幼儿的情绪认知与适应行为发展关系的研究

研究对50名3—5岁幼儿的情绪认知能力和适应行为的发展水平进行了测查,并分析了二者之间的关系。结果表明：幼儿的情绪认知能力和适应能力的发展存在显著正相关;但与适应能力发展的不同方面存在着不同的关系模式：情绪认知能力和生活自理能力、交往能力、社会化能力、自我管理能力存在显著的正相关,而与运动能力和作业能力则相关不显著。     

Demands,resources, and work ability: A cross-national examination of health care workers

Understanding work ability, with the goal of promoting it, is important for individuals as well as organizations. It is especially important to study work ability in health care workers, who face many work-related challenges that may threaten work ability. We studied various job demands, job resources, and interactions of demands and resources relating to work ability using the Job Demands–Resources model as a framework. Acute care health care workers from six nations (US, Australia, UK, Brazil, Croatia, and Poland) completed a survey. Role demands related to work ability in the Australia sample only, and supervisor support related to work ability in the Australia sample only. Yet, high levels of supervisor support significantly moderated (buffered) negative relationships between physical demands and work ability in the US sample, along with negative relationships between role demands and work ability in both the Croatia and UK samples. Skill discretion related to work ability in every nation sample, and therefore appears to be particularly important to work ability perceptions. In addition, skill discretion moderated (buffered) a negative relationship between role demands and work ability in the Australia sample. We therefore recommend that interventions to help preserve or improve work ability target this important job resource.     

高中生学习力的探索研究

采用自编学习力问卷,对3245名高中生进行问卷调查,以探明高中生学习力的基本结构和特征。结果发现：（1）高中生的学习力可以4个维度表征,即：学习方法运用力、学习态度调控力、学习自控力和提问互惠力。（2）高中生的学习力与学业成绩关联显著,学业成绩优秀的同学具有较高水平的学习力测评得分;在学习力的4个维度上,成绩较差同学的学习力测评得分显著低于优秀与中等同学。（3）高二学生的学习态度调控力测评分显著高于高一学生,女生的提问互惠力测评分显著高于男生。（4）成绩优秀的高二学生学习方法运用力测评分显著高于高一学生,成绩优秀和中等的高二学生的学习态度调控力测评分显著高于高一学生。     

高中生学习力的影响因素研究*

采用自编学习力及学习力影响因素问卷,对3056名高中生进行调查,建构学习力与影响因素的数学模型,探究各影响因素对高中生学习力的影响路径。结果发现,（1）影响高中生学习力的因素有六个,分别是认知能力、动机水平、精神状态、人际协调、身心优势感和学习氛围。（2）对学习力解释的贡献率大小排列依次为：精神状态、动机水平、学习氛围、认知能力、身心优势感和人际协调。（3）学习方法运用力主要受动机水平、精神状态、学习氛围、认知能力等4因素的影响;学习态度调控力主要受到精神状态、动机水平、学习氛围及认知能力等4因素的影响;学习自控力主要受精神状态的影响;提问互惠力主要受认知能力、精神状态、动机水平及学习氛围的影响。     

The impact of beliefs about face recognition ability on memory retrieval processes in young and older adults

This study examined whether beliefs about face recognition ability differentially influence memory retrieval in older compared to young adults. Participants evaluated their ability to recognise faces and were also given information about their ability to perceive and recognise faces. The information was ostensibly based on an objective measure of their ability, but in actuality, participants had been randomly assigned the information they received (high ability, low ability or no information control). Following this information, face recognition accuracy for a set of previously studied faces was measured using a remember–know memory paradigm. Older adults rated their ability to recognise faces as poorer compared to young adults. Additionally, negative information about face recognition ability improved only older adults' ability to recognise a previously seen face. Older adults were also found to engage in more familiarity than item-specific processing than young adults, but information about their face recognition ability did not affect face processing style. The role that older adults' memory beliefs have in the meta-cognitive strategies they employ is discussed.     

Why do men have higher expectancy than women?

The aim of the present study was to test the hypothesis that sex differences in expected academic achievement could be explained by corresponding differences in perceived intellectual ability, and to explore the relationship between perceived ability and the sex role related traits of instrumentality and expressiveness. Results showed sex differences both in expectancy and perceived ability. When perceived ability was controlled, sex no longer related to expectancy. A small correlation was found between expectancy and a measure of instrumentality. The latter variable correlated substantially with perceived ability. A measure of expressiveness was unrelated both to expectancy and perceived ability. Path analysis gave results consistent with the hypotheses that men have higher perceived ability than women because men think of themselves as more instrumental than women do, and that instrumentality determines expectancy indirectly through its relationship to perceived ability.     

