不同评价下的非工具性帮助对自尊不同的学生后继测验成绩的影响

本实验以初中二年级学生为被试,研究了不同评价条件下非工具性帮助对自尊不同学生后继作业成绩的影响．结果表明：（1）总体而言,高自尊组的成绩优于低自尊组。（2）在有帮助的情况下,高自尊组的成绩显著优于低自尊组;在没有帮助的情况下,二者没有显著差异。（3）高自尊组的成绩在挑战性评价下优于鼓励性评价下,低自尊组的成绩在鼓励性评价下优于挑战性评价下．（4）在挑战性评价下,受到帮助的被试成绩略好;在鼓励性评价下,未受到帮助的被试成绩略好．     

EFFECTS OF COMMUNICATION ISOLATION ON JOB SATISFACTION OF BANK TELLERS: A RESEARCH NOTE

A multiple discriminant analysis was used to compare the job satisfaction of inside and outside bank tellers with respect to pay and promotion policies, supervision, nature of work, and co-workers. Significant differences between inside and outside tellers were found on these variables, with inside tellers expressing greater job satisfaction. It was concluded that isolation of employees from routine communication contacts with other personnel may be detrimental to employee morale.     

EFFECTS OF SELF-ESTEEM ON LENIENCY BIAS IN SELF-REPORTS OF PERFORMANCE: A STRUCTURAL EQUATION MODEL ANALYSIS

This study used structural equation model analysis to examine the relationship between self-esteem and leniency bias in self-reports of performance. The results showed that consistent with the prediction of consistency theory (e.g., Korman, 1970), leniency bias was positively correlated with self-esteem. The results also suggest that the relationship between self-esteem and leniency bias was more positive when self-ratings were made on ambiguous performance dimensions rather than on less ambiguous dimensions. Implications for future research and practice are discussed.     

IN VIVO LANGUAGE INTERVENTION: UNANTICIPATED GENERAL EFFECTS

After observing the lack of generalization of language trained in highly structured training sessions using established behavior modification techniques, “incidental teaching” procedures were developed to change the use of specified language behaviors in the natural environment. This paper reports an analysis of the general changes in the language, other than that specifically targeted by the incidental teaching procedures, used by disadvantaged preschool children. The daily language samples of disadvantaged children involved in a previously reported experiment to increase compound sentence usage were reexamined and compared to comparable records of other disadvantaged children and of middle-class children of college parents in order to assess possible general effects of the intervention program. Whereas the language that both groups of comparison children used changed little across the preschool year, the amount of talking by the children in the experimental program increased markedly. Their use of more elaborate vocabulary and more elaborate sentences also increased in direct proportion to the increases in overall language use, such that both language use and language elaboration in the experimental group of children changed from a pattern similar to the comparison group of disadvantaged children to a pattern similar to the comparison group of middle-class children. It is argued that some general features of the incidental teaching procedure—differentially attending to child overtures and responding relative to the child's selected topic (reinforcer)—contributed to the increase in overall language use beyond the specific language behavior targeted, and that this increase in the probability of children's talking itself resulted in the substantial increases in elaboration seen in the children's spontaneous language. Because, at least in children with fairly well-developed language repertoires, language use is contextually controlled, talking more involves talking in more varied and complex contexts, which inevitably produces the use of more elaborate language.     

PERSONALITY CORRELATES OF COMMUNICATION APPREHENSION: A RESEARCH NOTE

Research is reported indicating significant relationships between communication apprehension and 18 of 21 personality variables studied. High communication apprehension was found to be associated with a wide range of socially maladaptive personality characteristics.     

训练方法对不同创造力水平儿童创造力发展的影响

采用修订的威廉斯创造性思维量表筛选出创造力水平低和创造力水平高的两组儿童,随机分配到头脑风暴法训练组、强制联想法训练组和控制组,分别进行5周的创造力训练。结果显示,在创造力的开放性和精密性维度上,头脑风暴法对创造力水平低的儿童的创造力提高具有显著的效应;两种训练方法对高创造力水平儿童的创造力成绩提高不起作用。儿童的创造力训练应考虑个体原有的创造力水平之间的差异和方法的有效性。     

论有关计算机辅助教学效果的研究

有关ＣＡＩ效果的研究经历了单纯的计算机教学功效研究、软件设计研究、ＣＡＩ应用过程研究和综合研究等四个方面。这些研究都是以计算机辅助教学与传统教学的效果对比为基础的,从大量的元分析研究看,对于ＣＡＩ是否比传统教学效果更好,人们的研究结果并不一致。之所以如此,不仅是因为影响ＣＡＩ效果的因素非常复杂,也是因为效果对比实验在研究思想和设计上都存在较大的漏洞,如对比实验在本质上并没有什么意义、研究设计不够完     

DIFFUSION OF POWER-RELATED DATA IN COMMUNICATION: A RESEARCH NOTE

Statistical power is viewed as an innovation, and its development within the communication discipline is examined. The results of three statistical power analyses are reported, and a comparison of the resultant power estimates is conducted. Using the medium population effect as a baseline, the average statistical power exhibited in communication research has increased. Although it is too early to identify statistical power analysis as the primary antecedent, these surveys have certainly performed a knowledge function in the diffusion of power-related data.     

