青少年测量估计能力的发展状况及相关因素

测量估计(简称估测)是上世纪七十年代数学认知领域兴起的研究热点之一。采用自编的测验任务对747名青少年估测能力的发展状况及相关因素进行了考察。其中测验任务包括长度和面积估测两种类型,并且每种类型都采用了图形和实物两种题目形式。被试平均年龄为17.11岁。结果发现青少年的估测能力的发展表现出如下特点:(1)青少年的总体估测能力普遍较低;(2)青少年的估测能力在初中阶段会显著提高,但之后的发展相对缓慢;(3)青少年的估测成绩易受任务类型和题目形式的影响。对长度任务的估测成绩好于对面积的估测;对图形题目的估测成绩好于对实际物体的估测;(4)青少年的估测能力不存在明显性别差异。     

Measurement of Ability in Adaptive Learning and Assessment Systems when Learners Use On-Demand Hints

Adaptive learning and assessment systems support learners in acquiring knowledge and skills in a particular domain. The learners’ progress is monitored through them solving items matching their level and aiming at specific learning goals. Scaffolding and providing learners with hints are powerful tools in helping the learning process. One way of introducing hints is to make hint use the choice of the student. When the learner is certain of their response, they answer without hints, but if the learner is not certain or does not know how to approach the item they can request a hint. We develop measurement models for applications where such on-demand hints are available. Such models take into account that hint use may be informative of ability, but at the same time may be influenced by other individual characteristics. Two modeling strategies are considered: (1) The measurement model is based on a scoring rule for ability which includes both response accuracy and hint use. (2) The choice to use hints and response accuracy conditional on this choice are modeled jointly using Item Response Tree models. The properties of different models and their implications are discussed. An application to data from Duolingo, an adaptive language learning system, is presented. Here, the best model is the scoring-rule-based model with full credit for correct responses without hints, partial credit for correct responses with hints, and no credit for all incorrect responses. The second dimension in the model accounts for the individual differences in the tendency to use hints.     

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。     

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。     

Psychopathology and the Ability to Do Otherwise

When philosophers want an example of a person who lacks the ability to do otherwise, they turn to psychopathology. Addicts, agoraphobics, kleptomaniacs, neurotics, obsessives, and even psychopathic serial murderers, are all purportedly subject to irresistible desires that compel the person to act: no alternative possibility is supposed to exist. I argue that this conception of psychopathology is false and offer an empirically and clinically informed understanding of disorders of agency which preserves the ability to do otherwise. First, I appeal to standard clinical treatment for disorders of agency and argue that it undermines this conception of psychopathology. Second, I offer a detailed discussion of addiction, where our knowledge of the neurobiological mechanisms underpinning the disorder is relatively advanced. I argue that neurobiology notwithstanding, addiction is not a form of compulsion and I explain how addiction can impair behavioural control without extinguishing it. Third, I step back from addiction, and briefly sketch what the philosophical landscape more generally looks like without psychopathological compulsion: we lose our standard purported real‐world example of psychologically determined action. I conclude by reflecting on the centrality of choice and free will to our concept of action, and their potency within clinical treatment for disorders of agency.     

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。     

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。     

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。     

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。     

The Ability to Render Something False

In this paper I try to explicate the idiom '(An agent) x is able to render (the proposition) p false', which plays a crucial role in van Inwagen's Consequence Argument and which has been extensively discussed in the literature on it. However, the explications offered so far fail to meet some intuitive desiderata which an analysis of the notion should fulfil, as for example the desiderata that (i) nobody can render necessary falsehoods false and that (ii) nobody can render historical falsities false. I propose a novel analysis which deviates from the foregoing in employing an explanatory notion, the connector 'because'.     

元认知训练对提高中学生解答数学应用题能力的实验研究

采用对比实验的方法,运用自编思维训练教程及元认知监控提问单对初二年级学生进行有关解答数学应用题的思维策略训练及其元认知训练。结果表明:(1)不同层次学生(优、中、差生)的思维策略训练效果显著,中、差生的效果尤为显著。(2)在思维策略训练的基础上再加上元认知训练,能够更有效地提高解答数学应用题思维训练的效果。     

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.     

组织创新气氛的测量及其在员工创新能力与创新绩效关系中的调节效应

首先通过对46名在职MBA研究生的开放式问卷数据进行质性分析, 归纳探索出了基于我国国情的组织创新气氛的基本结构, 并参定预试测332份数据的反馈结果编制了组织创新气氛问卷。483份有效数据的探索性因素分析发现组织创新气氛是一个包括激励机制、领导躬行、团队协力、上级支持、资源保障、组织促进、自主工作等在内的七因素模型。为进一步验证该结构的有效性, 我们在10家企业共获得有效数据413份, 进行了验证性因素分析, 结果显示: 基于中国文化背景编制的组织创新气氛问卷具有良好的效度和信度; 同时, 运用层次回归分析还发现, 组织创新气氛在员工创新能力与创新绩效关系中具有显著的调节作用。     

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.