大学生网络游戏成瘾及其质化研究

大学生网络游戏成瘾是一种可能对大学生身心健康造成严重影响的成瘾现象。以往的心理学研究大都采用量化研究,在理论层面对成瘾的生理机制、致瘾动机及人格特征等进行实证研究,一般难以直接指导实践者的具体实践。新近心理学中兴起的质化研究为解决这一问题提供了新的研究方式。文章分别介绍了大学生网络游戏成瘾的现状、困境及质化研究的概念、特征,并于文后提供了一个相对完整的治疗网络游戏成瘾的质化研究案例。     

TRAINING PEERS TO TUTOR: EVALUATION OF A TUTOR TRAINING PACKAGE FOR PRIMARY LEARNING DISABLED STUDENTS

Peer tutoring—academic instruction given by a student to a same-aged classmate—can be a cost-effective way of providing needed instruction in the typical classroom where one teacher must deal with many students of varying ability levels. This study evaluated an instructional package as a training method for increasing the use of selected tutoring behaviors by peer tutors. Nine male students, aged 7 to 9 years, from a learning disabilities resource room served as subjects; four subjects served as tutors, four as students, and one as a generalization student who was assigned to all tutors during generalization testing. Subjects were assigned to tutor-student pairs based on their performances on a pretest of the 220 Dolch Basic Sight Words, with the subjects scoring highest on the pretest serving as tutors. Each tutor worked with his assigned student throughout the study, except for pre- and posttest sessions with the generalization student. During daily sessions, tutors trained their students to recognize sight words using 10 flash cards, each with 1 of the Dolch words printed on it. Training was conducted with all four tutors in a group and was evaluated using a multiple baseline design across three classes of tutoring behaviors: Preparation Behaviors, Prompting Behaviors, and Praising Behaviors. Training consisted of: (a) verbal instructions on how to perform the tutoring behaviors; (b) charts illustrating the appropriate tutoring behaviors with stick figures; (c) role playing with each tutor with the experimenter playing the part of the student and giving feedback and verbal reinforcement to the tutor for performance of the appropriate tutoring behaviors; and (d) verbal testing of each tutor by asking him to state orally the behaviors he was to perform. Training sessions took approximately 30 minutes for each of the 3 classes of tutoring behaviors. Results showed an increased use of tutoring behaviors by tutors as a function of the instructional package. Increases in tutoring behaviors were also observed during postintervention generalization testing of tutors instructing their regular student in new subject matter (math). Data taken from pre-, mid-, and postintervention testing of the 220 Dolch Words showed an increase of identifiable sight words by both students and tutors after completing the peer tutoring program. This study demonstrates that a simple tutor training package can be employed to teach young, special education students to serve as effective tutors for their peers. In addition, the academic gains evidenced by the subjects lend positive support to the effectiveness of peer tutoring programs and specifically to the research of Dineen, Clark, and Risley (Journal of Applied Behavior Analysis, 1977, 10 , 231–238) which demonstrated the educational benefits of tutoring incurred by the tutor as well as by the student.     

中文阅读中因果与转折关系理解差异的实验研究

采用移动窗口阅读技术和探测技术探讨大学生中文阅读过程中对因果与转折关系的理解差异。实验一在句子层面考察因果和转折关系的理解差异,结果发现被试阅读转折句的时间显著长于因果句,但对两种句子中探测词的反应时没有差异。实验二运用探测技术从篇章层面进一步探讨两种关系的理解差异。结果发现,转折关系条件下被试对探测词的反应时显著慢于因果关系条件下。实验结果表明,无论在句子层面还是在篇章层面,被试对转折关系的表征都难于因果关系的表征。     

走向实践的共同体——论现代性的反思性重建

现代性的基本矛盾是由其运作机制反思性唯我主义所导致的人类生存的具体性与抽象的客观体系的矛盾。重建现代性就需要克服反思性唯我主义。黑格尔的承认的辩证法、哈贝马斯的交往行动理论和马克思的实践的共同体,是现代性重建的三种不同路径。实践共同体就是马克思为之奋斗终生的人类理想社会自由人联合体的哲学表达。     

Sosa in perspective

Ernest Sosa draws a distinction between animal knowledge and reflective knowledge, and this distinction forms the centerpiece of his new book, A Virtue Epistemology. This paper argues that the distinction cannot do the work which Sosa assigns to it.

