心理学实验的可重复性

严格意义的实验可重复性指的是实验控制条件不变的情况下其结果的可重复性,置信区间是表示这种可重复性的恰当方法,可重复性的提高可通过在实验设计和数据分析中将影响因变量的随机额外变量作为协变量引入来实现;另一种意义的可重复性指的是实验结果的可迁移性,它涉及当控制条件变化时因控制变量和自变量的交互作用而导致的实验结果的变化。在这两种意义下,心理学实验较低的可重复性都源于它的额外变量的庞杂。     

均匀设计在心理实验中的应用探讨

均匀设计是一种由中国数学家王元、方开泰在1979年提出的一种新实验设计方法,保留并提高了正交设计的均匀分散性。实验次数等于处理水平数。均匀设计包括选择均匀设计表和安排实验等步骤。适合于探索性实验,特别适合于侦测多个因素（2~18个）的交互作用。不但能处理连续变量,还能处理离散变量。可以在心理实验中应用     

介绍一种适用于灵活实验设计的方差分析程序

在心理学的多因素实验研究中,一般常采用组间设计、而较少用组内设计或混合型设计。这主要是由于传统的方差分析程序本身的局限性引起的。本文介绍的ANOVA 程序,是一种适合于各种设计的方差分析系统。最后结合这种ANOVA 程序对常见的几种实验设计进行了分析比较。     

实验设计体系初探

根据对常见实验设计的系统回顾,本文指出名目繁多和缺乏系统性是现有实验设计在名称上存在的问题,据此本文进一步提出了实验设计体系的概念.接着通过对实验设计本质属性的深入讨论,本文认为,基本的实验没计可分为两类,两类基本的实验设计构成了实验设计体系的基础.     

预设路径模型及其在认知心理学研究中的应用

预设路径模型(Fixed-links modeling)是在结构方程模型框架下发展出的用于分析心理学实验数据的统计模型。该类模型的主要特征是根据前期理论基础和实验设计,通过预先设定模型中显变量与潜变量之间的因素载荷矩阵实现对显变量方差的拆分。因素载荷矩阵的设定主要基于实验水平与所表征的心理过程之间的关系,选取相应函数来表征不同实验水平之间的变化趋势。该模型在表征工作记忆、注意和学习的内部加工过程及揭示不同认知过程的具体联系中发挥了重要作用。     

验证性因素分析模型及其在研究中的运用

验证性因素分析是根据一定的理论对潜在变量与观测变量间关系做出合理的假设并对这种假设进行统计检验的现代统计方法,同时,它也是进一步理解和建构潜在变量间因果关系的重要前提。本文试图根据我们的研究体会,阐述验证性因素分析的基本思想、原理和方法．     

4—9岁儿童建构相等和相差概念的实验的设计思想

本实验设计是“萌发小学生辨证思维”实验的一部分。作者认为应在动态中研究儿童的心理发展;数学思维能力是一种特殊能力。因此采用横断法,初步测定出4—9岁儿童建构相等和相差概念的一般发展趋势,再从被试中抽取实验班的8岁组作为一个横断面来作对比性测查,以检验实验教材的知识结构对儿童数学思维的促进作用。这种心理学临床测查和小学数学教改实验相结合的方法是科研和教改相结合的初步尝试。     

文化价值取向与自我调节点对反馈效果的调节作用

选择个体主义、集体主义文化价值取向和自我调节点作为影响反馈效果的调节变量,采用2×2（反馈方式、反馈对象）两因素组间实验设计,以公文处理练习为实验材料,对171名MBA学生进行反馈的干预实验研究。结果表明,集体主义倾向、自我调节点是影响反馈效果的调节变量,集体主义倾向强的人得到针对小组的反馈,公文处理成绩提高;表扬提升调节点的被试公文处理成绩反而降低。     

肾脏病的科研选题与设计

科学研究是人类有目的、有计划地探索未知领域的一种极其复杂的认识活动。这个复杂的认识过程大致包括下列程序：选择课题、实验构思、实验设计、实验实施、结果分析、论文撰写或总结报告。其中科研选题和实验设计在科研中具有重要意义。选题是科研过程中具关键性的一步，...     