中学生空间认知能力结构的研究

以510名中学生为被试,采用自编的《空间认知能力倾向成套测验》,考察了中学生空间认知能力的结构特点。结果表明：(1)在中学生被试的空间认知能力结构中,主要包括图形分解／组合能力、数学关系形象化表达能力、心理旋转能力、空间意识能力、空间定向能力、图形特征记忆能力和图形特征抽象／概括能力等成分;(2)在初中生与高中生的空间认知能力结构中,大部分成分是相同的,但这些成分在各自结构中的重要性程度却不相同。     

An Empirical Investigation of Key Account Salesperson Effectiveness

This study develops and empirically tests a model representing the determinants of key account salesperson (KAS) effectiveness. The model supported suggests that the determinants of KAS effectiveness are strategic ability and intrapreneurial ability operating though the intermediate processes of communication quality and customer trust. Strategic ability is the KAS's ability to analyze customer organizational and business problems and focus on their long-term interests. Intrapreneurial ability is the KAS's ability to locate personnel or other resources within the seller firm and deploy them to assist the customer account.     

Perceiving Emotion in the Buyer–Seller Interchange: The Moderated Impact on Performance

This research focuses on the salesperson’s ability to perceive emotions in the buyer–seller interaction. Drawing on the emotional ability literature, the authors develop hypotheses within a conceptual framework of salespeople’s ability to perceive the emotions of customers, and examine how this ability influences the relationships between selling behaviors and performance. Findings indicated that the ability to accurately appraise the emotions of others moderated the practice of adaptive selling and customer-oriented selling on performance. Further analyses revealed that while high perceiving ability has beneficial effects on selling, low perceiving ability not only limits the use of customer-oriented selling but also has a negative impact on sales performance. Both self-reported and supervisor-reported measures of selling performance were used, along with a performance-based measure of emotional perceiving ability. Implications are discussed along with directions for future research.     

自我评估的能力与驾驶经验对危险知觉的影响

结合反应时和眼动研究方法,采用驾驶经验2（新手,有经验）×自我评估的能力2（高,低）×危险类型2（明显,隐藏）的混合实验设计,探索驾驶员驾驶能力的自我评估和驾驶经验对危险知觉及视觉注意的影响。采用驾驶能力量表和基于动态交通视频的危险知觉任务对86名驾驶员测试,并使用Tobbi T120记录眼动数据。结果发现,新手和有经验驾驶员自我评估的能力与危险知觉反应时间之间相关不显著,这说明两组驾驶员对自己驾驶能力的认识和评估不准确。有经验驾驶员对两类危险的反应比新手快。新手自我评估的能力过高,他们对两类危险的反应比同龄驾驶员和有经验驾驶员慢。然而,有经验驾驶员自我评估的能力与危险知觉反应时间之间不存在显著差异。此外,与新手相比,有经验驾驶员对两类危险的首次注视较快,总注视时间更长。与同龄驾驶员相比,新手自我评估的能力过高,他们对危险的首次注视较慢,对危险的总注视时间更少。这些研究结果表明,新手自我评估的能力过高,可能会提高他们的风险接受阈限,由此降低了他们对危险的反应速度。未来驾驶训练应当采取措施减少新手对驾驶能力的自我评估偏见,改善他们的视觉搜索模式以降低事故风险。     

Counseling Status and Academic Achievement of College Freshmen

Baccalaureate- (four-year) and associate- (two-year) degree students counseled prior to registration and after registration, and those not counseled were compared on the basis of ability and first-term grade point average. The time of counseling was not significantly related to the achievement of baccalaureate students with high ability or those with low ability. However, significant differences were found between high and low ability associate students in favor of high ability associate students who were counseled during the summer over those who were counseled during the fall, or who were not counseled. Both baccalaureate- and associate-degree students with low ability more frequently earned lower grades and were more concerned about academic probation than students with high ability.     

Local processing enhancements associated with superior observational drawing are due to enhanced perceptual functioning,not weak central coherence

Individuals with drawing talent have previously been shown to exhibit enhanced local visual processing ability. The aim of the current study was to assess whether local processing biases associated with drawing ability result from a reduced ability to cohere local stimuli into global forms, or an increased ability to disregard global aspects of an image. Local and global visual processing ability was assessed in art students and controls using the Group Embedded Figures Task, Navon shape stimuli, the Block Design Task and the Autism Spectrum Quotient, whilst controlling for nonverbal IQ and artistic ability. Local processing biases associated with drawing appear to arise from an enhancement of local processing alongside successful filtering of global information, rather than a reduction in global processing. The relationship between local processing and drawing ability is independent of individual differences in nonverbal IQ and artistic ability. These findings have implications for bottom-up and attentional theories of observational drawing, as well as explanations of special skills in autism.     

Individual differences in religiosity as a function of cognitive ability and cognitive style

The current study examines the degree to which individual differences in cognitive ability and cognitive style (rational thinking vs. experiential thinking) uniquely and jointly account for differences in religiosity. Using an array of measures of religiosity, results show that cognitive ability has a medium to large negative effect on various aspects of religiosity. Though also negatively related to religiosity, rational thinking style did not add significant unique effects, nor did it convey a significant indirect effect from cognitive ability. Experiential thinking was generally unrelated to ability but was positively related to some aspects of religiosity. Overall the results confirm that those with higher cognitive ability are less likely to accept religious doctrine or engage in religious behaviors and those with lower ability are more likely to accept religious doctrine and exhibit higher levels of fundamentalism. Cognitive style appears to play a lesser role in explaining individual differences in religiosity than cognitive ability.     

