事业单位公开招聘考试新题型预试研究

事业单位的人才突出专业性,招考必须采用不同于公务员考试等大型考试的新题型,该研究探索事业单位考试新题型的有效性.方法:按照事业单位构成比例,选取220位事业单位在职人员进行模拟考试,考后请考生填写调查表.结果表明:新题型总体对于考生来说难度适中,区分度比较高,个别题型如文稿校对难度偏大以致区分度降低；所有新题型的α系数中等,符合大型考试特点；管理岗和专业技术岗的新题型因素分析分别得到三个因素,但其构成有别；专业技术岗和管理岗考生成绩相当,但都好于工勤岗；新题型无法区分考生的资历.因此,新题型是有效的,可用于事业单位招聘考试,但进一步的完善是必要的.     

考试焦虑对错误记忆的影响

采用认知考试焦虑量表从550名高一学生中筛选出75名不同考试焦虑水平的学生,运用Deese-Roediger-McDermott范式(DRM范式)诱发错误记忆,考察考试焦虑对错误记忆的影响。结果显示:(1)DRM范式能有效诱发个体对未呈现的关键诱词产生错误记忆;(2)中等考试焦虑水平的学生产生的错误记忆最少;(3)高考试焦虑水平的学生在高唤醒情境下对关键诱词的再认错误率显著高于中、低唤醒情境下的个体。使学生保持中度考试焦虑能减少错误记忆,提高认知成绩。     

普教“升中”考试中测验等值的应用研究——以广东省佛山市“升中”考试为例

以广东省佛山市"升中"考试为例.分析和探讨如何选用合适的等值设计与方法来解决普教"升中"考试不同地区分数转换的问题.采用非随机组锚测验等值设计对三种经典测验等值方法进行比较.结果发现:Tuck-er线性等值方法最优,kvine线性等值方法次之,等百分位等值方法(频数估计)不适合此类等值.等值方差分析表明题型与等值方法具有交互作用,这说明不同的题型宜选用不同的等值方法来进行等值.     

初中生英语课堂焦虑和学习动机的调查研究

运用《外语课堂学习焦虑量表》和《中学生英语学习动机问卷》对153名初一学生英语课堂焦虑和英语学习动机及其相关性进行了考察。结果发现:(1)初中生英语课堂焦虑存在性别差异,男生的考试焦虑水平显著高于女生的考试焦虑水平;(2)在英语学习动机上也存在性别差异,男生的内在动机水平显著低于女生的内在动机水平;(3)初中生英语学习动机与课堂焦虑显著负相关。研究结果表明,可以通过提高初中生英语学习动机降低课堂焦虑。     

2007-2010年心理学专业基础综合考试的多元概化理论研究

摘 要 本研究使用多元概化理论分析2007-2010年心理学专业基础综合考试。结果表明：1.从考查的学科内容看,心理统计与测量、普通心理学的测量精度较高,而发展与教育心理学、实验心理学的测量精度偏低;2.从设置的题型看,多选题的测量精度偏低,其他题型的测量精度较高;减少单选题数量、增加多选题数量可在保障全卷测量精度的基础上大幅提高多选题的测量精度;3.全卷测量精度很高,不同年度的试卷在学科内容和题型结构上可看成是“平行”试卷。     

中学生要提高考分,需要学点逻辑

过去中学语文里有逻辑知识短文,现在被删去了。但是各种考试又都在考逻辑能力,因此,有的考生虽然有了该科的知识,常常因逻辑能力差而失分。随着选择题份量增大,迷惑因子增多,逻辑训练差了,更易冤枉失分。所以,要想在各种考试特别是升学考试中提高考分,学点逻辑确属必要。试题涉及逻辑的地方有:(1)调整顺序;(2)确定指代对象;(3)找(填)出空白;(4)选择对概念的最佳解释(关系内涵、外延、一词多概念、一概念多词语……);(5)     

他人作弊与自己作弊:社会损失的中介作用和自尊的调节作用

研究将考试作弊看成是一种风险决策的结果,探讨他人作弊对自己作弊行为的影响及其机制。研究采用情景实验和问卷调查考察他人作弊、社会损失、自尊、self-esteem与自己作弊之间的关系,发现:(1)社会损失在他人作弊和自己作弊之间起中介作用;(2)自尊负向调节社会损失与自己作弊的关系;(3)self-esteem对社会损失与自己作弊的关系无显著调节作用。     

小学生表征数学应用题策略的实验研究

通过一个2(成功与否)×2(提示与否)×2(题型)的混合实验设计,对小学五年级学生解决和差应用题的表征策略进行了研究.结果表明:(1)与比较应用题的表征相类似,小学生对和差应用题的表征也存在着直译策略和问题模型策略;(2)不成功组解题者在表征和差应用题时倾向于运用直译策略,而成功组的解题者更倾向于运用问题模型策略,这导致了成功者与不成功者在列式上的差异,特别是在不一致题型上表现得更明显;(3)在读题前给以“请注意理解这道题的意思”这样简单的提示,对不成功的解题者对和差问题的正确表征并不能起到作用;(4)成功的和差应用题解题者和不成功的解题者在列式正确性的自我评价上存在显著差异.     

