in the relation between openness to experience and crystallized abilities. It aimed at determining whether the relation of openness to crystallized abilities was still significant after controlling for the specific contribution of fluid intelligence to crystallized abilities; or conversely, whether this relation was explained by the relation of openness to fluid intelligence. The second purpose was to determine if the relation of openness to experience to both fluid and crystallized abilities varied as a function of age. The possibility that openness to experience differentially contributes to the variance in fluid and crystallized abilities as a function of age was examined. One hundred and sixty-four participants, aged 18 to 96, completed the openness to experience scale (French version of the IPIP, Goldberg, 1999. Personality psychology in Europe), in addition to several tests of fluid and crystallized abilities. After controlling for the variance associated with fluid abilities in crystallized abilities, Openness to experience was not related to crystallized abilities anymore. Moreover, the contribution of the personality trait of Openness to the variation in fluid and crystallized intelligences was similar at different ages in adulthood. Several possible interpretations and their respective implications are discussed. First, people more open may exercise fluid abilities more than people who are less open, and then increase the efficiency of these abilities. Second, fluid abilities may influence the development of the personality trait of openness to experience, that is people's tendency to seek out for novelty and curiosity. And third, the openness to experience scale may only reflect people's self-assessments of their abilities, such as a self-assessed intelligence construct. In any case, our results strongly suggest that the openness-cognition relation reflects something different from a relation between activity and knowledge acquisition.     

Implicit statistical learning in language processing: Word predictability is the key

Fundamental learning abilities related to the implicit encoding of sequential structure have been postulated to underlie language acquisition and processing. However, there is very little direct evidence to date supporting such a link between implicit statistical learning and language. In three experiments using novel methods of assessing implicit learning and language abilities, we show that sensitivity to sequential structure – as measured by improvements to immediate memory span for structurally-consistent input sequences – is significantly correlated with the ability to use knowledge of word predictability to aid speech perception under degraded listening conditions. Importantly, the association remained even after controlling for participant performance on other cognitive tasks, including short-term and working memory, intelligence, attention and inhibition, and vocabulary knowledge. Thus, the evidence suggests that implicit learning abilities are essential for acquiring long-term knowledge of the sequential structure of language – i.e., knowledge of word predictability – and that individual differences on such abilities impact speech perception in everyday situations. These findings provide a new theoretical rationale linking basic learning phenomena to specific aspects of spoken language processing in adults, and may furthermore indicate new fruitful directions for investigating both typical and atypical language development.     

Age-cognition relations and the personality trait of Conscientiousness

Increasing age has been found to correlate with a decrease in many cognitive abilities and an increase in the personality trait of Conscientiousness. The first goal of this study was to examine whether an age-related decline in cognitive abilities, in particular Fluid ability, accounts for the age-related increase in Conscientiousness. The second goal was to investigate whether the role of cognitive abilities in the relation between age and Conscientiousness is similar among people of different levels of education.Our results support the conclusion that the relation between age and Conscientiousness is mediated by fluid ability and working memory abilities, and that these effects are stronger in people with lower levels of education.Altogether, these findings are consistent with the hypothesis that age differences in characteristics such as persistence, self-motivation and dutifulness may help compensate for age differences in cognition.     

Beliefs About Older Workers' Learning and Development Behavior in Relation to Beliefs About Malleability of Skills,Age‐Related Decline,and Control1

This study investigated beliefs about older workers' ability and inclination to develop career‐relevant skills, concepts that have not been empirically examined previously in any depth. Two sets of distinct but conceptually related variables were examined in relation to these beliefs. First, participants' implicit theory of abilities (whether they are fixed or changeable) was investigated, and was not found to predict beliefs about older workers' ability or inclination to develop. Second, their beliefs about the age‐related decline of learning‐relevant abilities and the controllability of such decline were examined. Beliefs about the decline of such abilities significantly predicted beliefs about older workers' ability to develop and beliefs about their inclination to develop. A significant relationship was also found between beliefs about controllability of decline and beliefs about older workers' learning goal orientation. Implicit theories significantly predicted beliefs about controllability of decline. These results empirically link research on beliefs about age‐related decline of abilities with the older worker stereotype literature. The results also link literature on beliefs about controllability of decline with literature on implicit theories of skill malleability.     

