青少年科技竞赛优胜者的非智力因素研究

问题的提出近年来,国内外许多学者专家在对智力超常儿童进行研究时,已经不是单纯地局限于对“智力超常”本身进行分析、研究,而开始对影响儿童使之成为“超常”的各种主客观条件进行综合分析、比较研究,从中导引出儿童之所以能成为“超常”的诸因素。它们包括环境、家庭、教育、遗传素质、主观能动性、实践等等,而非智力因素则是其中不容忽视的重要因素之一。本研究主要探索某类智力超常儿童在非智力因素方面的特点。我们认为,智力、非智力因素相结     

超常儿童心理与教育研究15年

中国超常儿童心理与教育的研究１５年来收获如下：在理论方面：１．超常与常态儿童在不同的认知方面差异的显著性,认知构成的模式特点、及发展趋势均有不同。２．超常儿童的个性倾向和特征具有明显特点,但发展不平衡,表现为３种类型;个性特征与学习成绩相关密切。３．超常儿童的成长过程可概括为４种类型。４．超常儿童心理成分不限于高智力、创造力,还包括良好发展的个性倾向和特征。在应用方面：研究结果在鉴别和教育超常儿童等方面进行了应用和检验。     

智力超常儿童群体考试焦虑探析

通常智商越高,学习越好;学习越好,越没有考试焦虑。但在高智商群体中,情况却并非如此。本文通过对智力超常儿童群体、智力一般儿童群体进行Sarason考试焦虑量表的测查,发现智力超常儿童群体比智力一般儿童群体有着更高的考试焦虑,差异达到了显著性水平。本文进而试图探析这种现象、探讨其原因,以便对智力超常儿童这个特殊群体有更好的认识和指导奥林匹克学校的教学培育工作。     

对上海市区儿童WISC-R及CRT智力测量的因素分析

本文用因素分析方法对学龄期儿童的智力结构进行了发展性探讨。以上海市区六岁、十二岁和十六岁儿童为对象,使用WISC-E测验和CRT测验进行了智力测量。以“一般因素理论”和“g_f-g_c理论”为框架,对其测量结果所进行的因素分析,可以为我们提供许多有价值的信息,是多种探讨智力发展的理论假设之组成部份。本研究的结果表明:学龄期儿童随着年龄的增长,智力因素逐渐分化,导致智力发展上个体差异和年龄差异的形成和发展,为智力发展的“分化理论”提供了一定的证据。     

超常儿童心理研究十年

本文总结了我国超常儿童心理发展十年研究主要结果。 内容分五个部分:(Ⅰ)简要地考察了从神童到超常儿童概念的历史发展。(Ⅱ)概述了我国研究者关于超常与常态儿童认知和个性以及两者关系比较研究的结果。(Ⅲ)总结了对超常儿童的鉴别原则、程序及实践。(Ⅳ)分析了我国关于超常儿童和少年的教育实验,指出了进展、主要特点和现实意义。最后,是对我国超常儿童研究协作组坚持十年协作研究作用的评价。     

自闭症儿童非言语错误信念任务的实验研究

心理理论是指对自己和他人心理状态(如需要、信念、意图、动机、感觉等)的认识,并由此对相应行为做出因果性的预测和解释。国内外心理理论研究较多关注一般儿童的心理理论能力,而对自闭症儿童领域的心理理论的研究不够。本研究在原有的错误信念任务的基础上,对任务进行完全“非言语”改进,以意外内容任务为主要测试内容,将智力落后儿童作为对照组纳入到实验当中,进一步探索自闭症儿童心理理论发展情况。研究结果表明：改编后的非言语意外内容任务适用于自闭症和智力落后儿童;包括低言语能力个体在内的所有自闭症儿童的心理理论能力显著低于智力落后儿童;智力落后儿童的心理理论能力与以往研究结果相一致;相对于智力落后儿童,自闭症儿童在物品转移和调换的注意方面存在更大障碍。     

