弱智儿童心理旋转的研究

该研究探讨了一组9~12岁弱智儿童的“心理旋转”能力,该组儿童平均年龄10.1岁,平均智商（IQ）53.8（中度智力残疾）。研究结果与正常儿童（均龄8岁）作了比较。结果显示,弱智儿童的心理旋转能力明显较之正常儿童为差,智力缺陷对视觉图形空间定向能力（心理旋转）有着明显的影响。但无论弱智儿童或是正常儿童的结果均未发现性别差异。     

掩蔽刺激的空间参考框架对视觉表象旋转的影响

本实验通过将具有参考框架信息的前置刺激改为掩蔽刺激,进一步探讨参考框架的变化和表象旋转的过程。结果表明：１、因掩蔽刺激而引起的主观参考框架的产生是瞬间完成的,而不是由原先直立的参考框架经过连续旋转后形成的。２、显示了倾斜字母的加工不完全是整体表象的线性旋转过程,而可能是整字一成分的混合加工过程。     

攻击行为儿童大脑半球某些认知特点的研究

为了解攻击行为儿童大脑两半球的认知活动特点,采用侧视野速示呈现技术,对径“同伴提名量表”筛选的１７名攻南 儿童和１６名正常儿童进行了比较研究。     

负荷水平和作业信息输入输出形式对视觉追踪操作心理负荷评估敏感性的影响

就负荷水平和信息输入形式,输出形式对视觉追踪作业心理负荷评估指标敏感性的影响进行了实验,获得以下主要结果：（１）主任务绩效具有较好的评估敏感性;（２）作业信息输入形式、输出形式对评估指标敏感性有显著影响。     

负荷水平和作业信息输入输出形式对视觉追踪操作心理负荷评估敏感性的影响

就负荷水平和信息输入形式、输出形式对视觉追踪作业心理负荷评估指标敏感性的影响进行了实验．获得以下主要结果：①主任务绩效具有较好的评估敏感性;②作业信息输入形式、输出形式对评估指标敏感性有显著影响．     

对三维心理旋转操作任务特性的效应的初步研究

在认知心理学领域,对心理旋转的研究主要是以反应时范式为基础。本研究试图突破反应时范式,把心理测量学和实验的方法相结合,以现代测量理论——项目反应理论的项目参数（如项目难度、区分度、猜测参数）为指标,对心理旋转测验中,操作任务的若干特性对测验项目特性的影响进行研究,结果发现：对于以Ｓｈｅｐａｒｄ三维旋转材料编制的心理旋转测验、测验材料的复杂程度,标准图形和匹配图形的角度差,以及匹配图形的编排位置等对测验项目的诸特性均无显著影响。     

聋人手语视觉表象生成能力的实验研究

通过视觉表象判断实验,对聋手语使用者和听力正常人两类被试视觉表象生成的能力进行了比较。实验发现：与听力正常的人相比,聋手语使用者学习和记忆大写字母的时间短于听力正常的被试,并且两组被试记忆复杂字母的时间都较长;聋被试和听力正常被试采用了相同的字母表征方式。但是,习得手语的年龄对聋手语者生成表象的能力没有明显的影响。     

提取练习在定向遗忘中的作用

根据汉字特点采用义同、形似、音同、无关四种实验材料,采用字表范式探讨不同提取练习次数(0、1、3次)在定向遗忘中的作用及是否会受到材料关系的影响.实验结果发现: (1)对于形似、音同材料,提取练习提高了最后回忆成绩.对于义同、无关材料,提取练习对不同组别两列字表的最后回忆成绩影响不同; (2)提取练习0次时,义同、音同、无关材料都表现出定向遗忘效应.提取练习1次时,无关材料表现出定向遗忘效应.提取练习3次时,形似、音同材料下表现出定向遗忘效应.义同、无关材料定向遗忘效应随着提取练习次数的增加而消失,形似材料随着提取练习次数的增加出现定向遗忘效应; (3)对于四种材料,遗忘组被试都没有随提取练习次数的增加而更多抑制字表1回忆,即字表l的回忆成绩都没有表现出随提取练习次数的增加而降低的趋势,所以能否用提取诱发遗忘来解释定向遗忘的提取抑制还需要进一步的实验验证.     

THE CHALLENGE TO MENTAL HEALTH SERVICES IN THE 1980s

Robert W. Gibson MD, is interviewed concerning the potential impact of restricted funding for mental health services in the 1980s, particularly as this applies to the practice of occupational therapy. Topics covered include the decreasing length of inpatient hospitalization; the possibility of a shifting emphasis lo the treatmcnt of the severely and chronically ill; increasing utilization of rehabilitative services; and suggestions to facilitate greater interprofessional collaboration. Thc establishment of measurable outcomes for continued or improved reimbursement of occupational therapy services is stressed, and the potential for multiprofession group practices as a cost-effective approach to reduced business and industry health care costs is suggested.     

