学习能力、知识经验对儿童问题解决的影响

采用问题解决类比任务范式,考察了学习能力、知识经验对90名小学4年级儿童在问题解决过程中类比问题解决及策略运用的影响。结果发现:(1)在问题解决的质量上,学习能力具有显著制约作用,学习能力越高,问题解决成绩越好,而知识经验作用不显著;在问题解决速度上,学习能力和知识经验作用均不显著。(2)学习能力对问题解决策略运用的总体分布、高级类比和非类比策略运用具有显著性作用。(3)不同知识经验对策略运用总体分布及高级类比策略有显著性作用。     

英语单词记忆策略运用的发展性研究

如何运用记忆策略提高英语单词的记忆效果是学生学习英语的过程中面临的一个重要问题。但到目前为止,我们尚不清楚．在实际的学习情景下．学生运用哪些单词记忆策略?这些策略的运用与什么因素有关?有效的英语单词记忆策略是什么?本研究将以三个年龄段(初中、高中、大学)的两类学生(普通、重点)为研究对象着手解决这些问题。     

大学生人际冲突解决策略及干预训练研究综述

人际冲突是大学生人际交往中的常见现象,有关人际冲突的研究表明,大学生在遇到冲突时主要运用协商合作的冲突解决策略。冲突解决策略干预训练主要有课堂渗透和团体辅导两种方式,两种方式对于提高学生人际冲突解决能力都具有显著效果。在综述的基础上,本文初步探讨了冲突解决策略干预训练对大学生心理健康教育工作的启示。     

不同任务类型条件下4～6年级儿童比例推理策略的表现

随机选取小学4~6年级被试86名,从辅助策略、比例推理策略的策略选择和策略效用三方面,通过五种类型的天平任务考察儿童比例推理策略的表现。结果表明:(1)儿童最常使用手指动作辅助加工基本数量信息。辅助策略的使用率随年龄增长而减少,五年级开始使用出声思维,反映出元认知能力的发展。(2)在正式学习比例知识之前,各年级儿童都能使用两种以上策略,也能根据任务难度自发产生新策略,具备策略选择的多样性和适应性。其中,三个年级均能使用定性比例推理策略(双维策略,IIIA策略,补偿策略),表明儿童初步认识了距离和重量两个维度的共变关系。此外,六年级儿童能使用"运货车策略"将冲突问题灵活地化解为简单问题。(3)儿童的错误策略表现为:在冲突任务中盲目使用补偿策略、简单策略或加法策略。(4)分层回归分析表明,在控制年龄后,儿童的一般推理能力越高,其对重量策略的依赖性越低,且可能更容易发掘距离维度的意义,其使用运货车策略的频次更多。此外,一般推理能力对解决冲突类天平任务的正确次数有正向预测作用。     

儿童在生词阅读中对类推策略应用的研究现状

字形与字音对应关系的类推策略在儿童开始学习阅读时是否已经存在;如果存在,类推发生于单词的什么位置;另外,这种类推能力是逐渐增长的,还是保持不变的。上述问题是20年来关于生词阅读策略研究的核心问题。从2位代表性人物Goswami和Bowey的研究入手,文章回顾并分析了针对上述问题的研究历程,展示了现有争论的方法论根源,同时对一些新的研究趋势进行了分析和展望。     

服务学习促进大学生批判性思维的干预研究

采用准实验设计教学干预,将75名心理学专业本科生分为实验组(n=54)和对照组(n=21),实验组进行为期10周的结构化服务学习活动(每周2小时),对照组给予匹配任务(文献阅读和翻译总结)。采用反思日志中的开放性问题和非服务学习领域的结构不良情景问题为测验材料,利用自编的问题解决中的批判性思维表现编码表,对服务学习活动前后和过程中相关材料进行编码,探讨服务学习中服务组学生批判性思维的变化及其在非服务学习领域结构不良问题解决中的迁移效果。结果表明服务学习对大学生的批判性思维表现具有显著促进作用,主要体现在方案改进维度上,这种促进作用可以迁移到非服务学习领域问题解决的批判性思维表现中。     