线索相对强度对再认场合效应的影响

本研究通过变化计算机屏幕呈现的物理特性(前景和背景颜色)控制场合因素,操纵词对的呈现次数(实验一)及双字词的加工水平(实验二)控制项目强度,考察了线索相对强度与再认场合效应的关系。结果发现：(1)项目呈现次数对再认场合效应无显著影响;(2)项目加工水平对再认场合效应有显著影响,深加工项目的激活对场合效应发生了掩蔽。最后,在回顾实验设计的基础上,对上述结果的成因及潜在变量的影响进行了简要探讨。     

Toward the use of approach/avoidance tendencies as attitude measures: Individual- and group-level variability of the ingroup bias

Approach/avoidance paradigms could constitute an interesting alternative in measuring intergroup attitudes, notably if they overcome one criticism often addressed toward classic indirect tasks: Measuring attitudes beyond the influence of cultural knowledge. Using intergroup stimuli and a population likely to be exposed to a similar cultural knowledge, we observed two informative results regarding this issue: Approach/avoidance effects measured by the Visual Approach/Avoidance by the Self Task (VAAST) varied across participants (i.e., consistent with the variability of intergroup attitudes; Experiment 1) and both participants of dominant and non-dominant groups produced an ingroup bias (Experiment 2). A last experiment (Experiment 3) showed that compatibility scores in the VAAST predict trustworthiness ratings of the ingroup/outgroup. This experiment also investigated potential differences between the VAAST and the IAT. These results suggest that approach/avoidance tasks (notably the VAAST) could be relevant to assess personal attitudes when it comes to normatively sensitive topics.     

经验合作教学对教师教学准备影响的实验研究

本研究以"经验合作教学"的校本教师培训的新思路为依据,以经验合作教学的操作性方案为干预手段,运用教育实验法考察经验合作教学计划对教师教学准备的影响。研究表明:(1)《教师教学准备评价问卷》的信、效度均达到心理测量学要求,可以作为评价教师教学准备的工具;(2)经验合作教学对教师的教学准备具有积极促进作用;(3)经验合作教学对不同教龄、性别、职称教师教学准备的影响不同。     

The McMaster Approach to Families: theory, assessment, treatment and research

The McMaster Approach to Families is a comprehensive model of family assessment and treatment. This paper provides an overview of the McMaster Approach and consists of five major sections. First, the under-lying theoretical model (McMaster Model of Family Functioning) is described. Second, the three assessment instruments of the approach (Family Assessment Device, McMaster Clinical Rating Scale, McMaster Structured Interview of Family Functioning) and their psychometric properties are summarized. Third, the family treatment model (Problem Centered Systems Therapy of the Family) is presented. Fourth, the research conducted using the McMaster Approach is reviewed. Finally, the clinical uses and advantages of the McMaster Approach are discussed.     

面孔识别的自我群体偏向

面孔认知研究表明, 人们识别和再认自己所属群体(如种族、性别、年龄)面孔的成绩显著好于识别其他群体面孔的成绩。近年来围绕面孔识别的这种自我群体偏向进行了实验研究, 研究者提出了知觉经验说和社会认知论两种理论来解释其认知加工机制, 而类别化-个性化模型和双路径模型则是将两种理论分别加以整合提出的新解释。研究者还对面孔识别自我群体偏向的神经机制进行了研究, 探讨了评价者、评价对象和评价任务等因素对自我群体偏向的影响。提升面孔识别自我群体偏向研究的生态效度, 构建整合性理论模型以及加强跨文化和本土研究是未来研究的重要方向。     

Vector Semiotic Model for Visual Question Answering

In this paper, we propose a Vector Semiotic Model as a possible solution to the symbol grounding problem in the context of Visual Question Answering. The Vector Semiotic Model combines the advantages of a Semiotic Approach implemented in the Sign-Based World Model and Vector Symbolic Architectures. The Sign-Based World Model represents information about a scene depicted on an input image in a structured way and grounds abstract objects in an agent’s sensory input. We use the Vector Symbolic Architecture to represent the elements of the Sign-Based World Model on a computational level. Properties of a high-dimensional space and operations defined for high-dimensional vectors allow encoding the whole scene into a high-dimensional vector with the preservation of the structure. That leads to the ability to apply explainable reasoning to answer an input question. We conducted experiments are on a CLEVR dataset and show results comparable to the state of the art. The proposed combination of approaches, first, leads to the possible solution of the symbol-grounding problem and, second, allows expanding current results to other intelligent tasks (collaborative robotics, embodied intellectual assistance, etc.).     