STALIN AND MARXISM: A RESEARCH NOTE

This article concerns the research done by the author in Stalin's private library. The notes made in the works of Marx, Engels and Lenin suggest that until the end of his life Stalin felt himself in general agreement with these "classics." The choice of books and the notes support the thesis that, despite his historical interest and his identification with some of the tsars as powerful rulers, Stalin always continued to consider himself a Marxist, and that he was uninterested in other systems of thought, including those of traditional Russia.     

SELF-ESTEEM AND JOB PERFORMANCE: THE MODERATING ROLE OF SELF-ESTEEM CONTINGENCIES

Although theoretical perspectives suggest self-esteem level (i.e., high/low) should have main and moderating effects on job performance, empirical and narrative reviews of the literature suggest such effects are either nonexistent or highly variable. To account for these mixed findings, we hypothesized that self-esteem level should only have main and moderating effects on job performance when one's self-esteem is not contingent upon workplace performance. Using multisource ratings across 2 samples of working adults, we found that the importance of performance to self-esteem (IPSE) moderated the effect of self-esteem level on job performance and moderated the buffering interaction between self-esteem level and role conflict in the prediction of job performance. Our results thus support IPSE as an important moderator of both main and moderating effects of self-esteem level.     

大学生自尊状况的调查研究

该研究的主要目的是对大学生的自尊状况进行描述分析。测量工具为Rosenberg的“自尊量表”。被试取自北京市3所高校的一至三年级大学生,共788人。结果显示,约80％接受调查的大学生显示高自尊,另外约20％的大学生显示低自尊。     

PREDICTORS OF EMPATHIC ABILITY IN AN ORGANIZATIONAL SETTING: A RESEARCH NOTE

This study examined the relationships between selected context variables and empathic ability. The specific purpose was to determine the relative strengths of association between intimacy, status difference, trust, and empathic ability. A correlational analysis was applied to the data collected from 29 pairs of supervisors and subordinates in a Denver financial organization. Results indicated that trust was the context variable most strongly associated with empathic ability. Intimacy and status difference were only slightly related to empathic ability. Discussion centered on the implications of the inverse relationship between trust and empathic ability.     

COMPARISON OF FEMINIST VERSUS PSYCHOANALYTIC/DYNAMIC AND OTHER THERAPISTS ON SELF-DISCLOSURE

The Feminist Self-Disclosure Inventory (FSDI) was developed to assess principles of therapist self-disclosure as described in the feminist therapy literature. This 18-item Likert-type scale was completed in a mailed survey by women psychotherapists (i.e., 41 self-identified feminist therapists, 34 psychoanalytic/dynamic, and 68 other therapists). Results indicated that the FSDI was comprised of five factors [i.e., Therapist Background (TB), Promotes Liberatory Feelings (PLF), Promotes Egalitarianism (PE), Therapist Availability (TA), and Empowering Client (EC)], and that the overall scale had excellent internal consistency and very satisfactory test-retest reliability. Also, feminist therapists endorsed FSDI factors significantly more than psychoanalytic/dynamic and other therapists with the greatest differences on items reflecting overall use of self-disclosure, disclosing sexual orientation, using disclosure to create egalitarianism, and encouraging the client's choice of a role model in the therapeutic relationship.     

内源性抑郁症史者的自尊心操纵实验研究

实验组为45名缓解的内源性抑郁症患者(27男18女),对照组为15名缓解的双相障碍患者(8男7女),71名正常人(42男29女)。自尊心操纵实验研究表明,抑郁症组受挫折后自责以及将失败一般化的倾向强于正常人组,作者推测此种心理形成于青少年时代。双相障碍组总分与其它组无显著差异。个别项目表现出情绪不稳,将失败一般化以及较低的他责。     

EVIDENCE FOR RELATIONAL-CODING IN CONCEPT FORMATION,AND A NOTE ON THE EFFECTS OF FEEDBACK*

The purpose of the present paper was to determine whether people encode relations among component features in experience, or whether they simply encode the occurrence of features separately as independent cues. This has become a major issue in theories of concept-formation at the present time. It is suggested in this paper that two problems have particularly obstructed a clear resolution of the issue. The first is a consistent failure to check to what extent training materials actually contain relations among features, before results are declared in favour of a particular model. The second is the use, hitherto, of only informal methods of analysing such relations, where they exist, and of predicting from them the structure of the concept. This paper describes an expression for measuring the overall relations among feature-variables in concept training materials. It also introduces a methodology, using log-linear models, for predicting concept structures on the basis of those relations. An experiment combined these methods to assess whether subjects abstracted relations among features, or whether they abstracted independent cues. A subsidiary aim was to assess how feedback, based on independent-cue information, during learning, affected the construction of the concept. The results came out strongly in favour of relational-coding and there was some evidence that feedback based on independent-cues retarded concept formation.     

运动员的生活满意感:个人自尊与集体自尊的贡献

评估了个人自尊与集体自尊在预测运动员的一般生活满意感和训练比赛满意感时的相对重要性。被试为139名中国运动员,男68名,女71名,平均年龄19．64岁。分层回归的结果发现,在控制了人口统计学变量、个人自尊和社会支持3类变量以后,集体自尊单独解释了训练比赛满意感总方差的13％。优势分析的结果表明,预测训练比赛满意感时,集体自尊最为重要,贡献了已解释方差的67％。这些结果提示,需要用不同的自尊来预测不同的满意感。