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以大学生群体为样本,对社会价值取向滑块测验(The Slider Measure)中文版的心理测量学特征进行分析,并考察大学生社会价值取向分布的一般特点。研究结果发现滑块测验中文版的重测信度为0.76,与三优势测验的聚合效度为0.57;大学生社会价值取向的分布表现为亲社会者最多,个人主义者次之,竞争者最少的模式,且绝大多数亲社会者行为动机为追求双方相对收益最小化的平等取向;社会价值取向的类型分布在性别与是否独生子女维度上表现出较高的同质性与一致性。社会价值取向滑块测验中文版具有较好的信效度,可以作为测量中国大学生社会价值取向的有效工具。 相似文献
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简易自我放松催眠对学习疲劳的缓解作用 总被引:2,自引:0,他引:2
以简化的自生训练为基础,并整合进传统催眠和NLP经验擎技术的有效成分,编制易于学生自我操作,并能在课间或课后短时间内完成的,有利于心理放松的简易自我放松催眠方法,检验其对中学生学习疲劳的缓解作用.以382名高中生为对象,采用实验组对照组前测后测设计,以韦克斯勒成人智力测验中的译码分测验作为缓解学习疲劳、恢复认知水平的指标.结果表明,译码测验成绩实验组优于对照组,且差异显著;实验组后测成绩优于前测成绩,差异也很显著,说明简易自我放松催眠可以有效缓解学习疲劳,并能在一定程度上恢复认知水平. 相似文献
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为考查同时性学习与相继性学习在相似性材料学习中的特点,本研究以57名大学一年级学生为被试,用英语单词记忆测验考查了相似性英语新单词的同时性学习和相继性学习的差异。结果发现,对于相似性英语新单词来说,同时性学习的效果明显优于相继性学习效果。这表明,两种不同的学习方式在信息处理过程和信息加工水平上存在不同。 相似文献
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提出FOK研究中一种新的标准测验形式——过度重复学习,并验证过度重复学习作为FOK研究的标准测验的可行性;另外还比较了作为标准测验,过度重复学习与再认的差别。同时,还探索了FOK判断中存在的两种错误类型——替代性错误和忽略性错误在FOK判断等级和标准测验成绩方面的差异。两个实验结果表明:FOK判断在预期随后的标准测验(过度重复学习和再认)成绩上是有准确性的;过度重复学习可以作为一种标准测验。实验结果还显示:替代性错误比忽略性错误的FOK判断等级要高;且无论是用再认还是用过度重复学习做标准测验,都能检验出两种错误类型项目在记忆激活强度上的差异。 相似文献
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学习因素诊断测验在苏南地区的试用报告 总被引:4,自引:0,他引:4
本研究引进日本学习因素诊断测验(Diagnostic Test of Achievement Factor,简称DTAF),分别对苏南地区中小学学生进行抽样测验,以验证该测量工具在中国大陆的适用情况。研究结果表明:DTAF具有良好的信度、效度。以各分量表为单位的项目分析结果表明,DTAF的绝大多数题目之间结构紧密,具有很高的鉴别力。学习动机、学习计划、学习技能、学习环境对学生学习结果具有重要影响,本文对此展开了讨论。 相似文献
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本对“学习适应性测验”(AAT)的维度结构进行了比较验证研究,调查上海市两所中学184名被试,结果表明:(1)运用探索性二阶因素分析抽取出三个因素,即习策略,学习氛围和学习意动、情绪三因素。(2)运用验证性因素分析将本的三因素结构与已有研究所提出的四因素结构进行了模型拟合的对比研究,结果支持了三因素的测验维度构成,且维度间均存在相关。本旨在为该测验的使用提供理论指导,为测验的修订提供参考。 相似文献
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小学生写作能力测验的编制报告 总被引:3,自引:0,他引:3
本研究立足于小学写作教学实践需要,以写作能力结构、写作教学大纲及写作能力各因素的操作性定义为理论基础,在教育测量与评价的基本原理指导下,编制小学生写作能力的客观测验。经过初稿、反复地个别测试、预试,并对测验的科学性进行检验,结果表明该测验的难度适中、项目区分性好、具有很好的信度和效度。本测验对于小学生写作能力的客观评价及探讨小学生写作能力的发展特点是一个很好的工具。 相似文献
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E.D. Vidoni N.E. Acerra E. Dao S.K. Meehan L.A. Boyd 《Neurobiology of learning and memory》2010,93(4):532-539
Somatosensation is thought to play an important role in skilled motor learning. The present study investigated how healthy adults learn a continuous implicit motor task when somatosensation is altered by 1 Hz repetitive transcranial magnetic stimulation (rTMS) delivered over the primary somatosensory cortex (S1). Twenty-seven right-handed participants enrolled in a two-part experiment. In Experiment 1, we verified that 20 min of 1 Hz rTMS over S1 disrupted cutaneous somatosensation (indexed by two-point discrimination) in the wrist/hand; the impact of 1 Hz rTMS on wrist proprioception (tested by limb-position matching) was variable. Sham rTMS had no effect on either measure. We exploited these effects in Experiment 2 by pairing either 1 Hz or sham rTMS with practice of a continuous tracking task over two separate sessions on different days. Implicit motor learning was indexed on a third, separate retention test day when no rTMS was delivered. Across practice in Experiment 2, both the 1 Hz and sham rTMS groups showed improved tracking performance; however, 1 Hz rTMS was associated with less accurate tracking and smaller improvements in performance. Importantly, at the no rTMS retention test the effects of altering sensation with stimulation over S1 were still evident in the persistently less accurate tracking behavior of the 1 Hz rTMS group. The current study shows that disruption of somatosensation during task practice impairs the magnitude of change associated with motor learning, perhaps through the development of an inaccurate internal model. 相似文献
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Daniela Schulz Martine M. Mirrione Fritz A. Henn 《Neurobiology of learning and memory》2010,93(2):291-301