2岁儿童母亲教养目标与使用策略关系的研究

以105名2岁儿童及其母亲为被试,采用实验室录像观察法,探讨在自由游戏情景下母亲教养目标、使用策略及两者的关系.母亲的教养目标分为四个方面:鼓励儿童的独立、鼓励儿童的接近、不鼓励独立和不鼓励接近;根据压力程度的不同将教养策略分为三大类共11种.结果表明:(1)鼓励儿童独立自主活动是母亲在自由游戏情景下的主要教养目标;(2)母亲使用得最多的为中等程度压力策略、其次是低压力的建议策略;(3)与四种教养目标相关密切的为中、低程度压力的教养策略,即建议、解释、积极评价和指导,在否定的教养目标下使用高压力的干扰和坚持要求执行策略.     

团体心理训练对师范类大学生人际关系问题的干预研究

本研究总结了已往有关大学生人际关系与心理健康方面的研究成果,从大学生人际关系问题出发,探讨大学生人际关系的一般状况,并选取15名师范类大学生,采用团体心理训练这种形式对大学生人际关系进行干预研究。通过量表评估及对实验组和对照组成员进行对比分析。结论如下:(1)团体心理训练能通过提高师范类大学生人际交往能力和心理健康水平,改善其人际关系问题。(2)本研究所使用的团体心理训练活动方案对于改善师范类大学生人际关系是可行的、有效的。     

自主学习的测评方法

1　引言　　自主学习一般是指个体自觉确定学习目标、制定学习计划、选择学习方法、监控学习过程、评价学习结果的过程或能力。在过去的 2 0年中 ,无论是自主学习的理论研究还是应用研究 ,都强调并致力于解决自主学习的测量问题。这是因为 ,一方面 ,研究者需要借助自主学习的测量结果来验证自己的理论分析 ,尤其是对自主学习的构成成分的分析 ;另一方面 ,众多的应用研究需要借助自主学习测量来说明自己的教育干预效果。目前 ,国外研究者对自主学习的测评采用两种取向。一种取向是把自主学习看成一种能力 (aptitude) ,是一种相对持久的、能够…     

不同类型问题的关键信息表征及其认知加工研究

目的:研究关键信息表征在不同类型问题解决中的作用;方法:本研究使用五种不同类型问题作为实验材料对75名文理科大学生进行问题解决研究,并采用回归统计分析了关键信息、过程策略、信息处理方式三个解题要素对正确解答的效应;结果:(1)关键信息对正确解答作用显著,关键信息表征对正确解题有较好的预测作用;(2)关键信息在不同类型问题解决中的作用有所不同;(3)过程策略对正确解答效应显著。     

大学生的自立人格与现实问题解决

为了探讨大学生的自立人格能否影响其现实问题解决的质量,对个人/人际高低分组的共30名大学生进行了现实问题解决访谈,结果发现:个人/人际自立高分组被试在访谈中解决个人/人际问题的质量显著高于低分组。为了探索自立人格与现实问题解决能力的关系,使用《青少年学生自立人格量表》和《大学生日常问题解决能力调查问卷》对101名有效被试进行了调查,结果发现:自立人格的多个维度都与日常问题解决能力的维度有显著相关,自立人格的多个相关维度是日常问题解决相关能力的有效预测变量。两个研究的结果支持了研究假设:自立人格利于个体对现实生活问题的解决;自立人格包含或涉及个体解决现实问题的能力因素。此外,自立人格影响现实生活问题解决的具体特点和机制还值得进一步研究。     

Analogy as a strategy for supporting complex problem solving under uncertainty

Complex problem solving in naturalistic environments is fraught with uncertainty, which has significant impacts on problem-solving behavior. Thus, theories of human problem solving should include accounts of the cognitive strategies people bring to bear to deal with uncertainty during problem solving. In this article, we present evidence that analogy is one such strategy. Using statistical analyses of the temporal dynamics between analogy and expressed uncertainty in the naturalistic problem-solving conversations among scientists on the Mars Rover Mission, we show that spikes in expressed uncertainty reliably predict analogy use (Study 1) and that expressed uncertainty reduces to baseline levels following analogy use (Study 2). In addition, in Study 3, we show with qualitative analyses that this relationship between uncertainty and analogy is not due to miscommunication-related uncertainty but, rather, is primarily concentrated on substantive problem-solving issues. Finally, we discuss a hypothesis about how analogy might serve as an uncertainty reduction strategy in naturalistic complex problem solving.     

