社会认知职业理论与传统职业理论比较研究

社会认知的职业理论将心理、社会、经济等影响因素通过自我效能、结果期待和目标3个核心概念整合起来,动态性地揭示职业选择和发展的全过程,克服了传统理论将心理、社会、经济等影响因素分割开来进行研究并建构理论、缺乏动态性等局限性,使职业理论更全面。但和传统职业理论相比,该理论还存在概念比较模糊,操作性较差等不足。     

THE STRUCTURE OF PERSONALITY JUDGMENTS: COMMENTS ON KUUSINEN'S PAPER AND FURTHER EVIDENCE

Kuusinen (1969) compared the factor structures of individual subjects' ratings of their peers with the structure of peer ratings made by a group of subjects. He concluded that the group structure adequately represented the individual structures and that inter-individual differences were unimportant. This conclusion is challenged in the present paper. It is argued that the between-subject differences in Kuusinen's results were too pronounced to be dismissed as negligible. Data are also presented from a study in which subjects made personality ratings of stereotypic role figures. The factor structure underlying each subject's ratings was determined and compared with that of each other subject. The degree of congruence between the factor structures of pairs of subjects varied and in general only moderate convergence was observed. Implications of these individual differences for the concept of implicit personality theories were discussed.     

米契尔认知情感的个性系统理论述评

近20年左右,以社会认知理论命名的个性新观点正悄然兴起,并成为心理学重新综合趋势的重要反映。这一研究取向认为人是可以认知的、社会的人,并强调把认知过程看作是理解复杂的、有目的的社会行为的一把钥匙。在个性心理学领域,沃尔特·米契尔(Walter Mischel)是采用认知变量解释个性差异并做出非凡贡献的重要人物之一。该文着重从米契尔的三大重要研究领域:认知原型分类、认知情感的个性系统和自我延迟满足能力出发,详细阐述米契尔认知情感的个性系统理论,并对其个性理论的影响和作用进行简要评价。     

THE MEASUREMENT AND FURTHER CONCEPTUALIZATION OF TEACHER COMMUNICATION CONCERN

This study reported the development of a set of scales to measure the self, task, and impact dimensions of teacher communication concern. Three stages of instrument development were described: item construction, testing of the hypothesized factor structure, and reliability and validity information. The result was a 15-item instrument with three subscales. In an effort to refine the conceptualization of teacher communication concern, a secondary purpose of the study was to examine the relationship of teacher communication concern to two variables: anxiety about teaching and attitude toward teaching as a career. Results were that teacher communication concern was not related to anxiety about teaching, but was positively related to attitude about teaching.     

对“论三段论推理过程中结论正确性的两种判断标准”的几点评议

笔者认为,“论三段论推理过程中结论正确性的两种判断标准”［１］在其说明的实验及相关论述中,至少有以下问题值得探讨与商榷。１课题中的概念与构思１．１三段论第一格ＡＡＡ式≠三段论本章标题讲的是作为人类思维活动重要形式的“三段论”,实验研究中使用的材料全是三段论第一格ＡＡＡ式。１．２人（或人们）≠大学生文章摘要部分的主称为“人们”,实验小结部分的二条结论,第一条主称“大学生”第二条主称“推理者”。１．３实际推理≠对推理的分析≠判定推理结论正误实际的推理与对推理的分析和“判定推理结论是否正确”在概念及操…     

斯腾伯格（R．J．Sternberg）智力成分理论述评

成分是斯腾伯格提出的分析智力操作的基本单元。成分分析是对智力行为心理机制的描述。但成分理论不能独立地说明智力,它隶属于斯氏三重智力理论的总体框架。论文分析了成分的性质、种类及其相互作用,并对个体和年龄差异在各种成分功能上的表现作出解释。成分理论的提出是对人脑黑箱软件意义上的工作原理的可贵探索。但它在可证伪性方面是有缺陷的。     

相互作用的认知子系统理论述评

该介绍和分析了“相互作用的认知子系统”理论的基本观点,即信息的意义分为具体的、低层次的意义和一般的、高层次的意义;编码形式的转换遵循着特定的规则;不同信息的存储具有各自独立的记忆存储系统：高层次的意义对情绪产生具有直接作用。同时阐述了该理论对抑郁性情绪障碍的研究,并指出了该研究对治疗情绪障碍的意义及存在的问题。     

斯腾伯格(R.J.Sternberg)三重智力理论述评

本文分三部分。一、论述斯氏对传统ＩＱ测验的主要批评。二、介绍三重智力理论,尤以情境亚理论和经验亚理论为重点。三、对三重智力理论的基本评价：它拓宽了智力本质的内涵,为编制较理想的测验提供了较适当的基础,在三重理论的框架内能较好解决测验有效性和测验公平性问题;三重结构本质上是一种层级结构而非平行结构;经验亚理论与或分亚理论之间的关系值得进一步探讨。     

MEASUREMENT ERROR IN RESEARCH ON THE HUMAN RESOURCES AND FIRM PERFORMANCE RELATIONSHIP: FURTHER EVIDENCE AND ANALYSIS

Our earlier article in Personnel Psychology demonstrated how general-izability theory could be used to obtain improved reliability estimates in the human resource (HR) and firm performance literature and that correcting for unreliability using these estimates had important implications for the magnitude of the HR and firm performance relationship. In their comment, Huselid and Becker both raise criticisms specific to our study and broad issues for the field to consider. In our present article, we argue, using empirical evidence whenever possible, that the issues and criticisms raised by Huselid and Becker do not change our original conclusions. We also provide new evidence on how the reliability of HR-related measures may differ at different levels of analysis. Finally, we build on Huselid and Becker's helpful discussion of broad research design and strategy issues in the HR and firm performance literature in an effort to help researchers make better informed choices regarding their own research designs and strategies in the area.     

COMMENTS ON THE STONE-COLES MULTIDIMENSIONAL SCALING METHOD

It is shown that the Stone-Coles method is not a content method, but rather an alternative to the ordinary distance methods. As such, it is argued, it is of limited value.     

COMMENTS ON EGER'S "A TALE OF TWO CONTROVERSIES"

Abstract. This commentary on Martin Eger's "A Tale of Two Controversies" focuses on three criticisms: first, the shifting status of the claims of creationism in the article; second, new developments in moral philosophy which run counter to Eger's discussion; and third, the inadequate treatment of pedagogical and curricular principles.     

BERTRAND RUSSELL'S 1897 CRITIQUE OF THE TRADITIONAL THEORY OF MEASUREMENT

Synthese - The transition from the traditional to the representational theory of measurement around the turn of the century was accompanied by little sustained criticism of the former. The most...