The Measurement of Empathic Ability in Normal and Atypical Five and Six Year Old Boys

Eight atypical and eight normal five and six year old boys were tested for differences in empathy using Borke's Interpersonal Awareness Test (IAT). This test, consisting of two parts, requires the subject (s) to predict a cartoon character's emotions based on narrated situations. Part 1 involves asking the S to predict how others' behavior would affect the cartoon character (Johnny); Part II requires the S to predict how his own actions would affect Johnny. The IAT score means for both groups on Part I were similar. On Part II the atypical group scored the same as on Part I, but the normal subjects' scores increased. Inspection of the data revealed that on the Peabody Picture Vocabulary Test the atypical S's variance was five times greater than the normal S', and that IQ significantly correlated with performance on Part II. Controlling for the effects of IQ, an analysis of covariance indicated no significant differences between the normal and atypical groups on Part I or Part II. This apparent lack of differences is inconsistent with the literature indicating that autistic-like children have difficulty relating with others on an affective level. The implications of these findings for further investigation of empathy in autistic children and children with childhood onset pervasive developmental disorder are discussed.     

儿童早期空间非标准测量能力发展研究进展

测量是数学的主题之一。空间非标准测量能力的发展对儿童数学认知能力的发展有重要作用,对儿童思维抽象性、逻辑性、创造性的培养,问题解决能力的提高有重要影响。文章通过对近四十年来儿童空间非标准测量能力发展研究的成果进行概括分析,发现研究者主要对儿童空间非标准测量的认知加工线索,长度测量策略与工具的使用,空间非标准测量知识的获得顺序以及相关的测量教学顺序,空间非标准测量能力与守恒和推理能力的关系等问题进行了研究。并在此基础上提出了儿童空间非标准测量能力发展研究需进一步探讨的问题。     

Relating Motivation to Read and Emergent Reading Skills: A Measurement Validation Study

Two studies examined the construct validity of emergent readers' motivation measures. Both studies directly assessed reading skills. Motivation was measured via self-report inventories, including existing and new items derived from the Preschool Reading Attitudes Survey (PRAS), the Motivated Reading Questionnaire (MRQ), and the Motivated Reading Profile (MRP). Parent and teacher measures of emergent readers' motivation were also administered. Study 1 findings indicated significant correlations within readers' self ratings and between teachers' and parents' ratings of children's motivation, but little consistency between these ratings and children's self-ratings. Study 2 replicated many Study 1 findings and indicated stability in children's motivation measures.     

任务指向型干预手段对教师教学监控能力的影响

本研究采用任务指向型干预手段,对１０名小学教师教学监控能力进行训练。结果发现：训练不仅提高了教师教学监控能力,而且提高了教师对教学的认知水平,改善了教师 教学行为。     

七巧板训练与小学低年级学生操作能力提高的实验研究

用七巧板对低年级小学生进行图形训练,以《韦氏儿童智力量表》作为检测工具,探索开发儿童大脑潜能的有效办法。结果发现：①从总体上看,七巧板训练对小学低年级学生操作能力的提高具有积极作用,使用《韦氏儿童智力量表》进行检测,发现实验班的操作智商显著高于对照班;②受训儿童操作智商的提高主要体现在积木和拼图成绩上,而填图、排列、译码成绩提高不明显;③统计结果表明,训练的效果与性别无关,即男女学生均可从七巧板训练中获益。     

小学生口算能力的发展研究

研究目的是考察小学生口算速度和广度的发展。180名1至6年级城市小学生接受了口算能力的测验,结果显示：小学生口算的速度和广度随年级的增长而加快和扩大。不同口算的广度之问存在明显的差异,按口算广度的大小排列,依次是：不进位加法、不借位减法、进位加法、借位减法、除法和乘法。小学生口算的速度和广度均无显著的性别差异。数字广度和口算速度是制约口算广度的两个重要因素。     

心理测量平衡性研究与实例

心理测量研究中,测量不变性(或称平衡性)是量表稳定性问题中的一个难题而且在比较研究中受到特别重视。结构方程模型因在平衡性形式捕捉方面功能强大而受到广泛应用。该研究讨论了测量平衡性的各种形式并演示了应用结构方程模型评估测量平衡性的过程。     

4-10岁儿童对结果与意图信息整合能力的研究

本研究采用情绪判断归因作业,考察了4—10岁儿童在中性动机情境中,对结果与意图信息的整合能力。结果表明：在结果与意图匹配情境中,儿童以积极的情绪判断为主;在结果与意图不匹配情境中,儿童以消极的情绪判断为主。而在对情绪判断进行归因时我国儿童采用了更多的标准,经统计分析表明,在中性动机情境中,4—10岁儿童都已具备了整合结果与意图信息的能力。     