The effects of listener training on the development of analogical reasoning

We evaluated the effects of listener training on the emergence of analogical reasoning, as measured via equivalence‐equivalence and explored the role of verbal behavior when solving analogy‐type tasks. We taught 18 college students to select component stimuli from 2 classes, labeled “vek” and “zog,” and evaluated tacts and relational responding in the presence of baseline (AB and BC), symmetry (BA and CB), and transitivity (AC and CA) compounds. In Experiment 1, 5 out of 6 participants passed analogy tests, but none of them engaged in the relational tacts “same” and “different” during tact tests, possibly due to lack of instructional control. A change in instructions during Experiment 2 produced relational tacts in 4 of 6 participants, and 5 participants passed analogy tests. In Experiment 3, we implemented a talk‐aloud procedure to determine if the participants were emitting relational tacts during analogy tests. All 6 participants tacted stimuli relationally and engaged in problem‐solving statements to solve analogy tests. Results from these studies suggest that listener and speaker behavior in the form of relational tacts and other problem‐solving statements influenced the participants' equivalence–equivalence performance.     

课程嵌入型表现性评定对数学问题解决影响的实验研究

课程嵌入型表现性评定是当前基础教育新课程改革倡导的重要的学生学业评价方式。以335名初中一年级学生为被试,采用为期一学年的追踪实验研究方式,探索课程嵌入型表现性评定对数学问题解决的影响效果。研究结果表明,此方式对学生的数学问题解决能力发展具有显著促进作用,且促进作用随实验进程不断增加并受到学生原有学业水平的影响。对口语报告资料的分析进一步表明,此评定方式对数学问题解决的促进作用主要体现在理解问题、元认知与问题解决策略等方面。     

高职大学毕业生的应对方式与心理健康的关系

以187名高职大学毕业生为被试,采用问卷调查法,对应对方式和心理健康的关系进行了探讨。结果表明:(1)高职大学毕业生应对方式的使用程度依次是解决问题、求助、幻想、逃避、合理化及自责。在解决问题上存在显著性别差异。求助和合理化因子存在显著专业差异。(2)高职大学毕业生心理健康的总体状况不容乐观。在抑郁和恐怖上存在性别差异。偏执因子的专业效应显著。强迫症状、人际敏感、抑郁、恐怖和精神病性的交互作用显著。(3)幻想、自责的应对方式与健康不良症状存在普遍关联。求助则反之。     

Problem restructuring processes for ill-structured verbal analogies

The processes involved in analogy solving have been an important investigative area in cognitive psychology. Although problem restructuring has been a central construct in problem solving theory, no restructuring processes have been proposed for analogical reasoning. Yet, the stimulus terms for analogies, as they appear on ability tests, are often ill-structured. That is, they are ordered in a way that does not permit direct problem comprehension. In the current study, both perceptual and semantic problem restructuring processes were hypothesized for analogy solving. The independence, stage of execution, and susceptibility to strategic control of the two processes were examined. The results from two experiments indicated that (1) ill-structured analogies are restructured during problem solving, (2) perceptual and semantic restructuring processes are independent and executed at different stages of analogy solving, and (3) both processes exhibited automaticity since repetition of analogy solution attenuated but did not eliminate either restructuring process. A model of analogical reasoning that incorporated both restructuring processes and their execution sequences was proposed. The nature and automaticity of perceptual and semantic analogy restructuring processes were disscussed.     

Stress-buffering factors related to adolescent coping: a path analysis

To uncover those factors that buffer the impact of stressful negative experiences on adolescent adjustment, a theoretical model of adolescent stress and coping, with social support and social problem solving proposed as moderators, was investigated using path analysis. The study was conducted with 122 ninth-and tenth-grade nonreferred high school students. Using the LISREL statistical package (J?reskog & S?rbom, 1986), it was found that a recursive loop leading from stress outcomes back to negative stressors did not allow for a successful solution to the model. However, the effects of stressful events on adjustment were mediated by coping resources, which included a combination of problem-solving abilities and social support. Overall, the findings replicated previous investigations that have demonstrated direct relationships among stressful life events, social support, problem solving, and adolescent adjustment. While a successful fit to the theoretical model was not attained, it was concluded that a refined model may provide a more acceptable solution.     