民航飞行学员选拔方法的建立：中德飞行学员能力测验分数的比较

９０年代初,中国民航在有关现代航空人类因素研究的基础上,开始对其飞行员选拔程序展开了一系列的修订工作。随着空中交通密度的逐渐增高,新型喷气客机的问世以及国际航线的不断延伸,从而使今后对高素质飞行员的需要更加迫切。１９９４年中国民航与德国汉莎航空公司携手合作,旨在评价德国这套较为成熟的飞行员选拔程序在中国文化背景下的适应性。该测试系统包括人格、心理运动以及诸如航空知识、操作等能力因素的测量与评价。经一系列汉化及文化适应性修订后,３４６名中国飞行候选者接受本套系统的测试。结果表明,与德国候选者相比,中国被试在技术知识和数学能力上显著优于德国被试,但在心理运动和英语听力方面却显著低于德国样本的均值水平。１９９８年将与中国民航飞行学院一道开展该测试系统的效度研究。     

Time perception and its relationship to memory in Autism Spectrum Conditions

Timing is essential for the development of cognitive skills known to be impaired in Autism Spectrum Conditions (ASC), such as social cognition and episodic memory abilities. Despite the proposal that timing impairments may underpin core features of ASC, few studies have examined temporal processing in ASC and they have produced conflicting results. The present study first addressed discrepancies between previous experiments before testing the assumption that timing impairments may underpin key aspects of autism, by relating differences in temporal processing in the ASC group to memory abilities. Errors in duration reproduction in high functioning children with ASC were observed for the shortest and longest duration tested. While the former was due to attentional factors, the latter was due to deficient timing related to atypical episodic memory processing. These findings suggest that temporal processing abilities play a key role in the poor development of both social cognition and episodic memory abilities associated with ASC.     

幼儿能力判断发展特点研究

本研究以62名3~6岁儿童为被试,考察了幼儿在不同任务中对自身和他人能力判断的发展特点。结果表明:(1)幼儿对自身或他人能力判断的准确性随着年龄的增长而提高;(2)幼儿对他人能力判断并不比对自身能力判断更准确,随着年龄的增长,幼儿开始对自身能力做出更加积极的判断;(3)幼儿能够明确区分愿望与预期,不过当幼儿对自身能力进行判断时这种区分不容易显现出来。     

Emotional intelligence or adaptive emotions?

R. D. Roberts, M. Zeidner, and G. Matthews (2001) challenged the adequacy of the psychometric properties of the principal performance measure of emotional intelligence (EI). They raised doubt about the existence of emotion-related abilities that influence behavioral outcomes and social competence after controlling for general intelligence and personality. I agree with Roberts et al. that demonstrating the discriminant and predictive validity of a measure of EI in the context of rival predictors will require more research. I agree with the proponents of EI that emotion-related abilities do exist and show that such abilities in children account for unique variance in measures of adaptive behavior and social competence. However, evidence from developmental and clinical research suggest that these emotion-related abilities and their influence on socioemotional competence stem more from the direct effects of emotions than from a special form of intelligence.     

Aspects of self-concept and their relationship to language performance and verbal reasoning ability

It has been claimed that self-concept is multidimensional, with dimensions such as mathematical self-concept and self-concept in language. The present study investigated the relationship of academic self-concept in language with performance on school-related language tasks and verbal reasoning ability. A total of 512 students in grades 7, 9, and 11 rated four aspects of their academic self-concept in language: self-perception, self-efficacy, self-esteem, and others' perception of their abilities. Verbal reasoning ability and performance on language tasks were assessed. Path analysis showed that performance on language tasks was influenced strongly by verbal reasoning abilities. Self-esteem and others' perception of one's abilities were affected directly by language performance. No direct relationship was found between academic self-concept in language and verbal reasoning ability. The results suggest that adolescents do not construe their academic self-concept according to their abilities but according to their performance in school and others' response to it.     

The Contribution of Cognitive Resources and Leader Behavior to Organizational Performance1

A recently proposed cognitive resource theory of leadership effectiveness explicates the role of such cognitive variables as intellectual abilities, technical competence, and job-relevant knowledge (experience) in determining group performance. This paper reviews research showing that the leaders' intellectual abilities contribute to performance only when leaders are directive, do not experience stress, have supportive groups, and work on tasks which require intellectual effort.     

Aging and Information Technology Use: Potential and Barriers

ABSTRACT— Why are older adults reluctant to adopt new technology, such as the Internet, given its potential to improve the quality of their lives? We review evidence indicating that attitudes and abilities are among the most powerful predictors of technology use. We conclude that normative age-related changes in ability must be taken into account when designing products and training programs for aging adults, and we discuss new tools to support designers. The most promising emerging technologies likely lie in training cognitive abilities and augmenting or substituting for impaired abilities. We discuss reasons to expect that the lag in technology adoption between younger and older adults may lessen but will not disappear in future generations.     

类比推理的影响因素及脑生理基础研究

类比推理是不同于演绎,也不同于归纳的一种独立的推理形式。作为人类认知发展的中心能力之一,类比推理已逐渐成为当代认知研究的一个活跃领域。研究表明类比推理不仅受顺序、因果结构、上下文连贯性等项目特征的影响,并且与加工速度、工作记忆等其它认知能力有密切关系。有关类比推理的神经影像研究则主要发现大脑左半球前部和后部区域的参与,似可进一步从脑生理水平表明类比推理与工作记忆存在密切关系。