TEACHING FUNCTIONAL COMMUNITY SKILLS TO AUTISTIC CHILDREN USING NONHANDICAPPED PEER TUTORS

In this study, two autistic children were paired with normal peers who, after pretraining sessions, taught community skills to the autistic children. Data were collected during three conditions: baseline, modeling, and peer tutoring. Results demonstrated that no identified skills were acquired during the baseline and modeling conditions. However, direct instruction of each child by a peer tutor resulted in the learning and maintenance of functional community skills.     

雇员主动离职心理动因模型评述

在介绍雇员离职研究背景和意义的基础上,重点对1980年后雇员主动离职研究中4个有代表性的心理动因模型──Steers 和Mowday(1981)模型、Sheridan(1983)模型、Lee和Mitchell(1994)模型以及Price(2000)模型进行了细致的评述,并对主动离职心理动因模型的发展方向提出了一些看法。     

A Dilemma for Rule-Consequentialism

Rule-consequentialists tend to argue for their normative theory by claiming that their view matches our moral convictions just as well as a pluralist set of Rossian duties. As an additional advantage, rule-consequentialism offers a unifying justification for these duties. I challenge the first part of the ruleconsequentialist argument and show that Rossian duties match our moral convictions better than the rule-consequentialist principles. I ask the rule-consequentialists a simple question. In the case that circumstances change, is the wrongness of acts determined by the ideal principles for the earlier circumstances or by the ideal ones for the new circumstances? I argue that whichever answer the rule-consequentialists give the view leads to normative conclusions that conflict with our moral intuitions. Because some set of Rossian duties can avoid similar problems, rule-consequentialism fails in the reflective equilibrium test advocated by the rule-consequentialists.     

心理学质性研究：历史、现状和展望

心理学质性研究具有漫长的过去,却只有短暂的历史。心理学自诞生起就具有质性研究传统,但被主流所忽视。从组织机构、出版渠道和研究成果方面看,当前国内外心理学质性研究的发展态势暗示质性研究传统正在回归到主流当中。尽管仍存在误解和急功近利等众多问题和困难需要克服,但是心理学质性研究方法在研究复杂心理现象和产生新的概念、新的理论方面展现了潜力。心理学质性研究的复兴正使心理学处于一个多元化转向的阶段。     

Common morality: comment on Beauchamp and Childress

The notion of common morality plays a prominent role in some of the most influential theories of biomedical ethics. Here, I focus on Beauchamp and Childress’s models in the fourth and fifth edition of Principles of Biomedical Ethics as well as on a revision that Beauchamp proposed in a recent article. Although there are significant differences in these works that require separate analysis, all include a role for common morality as starting point and normative framework for theory construction in combination with a coherence theory of moral justification. I defend to some extent the existence and empirical significance of common morality, as delineated by Beauchamp and Childress in different versions, but criticize its normative role. It is neither convincing as a moral foundation nor well compatible with a standard coherentist justification. I suggest that the authors should give up the foundational account for a more modest account of common morality as resource of well-established moral insights and experiences, which have proved generally valid but neither sufficient nor infallible. Beauchamp’s latest proposal appears as a step in this direction; indeed, it may be the beginning of the end of his common-morality theory.

Knowledge as aptness

I raise several objections to Sosa’s account of knowledge as aptness. I argue that aptness is neither necessary nor sufficient for knowledge. I also raise some objection to Sosa’s treatment of dreaming skepticism.

Effects of Training Reflective Listening in a Corporate Setting

A communication skills training of insurance company employees was devised and evaluated. Study 1 compared trained and untrained employees on their Reflective listening (RL; Rogers, 1951) skills before and after a 16-hr training, as they conversed with a confederate who rated them, and their responses were categorized. In a follow-up Study 2, some of the employees audiotaped conversations with customers, and their responses were categorized as well. In a validation Study 3, students rated conversations by employees who used more or less RL. Results showed that training increased RL, and that the skills were subsequently transferred to an authentic setting. Results did not show that trained employees were evaluated differently than untrained. Implications of the results are discussed.