Cognitive processes are assumed to change with learned helplessness, an animal model of depression, but little is known about such deficits. Here we investigated the role of cognitive and related functions in selectively bred helpless (cLH, n = 10), non-helpless (cNLH, n = 12) and wild type (WT, n = 8) Sprague Dawley rats. The animals were exposed to an open field for 10 min on each of two test days. On the third day, an object exploration paradigm was carried out. The animals were later tested for helplessness. Both cLH and cNLH rats were more active than WTs on the first day in the open field. Over trials, cNLH and WT rats lowered their activity less than cLH rats. This resistance-to-habituation co-varied with a resistance to develop helplessness. In cLH rats, higher ‘anxiety’ or less time spent in the center of the open field co-varied with severe helplessness. In WTs, a greater reactivity to novel objects and to a spatially relocated object predicted lower levels of helplessness. In cLH rats (n = 4–5 per group), chronic treatment with a high dose of the monoamine oxidase (MAO)-B inhibitor deprenyl (10 mg/kg; i.p.), an anti-Parkinson, nootropic and antidepressant drug, attenuated helplessness. Remarkably, helplessness reversal required the experience of repeated test trials, reminiscent of a learning process. Chronic deprenyl (10 mg/kg; i.p.) did not alter locomotion/exploration or ‘anxiety’ in the open field. In conclusion, helplessness may be related to altered mechanisms of reinforcement learning and working memory, and to abnormalities in MAO-A and/or MAO-B functioning. 相似文献
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《Revue Européene de Psychologie Appliquée》2020,70(6):100605
IntroductionLearning and study strategies are important issues that have attracted the attention of many researchers in recent decades. The importance of strategies is well known as a way of improving the level of learning.ObjectiveThis research aimed to compare the effect of learning via mobile devices on learning, retention, learning, and study strategies, with traditional instructional methods.MethodThe present study is a quasi-experimental design with a static group comparison design. The study comprised all primary education students of Taybad Branch, Islamic Azad University (N = 54) in the second semester of the academic year 2018–2019 who chose the language course. These students were considered as a research sample and divided them non-randomly into two groups (27 people as experimental and 27 people as the control group). Before the beginning of the research, a researcher-made learning pre-test questionnaire was developed for both groups in similar conditions. Then, we used the traditional method for the control group and implemented the M-Learning method for the experimental group. At the end of sixteen weeks of training, a researcher-made learning post-test and also the standard learning strategies test were performed in both groups, and after two months of learning tests; the retention test was performed for both test and control groups. Independent t-test analyzed data in Statistical Product and Service Solutions (SPSS) software.ResultsFindings showed that the rate of learning and retention among trainees by the M-learning method is more than the traditional method. However, in the traditional method, the motivation for progress was more than M-Learning.ConclusionSince mobile learning has a high degree of interoperability, personalization, and participation, compared to traditional learning, it allows students to learn at any time and place they wish. Language teachers and education planners with regard to the importance of learning various skills, apply e-learning in training increase personal motivation and interest in learning. 相似文献
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Delphine Sasanguie Silke M. Göbel Kristina Moll Karolien Smets Bert Reynvoet 《Journal of experimental child psychology》2013,114(3):418-431
