不同学业成就小学生注意加工水平的比较研究

本研究运用PASS注意量表测验和眼动实验的方法来探讨注意加工水平与小学生学业成就的关系.两种方法结果均表明:(1)学优生自上而下的控制加工能力显著高于学困生;(2)学优生注意资源的容量显著多于学困生并且能更有效的运用注意资源;(3)学优生抑制分心物的能力显著高于学困生.     

学科领域知识和学业成绩对工作记忆广度的影响

引入Alexander领域知识概念形成数学学科领域知识,以七年级有理数单元为研究材料,编写问卷和E-Prime实验程序,筛选60名初中生为被试,考察数学学科领域知识和学业成绩对工作记忆广度的影响。研究发现:(1)学优生的认知过程知识和问题条件知识显著高于学困生,而学理内容知识差异不显著;(2)在简单加工任务上,学优生和学困生工作记忆广度差异不显著。在复杂任务上,学优生的工作记忆广度都显著高于学困生;(3)当工作记忆广度任务中存储部分的词语和数学学科领域知识相关时,问题条件知识分数和认知过程分数能够显著地预测工作记忆广度。而不相关时,仅问题条件知识分数能够显著地预测工作记忆广度。     

学习困难和优秀学生延迟满足能力的跨情境比较实验研究

探讨学习困难学生(学困生)和学习优秀学生(学优生)在三种不同情境下——独自操作、单一团体操作和混合团体操作,延迟满足能力的差异.结果表明:(1)在延迟满足实验中,被试变量(学优生、学困生)与情境变量(独自、单一团体、混合团体)的交互作用显著;(2)在独自操作和单一团体情境下,学优生延迟满足能力显著高于学困生,混合团体则不存在这种差异;(3)学优生的延迟满足能力在独自操作和单一团体时水平较高,而混合团体的成绩则显著的低于单一团体,学困生的延迟满足能力在单一团体和混合团体时水平较高,而单独操作成绩则显著低于混合团体.本研究一方面拓展了对延迟满足能力的群体比较研究,同时,对学困生的心理教育实践也有指导意义.     

学困生关于材料特征的元认知知识与应用的实验研究

本研究以62名学习困难学生(以下简称差生或学困生)和63名优生为被试,采用三因素混合实验设计,对优差生的阅读元认知知识及其应用特点进行了研究。结果表明：(1)优生对材料组织特征的元认知知识水平显著高于对词汇难度特征的元认知知识水平,而差生不存在显著差异;(2)九年级学生对材料组织特征的元认知知识水平显著高于词汇难度特征的元认知知识水平;其他年级之间没有显著差异;(3)在实际的阅读过程中,优生进行时间分配的人数显著多于学困生;学习困难学生的元认知知识与元认知控制的联系显著弱于优生。     

工作记忆内容对不同学业水平学生自上而下注意控制的影响

该研究采用视觉搜索任务范式,以小学五年级学优生与学困生为被试,探讨了工作记忆内容对不同学业水平学生自上而下注意控制的影响。结果发现:(1)学优生与学困生的自上而下注意控制能力存在显著差异,学优生的反应时显著短于学困生;(2)工作记忆内容影响自上而下注意控制,靶相关信息能促进对靶刺激的搜索,而靶无关信息却会干扰对靶刺激的搜索。     

选择性注意加工机制上学困生和学优生的比较研究

本实验使用正、负启动技术 ,在严格控制各种条件下比较学困生和学优生在选择性注意加工机制———目标激活和分心物抑制方面的差异 ,进而探讨学困生在选择性注意加工机制上所存在的问题。结果显示 ,学困生和学优生的正启动量差异不显著 (p >0 .0 5 ) ,但学困生的负启动量显著小于学优生 (p <0 .0 0 1。这一结果说明 ,学困生在对目标反应期间易受分心物干扰 ,其抑制分心物干扰的能力较弱。同时启示我们应注重训练学困生抑制分心物干扰的能力     

初一学生数学学习的学科领域知识表征特点

学科领域知识由学理内容知识、认知过程知识和问题条件知识组成。本研究以529名七年级学生为被试,测查学生在数学学习中的学科领域知识表征特点,结果发现:(1)三种类型知识表征存在显著差异,学理内容知识表征水平最高,问题条件知识表征水平最低;(2)学优生的学科领域知识表征水平显著高于中等生和学困生;(3)认知过程知识表征、问题条件知识表征水平与数学学业成绩显著相关;(4)学生对学理内容知识重要性评价最高,问题条件知识最低。     

学优生与学困生内隐与外显协同学习的比较研究

根据目前国内采用的标准,选取学优生和学困生各120人。运用内隐学习中的双条件人工语法材料和强分离的实验范式,考察和比较了两种学生的内隐学习、内隐与外显协同学习的成绩。结果显示:(1)学优生在外显学习、协同学习(先内隐后外显以及内隐与外显交替)方式下的成绩显著好于学困生,而在内隐学习方式下,二者成绩差异不显著。(2)学优生的外显学习及协同学习成绩显著好于内隐学习成绩,而学困生在四种学习方式下成绩差异不显著。表明在人工语法学习中学优生的有意识学习及其与无意识的协同学习效果较好,而学困生的有意识学习及协同学习较差。     