试论发展心理学与教育心理学研究中的十大关系

我们从研究方法的角度,提出了发展心理学与教育心理学研究中的十大关系:(1)自然面与社会面的关系;(2)国际化与民族化的关系;(3)基础研究与应用研究的关系;(4)继承与创新的关系;(5)整体研究与局部研究的关系;(6)个人研究与合作研究的关系;(7)现代化手段与常规研究的关系;(8)实验研究与史论研究的关系;(9)定性与定量的关系;(1 0)普及与提高的关系.     

科学发展观的发展

科学发展观经历了四个发展阶段:(1)库恩的范式;(2)拉卡托斯的研究纲领;(3)劳丹的研究传统;(4)凯德洛夫的研究纲领(历史和逻辑统一)。科学发展观的发展,从某种意义上就是一个恢复理性的过程。为了消除在科学发展观中库恩所带来的非理性主义因素,科学哲学家在两个方面作出了巨大的努力:一是通过构造性纲领的上浮,使构造性纲领结构     

The influence of pre-training evaluative responses on approach-avoidance training outcomes

ABSTRACT

Approach-avoidance training (AAT) has been shown to be effective in both clinical and laboratory research. However, some studies have failed to show the effects of AAT. Therefore, finding moderators of the AAT effect is a priority for further research. We investigate the moderating effect of pre-training evaluative responses towards familiar AAT targets. In particular, we test predictions: (a) that congruent responses (i.e. approach to positive targets and avoidance of negative targets) increase liking, whereas incongruent responses decrease liking; (b) that training is more effective when it can strengthen existing positivity or negativity; and (c) that ambivalence increases AAT effects. Two experiments (total N?=?132) implemented an AAT with local soft-drink brands after measuring initial positive/negative explicit evaluative components and implicit liking towards the brands. Results show no reliable evidence for training effects on consumption or rating of drinks, but participants showed more implicit liking of approached drinks than avoided drinks. Furthermore, the magnitude of implicit liking measured pre-training was positively related to the size of the training effect. Ambivalence had no direct effect on the training outcomes. These results partially support the congruency prediction and underline the importance of implicit liking prior to AAT as a moderator for AAT effects.     

Stroop效应研究的新进展——理论、范式及影响因素

Stroop效应的研究经久不衰。本文根据有关Stroop效应的最新研究资料。对Stroop效应中一些热点、争议的问题进行     

Item–trait association, scale multidimensionality, and differential item functioning identification in personality assessment

This report documents relationships between differential item functioning (DIF) identification and: (1) item–trait association, and (2) scale multidimensionality in personality assessment. Applying [Zumbo, B. D. (1999). A handbook on the theory and methods of differential item functioning (DIF): Logistic regression modeling as a unitary framework for binary and Likert-type (ordinal) item scores. Ottawa, ON: Directorate of Human Resources Research and Evaluation, Department of National Defense.] logistic regression model, DIF effect size is found to become increasingly inflated as investigated item associations with trait scores decrease. Similar patterns were noted for the influence of scale multidimensionality on DIF identification. Individuals who investigate DIF in personality assessment applications are provided with estimates regarding the impact of the magnitude of item and trait association and scale multidimensionality on DIF occurrence and effect size. The results emphasize the importance of excluding investigated items in focal trait identification prior to conducting DIF analyses and reporting item and scale psychometric properties in DIF reports.     

The person response function as a tool in person-fit research

Item responses that do not fit an item response theory (IRT) model may cause the latent trait value to be inaccurately estimated. In the past two decades several statistics have been proposed that can be used to identify nonfitting item score patterns. These statistics all yieldscalar values. Here, the use of the person response function (PRF) for identifying nonfitting item score patterns was investigated. The PRF is afunction and can be used for diagnostic purposes. First, the PRF is defined in a class of IRT models that imply an invariant item ordering. Second, a person-fit method proposed by Trabin & Weiss (1983) is reformulated in a nonparametric IRT context assuming invariant item ordering, and statistical theory proposed by Rosenbaum (1987a) is adapted to test locally whether a PRF is nonincreasing. Third, a simulation study was conducted to compare the use of the PRF with the person-fit statistic ZU3. It is concluded that the PRF can be used as a diagnostic tool in person-fit research.The authors are grateful to Coen A. Bernaards for preparing the figures used in this article, and to Wilco H.M. Emons for checking the calculations.     

Examining the structure of emotional intelligence at the item level: New perspectives,new conclusions

Despite twenty years of research, many unknowns remain regarding the Mayer–Salovey (e.g., 1997) model of emotional intelligence (EI) and the validity of tests that have been designed to measure it. Evidence relevant to the internal structure of EI has come mainly from factor-analytic studies of the MSCEIT and the MEIS, utilising parcelled task scores rather than individual test items. This approach has several deficiencies: in addition to the loss of item-level information, it results in an insufficient number of observed variables per factor and an inability to separate structural sources of local item dependence (i.e., method variance) from construct-related variance. The present study (N=707) employed multidimensional item response modelling to investigate the dimensional structure of the MSCEIT, at the item level, for the first time. It is shown that item format and the specific choice of task explain far more of the variance in response patterns than does the hypothesised dimensional structure of EI, to the point that there is no empirical reason to prefer a higher-dimensional model of EI over a unidimensional model. It is argued that the advantage of an item-level perspective can be fundamental, rather than merely incremental.     