In this study, the performance of typically developing 6- to 8-year-old children on an approximate number discrimination task, a symbolic comparison task, and a symbolic and nonsymbolic number line estimation task was examined. For the first time, children’s performances on these basic cognitive number processing tasks were explicitly contrasted to investigate which of them is the best predictor of their future mathematical abilities. Math achievement was measured with a timed arithmetic test and with a general curriculum-based math test to address the additional question of whether the predictive association between the basic numerical abilities and mathematics achievement is dependent on which math test is used. Results revealed that performance on both mathematics achievement tests was best predicted by how well children compared digits. In addition, an association between performance on the symbolic number line estimation task and math achievement scores for the general curriculum-based math test measuring a broader spectrum of skills was found. Together, these results emphasize the importance of learning experiences with symbols for later math abilities. 相似文献
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The paper is concerned with John Searle’s famous Chinese room argument. Despite being objected to by some, Searle’s Chinese
room argument appears very appealing. This is because Searle’s argument is based on an intuition about the mind that ‘we’
all seem to share. Ironically, however, Chinese philosophers don’t seem to share this same intuition. The paper begins by
first analysing Searle’s Chinee room argument. It then introduces what can be seen as the (implicit) Chinese view of the mind.
Lastly, it demonstrates a conceptual difference between Chinese and Western philosophy with respect to the notion of mind.
Thus, it is shown that one must carefully attend to the presuppositions underlying Chinese philosophising in interpreting
Chinese philosophers.
The first draft of this essay was written as a record of the thought which struck me in midst of delivering a lecture on the
Chinese view of the mind. I would like to thank Jay Garfield for suggesting me to write a paper based on the record. Many
thanks also go to Tim Bayne for his comments on earlier drafts of the paper which led to many improvements. I have also greatly
benefited from the comments of the anonymous referees solicited for this journal. 相似文献
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E. L. MORTENSEN J. M. REINISCH T. W. TEASDALE 《Scandinavian journal of psychology》1989,30(4):315-318
Intelligence test scores derived from individual administration of the WAIS and group administration of a military draft board screening test were obtained for a sample of 232 young Danish males. The means on both tests show the sample was somewhat above the Danish average. Despite a more than four-year time interval between the two testings, and procedural and content differences between the tests themselves, the correlation between the two test scores was substantial (0.82). Consequently, we conclude that the group administered draft board test measures the same general intelligence as does the individually administered WAIS and is therefore well suited to large-scale epidemiological and demographic studies of intelligence. 相似文献
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To harness the potential of advanced driver assistance systems, drivers must learn how to use them in a safe and appropriate manner. The present study investigates the learning process, as well as the development of trust, acceptance and the mental model for interacting with adaptive cruise control (ACC). Research questions aim to model the learning process in mathematical/statistical terms, examine moments and conditions when these processes stabilize, and assess how experience changes the mental model of the system. A sample of fifteen drivers without ACC experience drove a test vehicle with ACC ten consecutive times on the same route within a 2-month period. All participants were fully trained in ACC functionality by reading the owner’s manual in the beginning. Results show that learning, as well as the development of acceptance and trust in ACC follows the power law of learning. All processes stabilize at a relatively high level after the fifth session, which corresponds to 185 km or 3.5 h of driving. No decline is observable with ongoing system experience. However, limitations that are not experienced tend to disappear from the mental model if they are not activated by experience. Therefore, it is recommended that users be periodically reminded of system limitations (e.g. by intelligent tutoring systems) to make sure that corresponding knowledge nodes are activated. 相似文献