Cognitive constraints on ordering operations: the case of geometric analogies

Many tasks (e.g., solving algebraic equations and running errands) require the execution of several component processes in an unconstrained order. The research reported here uses the geometric analogy task as a paradigm case for studying the ordering of component processes in this type of task. In solving geometric analogies by applying mental transformations such as rotate, change size, and add a part, the order of performing the transformations is unconstrained and does not in principle affect solution accuracy. Nevertheless, solvers may bring cognitive constraints with them to the analogy task that influence the ordering of the transformations. First, we demonstrate that solvers have a preferred order for performing mental transformations during analogy solution. We then investigate three classes of explanations for the preferred order, one based on general information processing considerations, another based on task-specific considerations, and a third based on individual differences in analogy ability. In the first and third experiments, college students solved geometric analogies requiring two or three transformations and indicated the order in which they performed the transformations. There was close agreement on nearly the same order for both types of analogies. In the second experiment, subjects were directed to perform pairs of transformations in the preferred or unpreferred order. Both speed and accuracy were greater for the preferred orders, thus validating subjects' reported orders. Ability differences were observed for only the more difficult three-transformation problems: High- and middle-ability subjects agreed on an overall performance order, but the highs were more consistent in their use of this order. Low-ability subjects did not consistently order the transformations for these difficult problems. The general information processing factor examined was working-memory load. A number of task factors have been shown to affect working-memory load during the solution of inductive reasoning problems. Of these, we chose to examine process difficulty. Because analogies are solved in working memory, performing more difficult transformations earlier may reduce working-memory load and facilitate problem solution. However, the observed performance order was not correlated with transformation difficulty. The first task-specific factor considered was that some transformations may be identified earlier, possibly because of perceptual salience, and that the performance order follows the identification order.(ABSTRACT TRUNCATED AT 400 WORDS)     

L'INVENTAIRE DE RESOLUTION DE PROBLEMES PERSONNELS: UNE PERSPECTIVE METACOGNITIVE*

Studies on personal problem solving demonstrate important variations in intra- and interindividual problem solving performances. These differences have been associated with different levels of subject's psychological distress. Recently, several investigators have attempted to identify meta-cognitive factors associated with fluctuations in problem solving performance and variations in subject's level of mental health. The purpose of the present study was to examine the psychometric qualities of the French version of the Problem Solving Inventory (PSI). The 35-item questionnaire assess people's attitudes toward their personal problem solving competence. Reliability, factorial structure and construct validity of the instrument were evaluated with two different samples of subjects. Results indicated that the French version of the PSI has high internal consistency and, as predicted, a tri-dimensional factorial structure. The observed relation between subject's appraisal of their personal problem solving abilities and level of psychological distress support the discriminant properties and the concurrent validity of the PSI.     

PROBLEM‐SOLVING SCHEMATA FOR TEXT TYPES: A COMPARISON OF NARRATIVE AND EXPOSITORY TEXT STRUCTURES

In this paper we argue that comprehension is a problem solving activity and that different problem solving schemata exist for different types of texts, both narrative and expository. When processing the text, the reader uses these problem solving schemata to construct meaning of the context and to satisfy personal reading goals. For instance, comprehension of a text, such as a short story, a folk tale, or even a passage from a science book, can be viewed as a problem solving activity. Bransford and Stein's (1984) IDEAL model identifies the problem solver as one who (I) identifies problems, (D) defines and represents problems, (E) explores possible strategies for solving the problem, (A) acts on those strategies, and (L) looks back and evaluates the effects of those strategies. This problem solving model aptly describes what readers as problem solvers do when comprehending a text. The reader as a problem solver identifies and defines specific reading goals. To understand the content of the passage, the reader as a problem solver uses domain‐specific knowledge about the topic, prior experience in reading that type of text to explore a multitude of strategies. While reading the text, the reader uses those strategies to construct meaning about the text. After reading a passage, the proficient reader as a problem solver evaluates what has been read and checks to see if one's reading goals have been met.