高层管理者的心智模式研究

高层管理者的心智模式对企业经营及绩效有着非常重要的影响.本文首先对不同学派关于心智模式的定义进行了简要的回顾,在此基础上,对高层管理者心智模式的内涵进行了界定.其次,从知识的视角,进一步把高层管理者心智模式的构成要素分为知识体系、信念体系和改善体系等三类.最后,从企业决策、企业文化与管理风格、组织设计、战略决策等四个方面阐述了高层管理者心智模式对企业管理活动的影响.     

Day Persons,Night Persons,and Time of Birth: Preliminary Findings

Abstract

The authors conducted 2 surveys to determine the relationship between time of birth and being a day person or a night person. Day persons are most alert during daylight hours; night persons are most alert during hours of darkness. In Survey 1, the authors asked U.S. high school students to complete the Alertness Questionnaire (B. Wallace, 1993) and to respond to other items related to daytime or nighttime activity. In Survey 2, the authors administered the same items to a U.S. college population. In both surveys, time of birth was significantly related to being a day person or a night person. The results suggest that a critical period for setting the biological clock for alertness may be the moment of birth.     

空间情境模型中的空间关系

1　前言　　在语言理解过程中 ,人们不仅可以建立和更新语言的文字表征 (ｔｅｘｔ ｂａｓｅｄｒｅｐｒｅｓｅｎｔａｔｉｏｎ)或较精确的命题表征 (ｐｒｏｐｏｓｉｔｉｏｎａｌｒｅｐｒｅｓｅｎｔａｔｉｏｎ) ,而且会建立和更新对语言描述的情境的心理是表征(ｓｉｔｕａｔｉｏｎｍｏｄｅｌｓｏｒｍｅｎｔａｌｍｏｄｅｌｓ) [1 ,2 ] 。Ｚｗａａｎ和Ｒａｄｖａｎｓｋｙ将情境表征分为五个维度 ,时间、空间、因果关系、意图和主角 ,其中空间情境表征是最重要的 ,也是研究最多的维度[3] 。2　空间情境模型的组织　　语言理解产生的空间情境模型的…     

Complementary and Symmetrical Interaction in the Present Day Mental Health Institute

Expanding an idea begun by Rosenhan (1973), ratings of communication from psychiatric aides to patients at a psychiatric hospital were obtained using Leather's Feedback Rating Instrument. As compared to a comparison group composed of aide to aide interactions, aide to patient interactions were characterised as more inflexible, withdrawn, concise, personal, irrelevant, and automatic. Implications were offered concerning the training of mental health workers.     

Day,Night, or Dawn: Commentary on Paper by Steven Stern

It was in the years immediately following World War II and through the 1950s that the psychoanalytic establishment officially defined psychoanalysis as a subspecialty of psychiatry, and it was in that context of the professionalization of American medicine that they codified the distinction between psychoanalysis and (psychoanalytic) psychotherapy. In this commentary on Steven Stern's “Session Frequency and the Definition of Psychoanalysis,” I deconstruct a series of binaries that was built into the analysis/therapy distinction and that has plagued our discipline. It is argued that psychoanalysis identified itself with the culturally “masculine” and heterosexual values of autonomous individuality (the intrapsychic), while it split off all that was relational and social (interpersonal), marked as “feminine,” homosexual, and “primitive,” onto psychotherapy, which it then devalued. The paper then examines the implications for practice and psychoanalytic education.     

Probabilistic Mental Models with Continuous Predictors

Gigerenzer and his colleagues have sought to develop psychologically plausible models of human judgment. Their models are classified as ones of bounded rationality based on a principle of one-reason decision making. The models associated with the theory of Probabilistic Mental Models (PMM) have been developed for tasks in which all predictors are binary. This article extends PMM to the case of continuous predictors. The current model employs the limitation on the number of categories people use in making absolute judgments along a single perceptual dimension (7 +/- 2; Miller, 1956). The algorithm transforms each continuous predictor to be consistent with this limitation, then implements a step-down one-reason decision procedure similar to previous PMM models. Like previous PMM models, the 7 +/- 2 model predicts binary judgments as well as a multiple-regression model. However, the model does not successfully predict the probability judgments of individual participants, which is also true of all other models in the literature. Copyright 2000 Academic Press.     

Spatial Mental Models in Linear Reasoning

There is ample evidence that linear syllogisms are solved by constructing mental models, which semantically represent states in the world (Evans, Newstead, &; Byrne, 1993; Vandierendonck &; De Vooght, 1996 a). Such models are built by combining the information presented in the premises into an integrated representation, which is often thought of as spatial. The present article (a) presents evidence for an integrated spatial representation of premise information and (b) proposes a model construction process based on scanning processes that locate the position where new information is to be integrated into the spatial model.     

心理模型及其探查技术的研究

自从1943年Craik首次提出心理模型概念以来,有关心理模型的研究已大量涌现,目前有两条心理模型的研究思路．文章分别沿着这两条思路介绍有关心理模型的研究,并以访谈法和观察法为线索梳理了心理模型的探查技术．最后指出心理模型及其探查技术的研究趋向：两条研究思路的整合和多种探查技术的整合。     

共享心智模型研究现状

共享心智模型是指团队成员共同拥有的知识结构,它使得团队成员能就团队作业形成正确的解释和预期,从而协调自己的行为以适应于团队作业和其他团队成员的需求。其研究为理解和提高团队绩效提供了新的视角,从而成为了团队研究的新热点。该文首先明确其定义以及相关概念,再介绍它的几种类型,进而介绍研究中采用的测量方法,最后总结其影响因素及对团队绩效的影响。文章最后指出研究中存在的问题以及今后的研究方向。     

Bias in Conditional Inference: Implications for Mental Models and Mental Logic

Three experiments are reported in which subjects are given the opportunity to make any of the four inferences associated with conditional statements: modus ponens (MP), denial of the antecedent (DA), affirmation of the consequent (AC), and modus tollens (MT). The primary purpose of the research was to establish the generality and robustness of polarity biases that may be occasioned by systematic rotation of negative components in the conditional rules. In Experiments 1 & 2, three forms of conditionals were used: “if (not) p then (not) q”, “(not) p only if (not) q” and “(not) q if (not) p”. Experiment 1 used a conclusion evaluation task, whereas Experiment 2 used a conclusion production task. In Experiment 3, thematic conditionals were presented with and without a preceding scenario.