儿童掌握能力概念的特

选取4岁组、5岁组、7岁组、10岁组和12岁组儿童共160名（各年龄组32名,男女各半）为被试,采用个别测验法,从能力的跨情境稳定性、能力的效力和能力的不可控性3个维度探讨学前和小学儿童的能力概念的发展。结果表明,（1）儿童对能力的跨情境稳定性、对能力的效力和对能力的不可控性的认识代表着儿童不同的能力概念。（2）儿童对能力的跨情境稳定性的认识和对能力的效力的认识均存在显著的年龄差异,它们都反映了儿童能力概念的发展性差异,两者在4~12岁期间都随年龄而不断发展,但发展的时间与速度不同,前者的发展早且快。（3）儿童对能力不可控性的认识不存在显著的年龄差异,它反映了儿童能力概念的个体差异     

The Contribution of Personality Traits,Motivation, Academic Risk-Taking and Metacognition to the Creative Ability in Mathematics

The purpose of this study was to investigate the extent to which personality traits, motivation, academic risk-taking, and metacognition explain the mathematical creative ability of high school students. The participants were 217 9th-grade students that were exceptionally high achievers. The participants responded to a set of measures about personality traits, motivation, academic risk-taking, metacognition, and creative ability in mathematics. The results revealed that although openness to experience and consciousness were significantly correlated with creative ability in mathematics, extraversion, agreeableness, and neuroticism were not correlated with the creativity scores. Moreover, intrinsic goal orientation followed by openness to experience was the most significant predictor of mathematical creative ability. Academic risk-taking was not significantly correlated with creative ability. Although knowledge of cognition and regulation of cognition showed moderate correlations with creative ability in mathematics, they failed to predict creative ability.     

Above suspicion: Cognitive and intentional aspects of the ability to lie

This paper looks at the attribution of the ability to lie and not at lying or lies. It also departs from more familiar approaches by focussing on the appraisal of an ability and not on the ability in itself. We believe that this attribution perspective is required to bring out the cognitive and intentional basis of the ability to lie.     

Effects of spelling errors on the perception of writers

The authors investigated the perceived relationship between spelling errors and cognitive abilities in a series of 3 experiments. Specifically, they examined whether college students' ratings of an author's intellectual ability, logical ability, and writing ability were affected by the presence of spelling errors. In the 1st experiment, the presence of 4 spelling errors in a short essay did not significantly affect the ratings. The spelling ability of college students, as measured by a standard oral dictation spelling test, was moderately conelated with a brief test of intelligence. In a 2nd experiment, college students rated the author of a short essay as having lower ability when there was a large number of spelling errors. The effect was more pronounced on the ratings of writing ability than it was on the ratings of logical ability or intellectual ability. This finding was replicated in a 3rd experiment, in which the essay contained misspellings actually made by writers. The results suggest that spelling errors can affect how people perceive writers, particularly when there are many spelling errors. College students appear to attribute spelling errors more to writing ability than they do to general cognitive abilities such as intelligence and logical ability.     

Independent and interdependent self-construals as predictors of multicultural case conceptualization ability in counsellor trainees

This study examined the extent to which independent and interdependent self-construals were related to counsellor trainees' multicultural case conceptualization ability (i.e., ability to conceptualize clients from a multicultural perspective). Results revealed that, after accounting for race or ethnicity and prior multicultural training, counsellor trainees' self-construal scores were significantly predictive of their ability to conceptualize clients from a multicultural perspective. Specifically, independent self-construal scores were negatively related to trainees' ability to conceptualize clients from a multicultural perspective, whereas interdependent selfconstrual scores were positively associated with multicultural case conceptualization ability. Future research directions are offered.     

临床医学七年制学生科研能力培养新模式的探索

培养医学七年制学生科研和创新能力,对他们适应21世纪的挑战至关重要,这也是当前医学教育工作者共同关心与探讨的问题.实践中,对培养模式进行了尝试和探索,提出了从实际情况出发,通过合理地安排科研训练的进度,按培养硕士研究生(以下简称研究生)科研能力的要求进行培养的新模式.     

武汉地区大学生社会能力的结构及其问卷编制

从分析大学阶段的关键性发展任务出发,将我国大学生的社会能力分为事务处理能力、一般人际交往能力和建立与发展友谊的能力三个方面。以文献研究为基础,结合开放式问卷所获资料,分别提出了关于这三种社会能力结构的理论构想,编制了大学生社会能力问卷。武汉市1048名大学生参与了正式问卷的施测,结果表明,事务处理能力的四因素结构、一般人际交往能力的五因素结构和建立与发展友谊的能力的五因素结构是较为合理的,自编大学生社会能力问卷的信效度达到心理测量学要求。