小学三年级数学学优生与学困生解决比较问题的差异

运用实验法和临床访谈法研究了数学学优生与学困生在解决比较问题时的差异及元认知对解题成绩的影响。被试为40名小学三年级学生。比较问题分为一致问题和不一致问题。元认知包括元认知知识和元认知监控技能。结果表明：(1)学优生与学困生解决比较问题的成绩差异显著,学优生在一致问题和不一致问题上的解题成绩均优于学困生。这种差异与其解题时所运用的表征策略有关。(2)学生在解决比较问题中出现的主要错误为转换错误,在不一致问题中出现的错误多于一致问题中出现的错误。(3)学优生与学困生在元认知知识和监控技能上均有显著差异,元认知监控技能对解决比较问题的成绩有显著预测作用。     

中学生物理力学问题的分类及表征研究

采用自由分类和标签分类法,以16道中学物理力学应用题为实验材料,探讨不同学业水平中学生对物理问题的分类及表征差异,以及题目陈述方式(有无示意图)对分类的影响.结果发现: (1)自由分类实验中,学优生侧重于按问题的深层特征(物理原理表征)进行分类,学困生侧重于问题的表面特征(文字表征);题目陈述方式对优困生的分类时间和分类表征也有影响. (2)标签分类实验中,学优生的正确分类题目数量显著高于学困生,有示意图下学优生的正确分类题目数量显著高于无示意图下.     

Spatial awareness, alertness, and ADHD: the re-emergence of unilateral neglect with time-on-task

Studies examining a relationship between attention deficit hyperactivity disorder (ADHD) and relative visual inattention towards left space have produced inconsistent results. Here, based on previous studies with adult neurological patients who show very severe inattention to the left, we examine whether any spatial bias in ADHD may be modulated by changes in alertness levels. In a single case, we found that inattention to the left--that was intermittently apparent--dramatically increased as a function of time-on-task. No significant changes were observed on the right. The implications for clinical assessment and research design are discussed.     

Emotion Dysregulation and Emotional Impulsivity among Adults with Attention-Deficit/Hyperactivity Disorder: Results of a Preliminary Study

Recent reviews argue that emotion dysregulation is an important feature of attention-deficit/hyperactivity disorder (ADHD) and involves a failure to inhibit negative emotions that leads to negative affectively-driven impulsive behavior (i.e., emotional impulsivity). The goal of the current study was to assess (a) whether emotion dysregulation and emotional impulsivity was higher in a group of adults diagnosed with ADHD and (b) if the relationship between core ADHD symptoms (i.e., inattention and hyperactivity-impulsivity) and emotional impulsivity is mediated by emotion dysregulation symptoms. A group of adults with (n?=?18) and without (n?=?23) ADHD completed measures of core ADHD symptoms, emotion dysregulation, and emotional impulsivity. A series of one-way analyses of covariance indicated significant between-group differences in emotion dysregulation and emotional impulsivity when current depression and oppositional defiant disorder ratings were covaried. In addition, the relationship between ADHD symptoms and emotional impulsivity was mediated by emotion dysregulation symptoms. These findings suggest that emotion dysregulation and emotional impulsivity are higher in adults diagnosed with ADHD and that emotion dysregulation symptoms have predictive value beyond core ADHD symptoms.     

I can’t get no satisfaction: Potential causes of boredom

A variety of causes of boredom have been proposed including environmental, motivational, emotional, and cognitive factors. Here, we explore four potential cognitive causes of boredom: inattention, hyperactivity, impulsivity, and executive dysfunction. Specifically, we examine the unique and common associations between these factors and boredom propensity. Recent research has established that the two most commonly used measures of boredom propensity (BPS and BSS) are not measuring the same underlying construct. Thus, a second goal of the present project is to determine the unique and common roles of inattention, hyperactivity, impulsivity and poor executive system functioning in predicting the BPS and BSS specifically. The findings reveal that inattention, hyperactivity and executive dysfunction predict boredom propensity, with shared variance accounting for the greater part of this effect. Further, executive dysfunction and hyperactivity uniquely predict boredom propensity as measured by the BPS and BSS, respectively.     

Parent–Adolescent Agreement on Disruptive Behavior Symptoms: A Multitrait-Multimethod Model

This study examined parent–adolescent agreement on reports of inattention, hyperactivity/impulsivity, and conduct disorder in 203 adolescents (94 girls, 109 boys) ranging in age from 13 to 18 years (M = 15.21, SD = 1.37). Results of confirmatory factor analyses provided additional evidence of construct validity for these traits in adolescents. Internal consistency was examined for parent reports and adolescent self-reports. In addition, correlational analyses were used in a multitrait-multimethod format (MTMM; D. T. Campbell & D. W. Fiske, 1959) to examine convergent and discriminant validity. Results showed that parents provided more consistent and valid reports of inattention and hyperactivity/impulsivity, whereas adolescents provided more consistent and valid reports of conduct disorder. In addition, interviews produced higher levels of convergence than rating scales. These findings are discussed in terms of implications for assessment of disruptive behavior disorders.     