WHEN THE HELP IS DENIED: A STUDY OF ATTRIBUTION-LINKED AFFECTIVE REACTIONS

Two experiments were conducted to examine attribution-affect linkages in situations where help is denied. In experiment 1, two helping scenarios, in social and in academic context, were presented. The causal explanations given for not helping were manipulated to see their effect on affective reactions of the person who was denied help. These explanations covered all eight combinations of locus (internal-external), controllability (controllable-uncontrollable), and stability (stable-unstable) dimensions. For each explanation, undergraduate students of Allahabad University (N = 75) predicted affective reactions, assuming themselves to be the person denied help. Findings confirmed that attribution-affect linkages were stable and systematic. Furthermore, controllability dimension accounted for most of the linkages. Experiment 2 (N = 45) tested the reversibility of the attribution-affect linkages. In that, affective reactions were manipulated and subjects inferred the communicated explanations for not helping. The linkages reversible and consistent across two contexts were: sympathy-uncontrollable, anger-controllable, dislike-controllable/ stable. Other emotions had either context-specific linkages, or were attribution-independent.     

THE TRAINING ANALYSIS AT A TIME WHEN THEORY IS IN SHORT SUPPLY1

The author discusses the risks confronting the training analysis when original theoretical production is lacking. In his view, little progress has been made since Freud's time in establishing a general science of the psyche based on Freud's interpretive method. What has been transmitted is stated to be not Freud's method of discovery but the knowledge thereby produced, which has been handed down in the form of doctrines, defined as theory presented as psychic fact. Hence analyses tend to apply theories rather than to discover unconsciouses. Some of today's most common interpretational aberrations are described, and the author shows the powerful suggestive effect on patients of using doctrines as metaphors of psychic life. Where such a training analysis is reinforced by a like form of theoretical teaching and supervision, candidates may uncritically assimilate the relevant theory. The author uses his concept of the reality‐providing circuit to show how belief in a doctrine imparted by the training analysis makes that doctrine appear as the ideological basis of psychoanalytic knowledge. He finally notes that, theories being essentially heuristic instruments and not bodies of acquired information, the consequence of the current dearth of theories, which have degenerated into doctrines, is that the training analysis itself has come to constitute the theory of training in many institutes.     

儿童心理折叠能力的发展

本研究主要考察儿童心理折叠能力的发展。结果表明：（１）一般情况下,学生的心理折叠能力随年级（年龄）的上升而提高;（２）智力高的学生的心理折叠能力显著高于常态学生,而且,智力与年级之间存在较强的交互作用说明,智力是影响心理折叠能力发展的主要因素;（３）在本文所涉及的条件下,就总体而言,男生的心理折叠成绩高于女生。但这种性别差异主要不是来自常态组,而来自超常组;（４）不同被试组儿童的心理折叠能力具有不定全一致的发展曲线。     

ANCHORS AWAY–THE STABILITY OF MEANING OF ANCHORS WHEN THEIR LOCATION IS CHANGED

This study addresses three questions. (1) Does the meaning of the neutral anchor shift when its position is moved away from the middle of the series? The location of (psychological) zero in rating scales is crucial if they are to be used as multipliers (e.g., as weights or in functional equations). (2) Does moving the neutral anchor from a central position increase sensitivity (variance) of ratings? Such displacement has been used frequently without investigation of its effects. (3) Are any of the above effects general across types of anchors? Displacement had significant effects (N= 210) on meaning of the neutral anchor and on sensitivity. Stability of meaning of anchors, however, was greater when anchors were words rather than faces. Therefore verbal anchors should be used, with the neutral anchor located centrally, to establish zero; but displaced to increase sensitivity at one end of the scale.     

馬克思主义关于儿童心理发展的理論

在人的一生中,儿童时期,无論在生理上或心理上,都是一个迅速成长发展的时期。儿童从出生时起,在社会生活条件和教育条件的制約影响下,經过一系列的年龄发展的阶段,到达青年时期以后,出現了令人惊异的本貭的变化:从一个軟弱无能、不識不知的个体,发展成为一个具有一定的思想观点、知識文化和劳动能力的、独立的社会成員。     

THE FORMATION OF VISUAL STIMULUS EQUIVALENCES IN CHILDREN

Four normal children were presented a series of matching-to-sample tasks, using five sets of visual stimuli designated A, B, C, D, and E. Stimulus equivalences were established by matching stimuli from one set to those from another set. Each set consisted of three stimuli, so matching set A to set D meant that each stimulus in set A served as a sample with all three stimuli in set D as comparisons. Subjects were first taught AD and DC matching and were then able to perform AC/CA matching without additional training. After ED was taught directly, CE/EC and AE/EA performances emerged. Following CB training, three new equivalences were demonstrated: AB/BA, EB/BE, and DB/BD. Oral naming of each stimulus showed that subjects had not assigned a common label to stimuli in the same class, indicating that naming is not necessary for the formation of stimulus equivalences. The absence of response mediation suggests that matching to sample can form direct stimulus-stimulus associations. The data also provide support for the notion that generative performances are outcomes of existing stimulus-control relationships.     

身体转向模式对方位效应和相对位置效应的影响

在阅读故事而产生的想象场景中,观察者身体的物理转向（ｐｈｙｓｉｃａｌｒｏｔａｔｉｏｎ）模式或想象身体转向（ｉｍａｇｉｎｅｄｒｏｔａｔｉｏｎ）模式对物体搜索方位效应和相对位置效应产生影响。结果发现：方位效应独立于身体转向模式,说明对空间关系的理解是以想象自我（ｒｅｐｒｅｓｅｎｔｅｄｓｅｌｆ）为参照系的。相对位置效应独立于身体转向模式,说明物体间的拓扑结构导致了相对位置效应。