Psychometric Stability of MMPI-A Item Modifications

The 478-item Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A) is a revision of the original test instrument for use in the assessment of adolescents. As part of the MMPI-A development, process, 70 items were modified from their appearance in the original test instrument to eliminate obsolete or sexist language, reduce awkward phrasing, increase item clarity, or improve item relevancy to adolescents' life experiences. If these modifications in the original item pool resulted in substantial differences in the frequency of respondents' endorsements of these lest items, such differences could pose a threat to the generalizability of research findings from the original form of the MMPI to the MMPI-A. This study examined the psychometric stability of modified items by comparing item endorsement frequency and item test-retest correlations in a group of 265 adolescents evaluated in repeated administrations design. Results of item analyses indicate that item modifications designed to improve the content or grammatical structure of these 70 items did not result in significant changes in response patterns.     

The contextual malleability of approach-avoidance training effects: approaching or avoiding fear conditioned stimuli modulates effects of approach-avoidance training

Previous research showed that the repeated approaching of one stimulus and avoiding of another stimulus typically leads to more positive evaluations of the former stimuli. In the current study, we examined whether approach and avoidance training (AAT) effects on evaluations of neutral stimuli can be modulated by introducing a regularity between the approach-avoidance actions and a positive or negative (feared) stimulus. In an AAT task, participants repeatedly approached one neutral non-word and avoided another neutral non-word. Half of the participants also approached a negative fear-conditioned stimulus (CS+) and avoided a conditioned safe stimulus (CS?). The other half of the participants avoided the CS+ and approached the CS?. Whereas participants in the avoid CS+ condition exhibited a typical AAT effect, participants in the approach CS+ condition exhibited a reversed AAT effect (i.e. they evaluated the approached neutral non-word as more negative than the avoided non-word). These findings provide evidence for the malleability of the AAT effect when strongly valenced stimuli are approached or avoided. We discuss the practical and theoretical implications of our findings.     

Memory for sequences of stimuli and responses

Two experiments sought to determine if pigeons could discriminate and remember recent sequences of stimuli and responses. A variant of Konorski's short-term memory procedure involving successive presentation of sample and test stimuli was used. The samples were stimulus-response pairs of the form, (S-R)₁–(S-R)₂. Differential test responding disclosed memory of the two-item samples, with birds showing earlier and greater control by the second item than the first (Experiment 1). When the retention interval separating the second item of the sample sequence from the test stimulus was lenghtened from .5 to 2.0 or 4.0 sec, a systematic loss of stimulus control resulted; however, when varied over the same temporal range, the interval between the two items of the sample sequence had a much smaller effect, or none at all (Experiment 2). These results support an account of response-sequence differentiation that stresses short-term memory of organized behavior patterns.     

Examining the structure of emotional intelligence at the item level: new perspectives, new conclusions

Despite twenty years of research, many unknowns remain regarding the Mayer-Salovey (e.g., 1997) model of emotional intelligence (EI) and the validity of tests that have been designed to measure it. Evidence relevant to the internal structure of EI has come mainly from factor-analytic studies of the MSCEIT and the MEIS, utilising parcelled task scores rather than individual test items. This approach has several deficiencies: in addition to the loss of item-level information, it results in an insufficient number of observed variables per factor and an inability to separate structural sources of local item dependence (i.e., method variance) from construct-related variance. The present study (N=707) employed multidimensional item response modelling to investigate the dimensional structure of the MSCEIT, at the item level, for the first time. It is shown that item format and the specific choice of task explain far more of the variance in response patterns than does the hypothesised dimensional structure of EI, to the point that there is no empirical reason to prefer a higher-dimensional model of EI over a unidimensional model. It is argued that the advantage of an item-level perspective can be fundamental, rather than merely incremental.     

Measuring a macho personality constellation

A Hypermasculinity Inventory was developed to measure a macho personality constellation consisting of three components: (a) calloused sex attitudes toward women, (b) violence as manly, and (c) danger as exciting. The 30 forced-choice items were selected by a two-stage internal consistency item analysis. Issues of substantive and structural validity were addressed by considering item content, test format, homogeneity of items, and the factor structure of items. The Cronbach α coefficient for the Hypermasculinity Inventory was .89 in the present sample of 135 college men. External validity was assessed by correlating scores of the Hypermasculinity Inventory with self-reported drug use, r(135) = .26, p < .01, aggressive behavior r(135) = .65, p < .001, and dangerous driving, r(136) = .47, p < .001, following alcohol consumption, and delinquent behavior during the high school years, r(135) = .38, p < .01. Construct validity was supported further by a pattern of theoretically meaningful correlations with the Personality Research Form (D. N. Jackson, 1974, Goshen, NY: Research Psychologists Press). The discussion considered further research that is needed to adduce additional evidence for the construct validity of the Hypermasculinity Inventory as a measure of the macho personality pattern.