超常儿童的创造力及其与智力的关系

1问题提出在超常儿童研究领域中存在着许多有争议的问题,超常儿童的创造力（Creativity）与智力的关系问题就是其中的一个。一方面,越来越多的研究者认识到,创造力是儿童超常表现的一个重要方面,是构成超常特征的关键成份,是智力的一个维度。另一方面,许多相关性研究的结果却表明,智力超常儿童的创造力与其智力之间很少相关或相关很低．对此,通常有两种解释。一种是,当智力水平达到某一程度后（如IQ＞120）．创造力与智力可能表现为完全不同的两码事,或者说创造力是独立于智力的．另一种解释认为,目前的大多数创造力测验和智力…     

儿童心理折叠能力的发展

本研究主要考察儿童心理折叠能力的发展。结果表明：（１）一般情况下,学生的心理折叠能力随年级（年龄）的上升而提高;（２）智力高的学生的心理折叠能力显著高于常态学生,而且,智力与年级之间存在较强的交互作用说明,智力是影响心理折叠能力发展的主要因素;（３）在本文所涉及的条件下,就总体而言,男生的心理折叠成绩高于女生。但这种性别差异主要不是来自常态组,而来自超常组;（４）不同被试组儿童的心理折叠能力具有不定全一致的发展曲线。     

超常与常态儿童的兴趣、动机与创造性思维的比较研究

在超常儿童研究领域存在着许多争议的问题,超常儿童的智力与创造力的关系问题就是其中的一个。为了更好地解释超常儿童的创造力与智力的本质关系,我们曾提出了“创造性系统模型”。本研究的主要目的是进一步证实模型提出的假设。本研究以超常和常态儿童为被试对儿童的兴趣、动机与创造性思维的关系作了进一步的考察。结果发现：（１）超常儿童的图形、数字和实用创造性思维的流畅性和独创性成绩都明显高于常态儿童;（２）超常和常态儿童的创造性思维与兴趣、动机之间存在显著的相关;（３）兴趣和动机得分较高的被拭的创造性思维得分显著高于兴趣和动机得分较低的被试;（４）超常儿童中有相当部分处于低兴趣和低动机水平,而常态儿童中却有相当部分处于高兴趣和高动机水平。因此,本研究从一个侧面进一步支持了系统模型中提出的有关儿童创造性的假设     

以超常儿童为被试的个体差异研究

有关个体差异的问题一直是心理学家和社会公众所感兴趣的。作者及其研究组今年来一直致力于个体差异的研究,特别是以智力超常儿童为被试,比较他们与常态儿童在认知、社会性和神经活动方面的差异。研究的目的是试图回答诸如“为什么有些孩子比其他孩子表现等更优秀？”等问题。作者对超常儿童与常态儿童在智力、信息加工速度、事件相关电位及自我概念等方面的差异做了总结     

Dispositional factors predicting Chinese students’ critical thinking performance

Dispositional factors have been suggested to affect individuals’ critical thinking performance. The relative and combined effects of thinking dispositions and cognitive ability on the critical thinking performance of a group of 137 Chinese undergraduates were examined. Participants were administered the Need for Cognition Scale, Openness to Experience and Conscientiousness Subscales of the NEO Five Factor Inventory as well as the Concern for Truth Scale. Cognitive ability and critical thinking performance were respectively estimated with the WAIS-III Verbal Comprehension Index and the Halpern Critical Thinking Assessment Using Everyday Situations. Hierarchical regression analysis showed that only the disposition of concern for truth accounted for unique additional variance in critical thinking beyond that explained by cognitive ability. The findings are discussed in the light of cultural factors affecting critical thinking in the Chinese context.     

Relationships between personality structure, structure of word meaning, and cognitive ability: a study of cultural mechanisms of personality

Native-born Estonian men (N=912), 17-68 years old, participated in a study on relationships between personality characteristics, dominant structure of word meaning ("everyday concepts" thinking or "scientific concepts" thinking), and level of cognitive ability. Individuals who primarily used everyday concepts thinking or who possessed relatively low levels of cognitive ability did not reveal a coherent Big Five personality structure, whereas individuals who primarily used scientific concepts thinking or possessed high levels of cognitive ability did. Thus, personality may be shaped by a cultural factor--word meaning structure. Earlier studies, which seem to support the idea that Big Five personality structure is a biologically determined human universal, suffer from serious sampling problems and insufficient data analyses.     