Design and analysis of semi-controlled studies

Semi-controlled studies provide a hybrid approach in between controlled experiments and naturalistic driving studies. As in controlled experiments, the researcher can assign participants to groups, select the route and define the tasks, but the participants are given more freedom when it comes to if, when, where and how to perform the tasks. Increased flexibility makes it possible to investigate how drivers use tactical behaviour to accommodate task execution. The disadvantage is decreased control and more complicated analyses. The main objective of this paper is to discuss how to analyse data obtained in semi-controlled studies.The analysis of data from a semi-controlled study include three types of variables: (i) variables that describe the experimental design, (ii) variables that describe the tactical choices of the participants and (iii), operational variables such as speed, lateral position or glance behaviour. To analyse the three types of variables a two-step procedure is suggested. First, the tactical indicators are analysed with regard to the experimental design. Second, the operational indicators are analysed and the tactical indicators are used to divide participants into sub-populations. The semi-controlled design does not need any new statistical procedures to be developed. It is more important that the analysis conditions on the initial properties and not on structures that happen to occur during the experiment, like where the participant chose to do a certain task.We recommend to use the semi-controlled study method when investigating questions involving adaptive and compensatory behaviour on the tactical level. It is especially useful if causal relationships are of interest, if the data collection should be accelerated in comparison to naturalistic studies, and if certain geographical locations definitely should be included.     

Four Research Designs and a Comprehensive Analysis Strategy for Investigating Common Method Variance with Self-Report Measures Using Latent Variables

Common method variance (CMV) is an ongoing topic of debate and concern in the organizational literature. We present four latent variable confirmatory factor analysis model designs for assessing and controlling for CMV—those for unmeasured latent method constructs, Marker Variables, Measured Cause Variables, as well as a new hybrid design wherein these three types of method latent variables are used concurrently. We then describe a comprehensive analysis strategy that can be used with these four designs and provide a demonstration using the new design, the Hybrid Method Variables Model. In our discussion, we comment on different issues related to implementing these designs and analyses, provide supporting practical guidance, and, finally, advocate for the use of the Hybrid Method Variables Model. Through these means, we hope to promote a more comprehensive and consistent approach to the assessment of CMV in the organizational literature and more extensive use of hybrid models that include multiple types of latent method variables to assess CMV.     

经验合作教学对教师课堂教学影响的实验研究

以"经验合作教学"的校本教师培训的新思路为依据,采用实验组、控制组前后测实验设计,选取初中语文和数学教师共33人,以年级学科组为单位施以为期8个月的经验合作教学干预,运用教育实验法考察经验合作教学对教师课堂教学(包括教学效能感、课堂情绪体验、教学效果)的影响。研究表明:(1)实验学校教师在一般教育效能感和教学效能感两个维度上的得分均较实验前有所提高,且个人教学效能感的提高量大于一般教育效能感;(2)实验学校教师轻松、愉快、满意的积极情绪体验的出现频率提高,失望的消极情绪出现频率降低;(3)实验学校教师在学生评价的课堂教学策略与互动、教学信息的总体把握与反馈两个维度的得分较实验前有所提高。     

A Meta Model for the Unifying of Psychological Theories

This Meta Model brings together seemingly disparate schools of psychology into a new theoretical framework. It uses for its unifying criteria: a) an Elliptical Diagram, b) Four Universal Themes, and c) Epistemological and Ontological Prototypes. For illustrative purposes, this paper utilizes aspects of a) Freud's Psychosexual Oral and Anal Stages, b) Mahler's Autistic, Symbiotic and Separation-Individuation Phases, c) Berne's Scripts, and d) Beavers' Style-Function Family Approach.     

条件推理:“演绎”与“概率”两种实验研究范式之比较

本研究通过推理心理学研究中的“演绎”和“概率”两种实验范式设计对同一个班级的大学生参与者(实验一中N=57,实验二中N=43)进行先后两次有关条件推理的实验研究后,得出如下主要结果:(1)推理者在对不同的“纯形式条件命题本身的认可度”以及对由它们各自建构的同类型推理题的推理结果之间的作答反应模式之间的差异都很小且具有较高的一致性;(2)对由不同的“含具体内容的假言命题”本身的认可度之间以及由它们建构的同类型条件推理题的推理结果之间具有较大的差异性;(3)推理者对“演绎”和“概率”两种不同实验范式分别建构的内容近似的推进题进行推理时具有大致相同的作答反应趋势。由此可以推论推理者在“概率推理实验范式”中的作答或推理结果可以被视为只是对“演绎推理实验范式”的相应推理题给出“概率解”的心理加工过程。