The biases investigated were (a) affirmative premise bias—the tendency to draw more inferences from affirmative premises and (b) negative conclusion bias—the tendency to draw more inferences with negative conclusions. The suggestive evidence for affirmative premise bias in the literature was not supported: very little evidence was found for it in the current experiments. Robust findings of negative conclusion bias were, however, found across the three experiments, although the bias was mostly restricted to DA and MT inferences. This suggests that the bias is best regarded as a difficulty with double negation.

The results are discussed with respect to both the mental logic and mental model accounts of propositional reasoning. Neither theory as currently formulated can explain all of our findings, although a plausible revision of each is considered.     

团队作业与团队互动两类共享心智模型的发展特征

共享心智模型指团队成员关于团队作业、策略、团队情境、团队互动等的共同的知识结构,根据内容不同可以分为团队作业模型和团队互动模型两类。该研究通过实验室实验探讨两类共享心智模型的发展特征。132名大学生组成44个3人团队,随机分为团队绩效反馈组和无团队绩效反馈组。采用相似性评定法在团队执行作业前、中、后三次测量两类共享心智模型。结果发现：（1）共享心智模型随团队运作时间增加而发展;（2）团队互动模型形成和发展的难度高于团队作业模型;（3）团队绩效反馈对两类心智模型发展的作用不同,反馈加速了团队作业模型的发展速度,但却是团队互动模型能否得以发展的决定性因素。两类共享心智模型的不同发展特征应归因于两者特异性高低的不同     

复杂任务中共享心智模型间的缓冲作用

共享心智模型（SMM）指队员对于团队的共享心理表征。复杂任务下高的一致性难以获得且易造成小集体意识,SMM的作用在于相互间的调节及共享信念对低一致性的调节作用。为了验证这些假设对9名不同行业创业者进行访谈,对访谈材料进行内容分析得到心智模型关键概念,经过概化理论分析后得到了4个SMM：任务、队友、团队协作以及团队精神。使用心智模型问卷在ERP模拟实验中测量31个团队的绩效和SMM一致性。结果发现团队协作模型一致性是预测绩效的有力指标;团队构成不影响各个SMM一致性;任务模型一致性正向缓冲了团队协作模型一致性对绩效的作用;团队精神模型一致性正向缓冲了团队协作模型一致性对绩效的作用。研究提示SMM对冲突的引导及增进团队成员相互理解方面的作用。     

The Development of Aggressive Mental Models in Young Children

This study was undertaken to examine why a previous study revealed that children inaccurately recalled “seeing” violence in a nonviolent cartoon clip. We used a 2 (still photo vs. video clip) × 2 (action hero vs. neutral character) repeated measure experimental design and showed preschoolers (33–60 months) two photos and two video clips. Children were asked to tell a story about what might happen next. In addition, parents filled out a brief questionnaire. Results indicate that first, children whose parents reported that they had never been exposed to violent cartoons gave fewer aggressive responses than those who had seen one. Second, character type appears to have a greater effect on children's aggressive mental models than the narrative does. Overall, the effect of stereotypical action characters (as compared to neutral characters) is greater than it is for the video clip versus still-photo manipulation. Third, older children provided more aggressive story endings to the action character in the video sequence compared to younger children who saw the neutral character in the still photo or the neutral character in the video sequence. In sum, a single exposure to action cartoons may help very young children establish mental models for aggression. Second, both older and younger children are influenced by action cartoons, but older children are better able to incorporate story information whereas younger children focus on character appearance. Results are discussed in terms of mental models and child development.     

Algebraic Models of Mental Number Axes: Part II

The paper presents a formal model of the system of number representations as a multiplicity of mental number axes with a hierarchical structure. The hierarchy is determined by the mind as it acquires successive types of mental number axes generated by virtue of some algebraic mechanisms. Three types of algebraic structures, responsible for functioning these mechanisms, are distinguished: BASAN-structures, CASAN-structures and CAPPAN-structures. A foundational order holds between these structures. CAPPAN-structures are derivative from CASAN-structures which are extensions of BASAN-structures. The constructed formal model unifies two competitive conceptions of cognitive arithmetic: namely, the conception of the mental number line and the conception of parallel individuation. The paper is the continuation of a paper entitled Representational structures of arithmetical thinking, in which rich empirical evidence supporting the model is presented. The main result achieved in the present paper may be philosophically interpreted as an attempt to formalize the Kantian conception of the pure idea of time, understood as the a priori form of human arithmetical thinking. In this way, our theory may be comprehended as a result of applying the hard method of logical reconstruction of fundamental epistemological categories.     

西方心育教学模式评介

本文探讨了心育与心育教学模式的意义 ;着重介绍了西方几种有代表性的心育教学模式 ,即布鲁纳的发现教学法、威廉姆斯的创造与情意教学模式、开放教室的教学模式与勒温的敏感性训练等 ;并与传统教学模式相比较 ,分析了西方心育教学模式的主要特征