浅谈医学科研思维的逻辑性

医学科研思维过程中最重要的就是医学假说的提出、验证,推理和遵守逻辑思维的过程。它以抽象的概念、判断、推理为思维形式,通过分析、综合、比较、分类等多种逻辑思维方法进行操作,以达到它的最终目的。逻辑思维能力对于医学科研工作者是至关重要的,医学科研工作者应该不断加强逻辑修养,不断提升科研思维水准。     

中学生创造性思维能力自评测验的编制

创造性思维有多种构成,其能力表现也有多种,即创造性思维能力是多维结构的.常用的最佳表现测验形式,无法良好测量其多维结构.一些研究者认为创造性思维能力是个体内在稳定的智力品质,并尝试使用典型表现测验来测量.本研究沿用此思路,尝试开发一套中学生创造性思维能力自评测验,即测查个体在日常生活中是否具有一些典型的习惯或行为方式.采用理论的探讨与实证分析相结合的方法,取得如下结果:(1)确定创造性思维能力的10维测评结构;(2)经过两轮测试检验,形成正式测验,信效度良好.     

培养临床医学专业学位研究生系统思维能力的途径和方法

系统思维是20世纪中期以后发展起来的一种新型思维,它与传统还原论思维根本不同,强调立足于事物整体来认识和处理问题,注重揭示事物内部机制以及环境对整体的作用和影响。我国临床医学专业学位研究生的培养应该纳入这种现代思维方式,使其善于应用系统思维来指导诊断和治疗,并应用在医学科研中。这不仅有利于提高其服务广大患者的能力,而且有利于提高其临床医学科研能力,从而提高临床研究生的整体素质。     

中医辨证思维的常法与变法

中医辨证思维涉及到"常法"与"变法"的概念,对反映在辨证分析方法中的常法与变法、中医辨证的思辨方法中的常法与变法、中医辨证原理应用的常法与变法加以研究,有利于思辨能力和医疗水平的提高.     

Thinking about the future early in life: The role of relational memory

The constructive episodic simulation hypothesis suggests that we imagine possible future events by flexibly recombining details of past experiences to produce novel scenarios. Here we tested this hypothesis by determining whether episodic future thinking is related to relational memory ability during the preschool years. Children (3- to 5-year-olds) were asked to remember a past event and imagine a possible future event using an adapted version of the recombination paradigm. Relational learning and inference were assessed using a task adapted from the neuroimaging literature. The results show that preschoolers were able to describe both past and possible future events; however, they produced more specific episodic details in relation to past events relative to future events. Episodic future thinking performance was correlated with performance on the relational inference task, consistent with the idea that the ability to flexibly recombine relational knowledge is critical in episodic future thinking.     

The contributions of convergent thinking,divergent thinking,and schizotypy to solving insight and non-insight problems

The ability to generate diverse ideas (divergent thinking) is valuable in solving creative problems (e.g., insight problems); yet, however advantageous, this ability is insufficient to solve the problem alone and requires the ability to logically deduce an assessment of correctness of each solution (convergent thinking). Positive schizotypy may help isolate the aspects of divergent thinking prevalent in insight problem solving. Participants were presented with a measure of schizotypy (Oxford-Liverpool Inventory of Feelings and Experiences), divergent and convergent thinking tasks, insight problems, and non-insight problems. We found no evidence for a relationship between schizotypy and insight problem solving. Relationships between divergent thinking and insight problem solving were also surprisingly weak; however, measures of convergent thinking had a stronger relationship with problem solving. These results suggest that convergent thinking is more important than divergent thinking in problem solving.     

Convergent, but not divergent, thinking predicts susceptibility to associative memory illusions

The relationship between creativity and susceptibility to associative memory illusions in the Deese/Roediger-McDermott procedure was investigated using a multiple regression analysis. Susceptibility to false recognition was significantly predicted by performance on a measure of convergent thinking (the Remote Associates Task) but not by performance on a measure of divergent thinking (the Alternative Uses Task). These findings suggest that the ability to engage in convergent (but not divergent) thinking underlies some of the individual variation in susceptibility to associative memory illusions by influencing the automaticity with which critical lures are activated at encoding.     

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.