Measurement and Effects of Attention to Media News

Survey measures of attention, in addition to the usual measures of exposure to media use, are explored in detail. Using data from a two-year longitudinal study of adolescents and their parents, the reliability and validity of self-report questions about attention to newspaper and television news are examined. Attention measures proved to be highly stable across three waves of interviews; repeated items were summed to form reliable indices of attention to each medium's news, and to general news topics without specific mention of medium. Changes in knowledge about public affairs and politics were assessed to test the effects of both exposure and attention to media news. These tests showed significant increments of knowledge gain associated with media attention, even after exposure to the medium was controlled in hierarchical regression analysis. Addition of the attention measures was especially important in evaluating television news, which contributes much more to public knowledge than has been suggested by previous studies that use only measures of TV exposure.     

关于小学四年级至初中一年级学生阅读理解能力的研究

本研究从一般性阅读理解的角度．对738名小学四年级至初中一年级学生的阅读理解能力进行研究,得出由七种成分构成的阅读理解能力结构,并初步探讨了各年级学生以及不同阅读理解能力学生的发展特点。     

Openness to Experience,Intellect, and Cognitive Ability

An instrument designed to separate 2 midlevel traits within each of the Big Five (the Big Five Aspect Scales [BFAS]) was used to clarify the relation of personality to cognitive ability. The BFAS measures Openness to Experience and Intellect as separate (although related) traits, and refers to the broader Big Five trait as Openness/Intellect. In 2 samples (N = 125 and 189), Intellect was independently associated with general intelligence (g) and with verbal and nonverbal intelligence about equally. Openness was independently associated only with verbal intelligence. Implications of these findings are discussed for the empirical and conceptual relations of intelligence to personality and for the mechanisms potentially underlying both Openness/Intellect and cognitive ability.     

智力落后学生句子判断能力的研究

以138名智力落后学生为被试,探讨了8-18岁学生的句子判断能力.结果显示:1)智力落后学生的句子判断能力随着年龄的增长而提高,在8-10岁到11-14岁之间增长显著,发展迅速;2)11-14岁组智力落后学生对于语法及语义错误的判断存在显著差异;3)句子判断能力相对较好的智力落后学生,因果关系复句与条件关系复句的判断成绩显著优于转折关系复句的判断成绩.     

Description and Subjective Evaluation of an Objectively Successful Study Improvement Program

This article describes the process of selecting and training the group leaders, the specific goals for each session, and subjective evaluations from each session of the Study Improvement Program.     

中学生英语阅读能力结构及其发展初探

本研究选择上海有代表性的三类学校、三类初级中学初一至高三六个年级的４８１７人次的学生进行了英语阅读能力测试。因素分析的结构表明,涉及中学生英语阅读能力结构因素,在词、词组、句子方面有：词的外部、内部解码;词组的搭配;词义、词组辨析;句型辨认;句子意义理解;词句在语境中的理解应用以及语法掌握等。     

Color Vision in Relation to Artistic Ability

The present experiment tests Hobbes' superiority theory of humor in relation to identification classes (a replacement for the construct of reference group)—i.e., a vicarious superiority theory of humor is examined. Joke content concerns Canadian-American relations. Ss were selected so as to be either pro-Canadian Canadians or pro-American Americans. Consistent with prediction (p < .01) each of the two groups tended to find that permutation of jokes funnier in which its positive identification class was victorious and its negative the butt than was the opposite permutation in which the negative identification class was victorious and the positive the butt.     

Measuring the Ability to Express Sexual Thoughts

Ratings were obtained from 30 male college students as to the sexual stimulus relevance of a number of pictures from magazines, each depicting a man and a woman. Then a different group of 72 male students were asked to tell stories about the situations depicted in pictures representing 4 levels of rated sexual stimulus relevance. Half were given ambiguous instructions, while the other half were instructed to tell sexy stories. In general, sexier pictures elicited sexier stories, the effect being more marked with ambiguous instructions. Sexy instructions led to sexier stories except at the highest level of stimulus relevance. The results were interpreted within the framework of an abilities conception of personality.     

不同戏剧学习成就者的音乐和语言感知能力探究

在戏剧这种综合艺术中,通过对不同戏剧学习成就者的音乐和语言感知能力进行比较,以高低学习成就的话剧和音乐剧专业学生为研究对象,采用三音符钢琴和弦、有意义普通话三音节词分别作为音乐音调与语言声调实验材料,探究对音调和语调变化的感知特点及其关系。结果发现:高水平的戏剧学习者,对单一或复合材料中的音乐音调和语言声调的加工能力均高于低水平戏剧学习者,高水平的戏剧学习者对音乐音调和语言声调的加工能力没有差异。结果表明音乐和语言感知能力间具有密切的关联,可以相互支持与迁移;并对戏剧人才的选拔培养提供指导。