“?rgerlich!?“ Neuronale Korrelate der Verhaltenshemmung auf emotionale Signale

Psychotherapeutic interventions for attention deficit hyperactivity disorder (ADHD) primarily aim at the three core symptom clusters of inattention, hyperactivity and impulsivity, which are characteristic for this mental disorder. However, social and emotional difficulties are also very obvious. The ADHD patients experience conflicts with parents and partners, rejection by peers and less friendships, which negatively affects everyday life. Neuroscientific research points to a deficit in ADHD to recognize specific emotions displayed by another person. This dysfunction can be found in children as well as in adults afflicted with this disorder and is especially pronounced for anger. Additionally, the patients have problems to utilize facial anger expressions of others to regulate or inhibit their own behavior. New therapy components are needed in order to reduce this deficit. The possibilities for improving psychotherapy for ADHD by means of neuroscientific methods are discussed.     

Parent-Child Interaction Therapy for Puerto Rican Preschool Children with ADHD and Behavior Problems: A Pilot Efficacy Study

This study evaluates the initial efficacy of the Parent-Child Interaction Therapy (PCIT) for Puerto Rican preschool children aged 4–6 years with a diagnosis of attention-deficit/hyperactivity disorder (ADHD), combined or predominantly hyperactive type, and significant behavior problems. Thirty-two families were randomly assigned to PCIT ( n =20) or a 3.5-month waiting-list condition (WL; n =12). Participants from both groups completed pretreatment and posttreatment assessments. Outcome measures included child's ADHD symptoms and behavior problems, parent or family functioning, and parents' satisfaction with treatment. ANCOVAs with pretreatment measures entered as covariates were significant for all posttreatment outcomes, except mother's depression, and in the expected direction ( p <.01). Mothers reported a highly significant reduction in pretreatment hyperactivity and inattention and less aggressive and oppositional-defiant behaviors, conduct problems assessed as problematic, parenting stress associated with their child's behavior, and an increase in the use of adequate parenting practices. For the WL group, there were no clinically significant changes in any measure. Treatment gains obtained after treatment were maintained at a 3.5-month follow-up assessment. PCIT seems to be an efficacious intervention for Puerto Rican families who have young children with significant behavior problems.     

Multiple-Stimulus Without Replacement Preference Assessment for Students at Risk for Emotional Disturbance

The ability of educators to identify consequences that act as reinforcers may predict the success of behavior change strategies predicated on the use of reinforcement. Supported for individuals with severe disabilities, research concerning the effectiveness of choice-stimulus assessment for students with emotional disturbance (ED) remains limited. The current study evaluated the effectiveness of brief multiple-stimulus without replacement (MSWO) procedures in identifying reinforcers for three elementary students with or at risk for ED. The study compared the effects of MSWO and vocal nomination of preferences on the use of cover, copy, and compare (CCC)—an evidence-based math facts acquisition strategy—using an alternating treatments design. Additional analyses concerned the correspondence between assessments. The stability of the MSWO and vocal nomination assessments was also assessed. Results indicated that the MSWO assessment identified effective reinforcers for students at risk for ED and generated more consistent findings than vocal nomination. In one of three cases, the reinforcers identified by the MSWO assessment resulted in more frequent use of CCC than nominated reinforcers. Directions for future research and implications follow a discussion of findings.     

幼儿的情绪表现规则知识发展及其与家庭情绪表露、社会行为的相关研究

通过幼儿情绪表现规则知识的访谈、家庭情绪表露问卷和幼儿社会行为评估问卷调查,考察了112名3～6岁幼儿情绪表现规则知识的发展及其与家庭情绪表露、社会行为的关系。结果表明:(1)幼儿的表情调节知识存在显著的年龄差异,大班幼儿比小班幼儿具有更高的表情调节知识、更倾向于掩饰消极情绪;(2)幼儿的表情调节知识与情绪表达的人际支持、工具支持的结果期望存在显著正相关,即幼儿掩饰消极情绪是因为预期情绪表达不会得到他人理解和帮助;(3)幼儿报告面对父母同伴教师不同在场者时具有不同的情绪体验,且幼儿的人际支持结果预期存在年龄和在场者的交互作用;(4)家庭情绪表露与幼儿的人际支持的结果预期存在显著正相关、与工具支持的结果预期存在显著负相关;(5)倾向于掩饰消极情绪的幼儿表现出更多的亲社会行为,认为表达消极情绪会带来不良结果的幼儿表现出更多的害羞退缩行为。