基于多元概化理论的中小学教师资格考试质量分析——以《综合素质》(中学)科目为例

教师资格考试是国家教育规划纲要确定的改革项目之一。本文运用多元概化理论对中小学教师资格考试笔试科目《综合素质》(中学)试卷的测量信度、试卷总分合成、试卷结构优化等问题进行探讨。研究发现:本次测试的测量信度较高,为0.707;各测量分项对全域总分的方差贡献比例与试卷赋分意图基本一致,除写作能力外,其余部分误差在7%以内;可以采取减少客观题数量,增加主观题数量的方式来提高信度。     

多元概化理论在高等教育达标性考试中的应用

本文运用多元概化理论及其方法,研究分析了上海市高等教育统考课程高等数学试卷(2008年),结果发现:在试卷结构上,各部分内容试题均具有较好的测量信度,但赋分比例存在问题;以60分为划界决策分数具有很高的精度;此外,研究还为进一步提高命题质量提供合理化建议。     

《中国古代心理学思想研究》即将出版

由中国心理学会理事长潘菽教授和南京师院高觉敷教授共同主编的《中国古代心理学思想研究》(论文集),将由江西人民出版社在年底出版。该书主要内容包括从春秋到明清中国古代著名学者的心理学思想;从学科看,包括普通心理、教育心理、医学心理、军事心理、体育心理、文艺心理等。论文集选自解放三十二年来国内学者     

心理学能从自身的历史发展中学到什么？

本文在将心理学视为一门学科同时也是一种职业的前提下,超越各种具体条件和内容之上对心理学进行了总结。为此,考察了心理学在其发展中所体现的规律性,为了更好地表达,可以称之为从心理学历史所归纳出的“经验教训”。首先,从心理学作为一门科学的历史,可以总结出6条规律：1）心理学具有双重学科的地位。心理学既是一门科学,也是一门综合了生物学、社会学和文化学研究方法的“桥梁”学科;2）必须以实验学作为方法学的指南;3）基础研究和应用研究成果的整合利用;4）需要接受各方面的启发;5）全球化和本土化的相互补充;6）心理学在科学发展史中的学科力量。从将心理学视为一种职业来考察心理学发展史,还可以看到3条普遍的规律：1）职业化的快速发展;2）需要科学研究与实际应用之间的双向交流;3）跨学科专业知识的相互启发     

风险偏好可以代际传递吗?——来自多学科的证据与元理论思考

心理学、行为与实验经济学、经济社会学等多学科研究逐渐证实了风险偏好的内生性、异质性以及社会性。在探讨经济地位、态度、决策行为等代际传递时,上述学科高度关注和利用风险偏好的上述属性,证实了风险偏好代际传递的有限存在。从风险偏好代际传递的内涵、外延、机制和内容等方面看,风险偏好的研究表现出从横向维度到纵向维度、从因变量到自变量的转向,同时风险偏好代际传递的具体机制和内容也取得了一些重要研究成果。但在研究数量、研究框架、研究方法与内容等方面,风险偏好代际传递还存在一定局限,有待后续研究充实完善。     

近10年SCI人格心理学研究文献计量分析

本研究以美国科技信息研究所出版的《科学引文索引》（SCI）为数据源检索人格心理学文献,并从文献量、学科、国家、作者、期刊、引文等多角度进行文献计量分析。结果显示：人格心理学研究近10年进入了快速发展阶段,但论文数量与在高影响因子学术刊物中所占数量不相称;我国人格心理学研究在文献量等方面与国际先进水平比较有很大差距;人格与神经科学、精神机能障碍关系的研究是具有重要临床价值以及富有挑战性的研究重点。     

浅谈增强初中思想政治课选择题解题能力

选择题是中考最基本的题型。近几年中考试卷对选择题的能力要求越来越高，不但考查识记能力，比较、判断能力和理解、分析能力，还考查归纳、演艺、推理、探究、创新等较高层次的能力。由于该题型所占分数不少，是影响考试成绩的一个重要因素，因此，提高选择题的解题能力和得分率，十分重要。根据笔者多年政治教学实践，浅谈如何增强思想品德学科选择题的应试能力，期望能对同学们有所帮助。     

学校心理学在某些国家的发展与现状

本文就学校心理学这一学科在某些国家的发展与现状作了简要介绍。其内容有：学校心理学的发展历史;学校心理学的专业教育;学校心理学服务的对象和内容;学校心理学服务机构的设置;学校心理学家的组织管理;学校心理学所面临的主要问题;学校心理学问题的解决。     

出版视阈中的民国时期中国心理学发展史考察——基于民国时期心理学图书的计量分析

中国科学心理学是在20世纪初复杂的社会背景下通过传入西方心理学而建立和发展起来的.在这一过程中,心理学图书的出版和传播起到了重要作用.文章以《民国时期总书目》中收录的心理学图书为研究对象,通过对心理学图书的年出版量、编著与译著的比较、出版数量的地域差异、分支学科的出版特征等四个方面的出版状况进行计量分析,探讨其形成原因和历史背景,试图从出版视角对民国时期科学心理学在中国的发展做微观的历史考察.     

简评〔美〕奥苏伯尔《教育心理学》

在西方资本主义国家,教育心理学教科书的种类繁多。但大多数教科书在体系与内容方面都存在不少难题。许多教育心理学家公开批评教育心理学教科书体系不严,与儿童心理学、普通心理学、人格心理学等邻近学科重复;教育心理学缺乏自己独立的理论体系,它的基本学习理论不能贯串全书;对学生的学习过程和影响学习过程的各种因素之间的相互关系研究不深,揭露带有规律性的知识不多。然而美国著名认知教育心理学家奥苏伯尔(D.P.     

Time as a variable in learning on the World-Wide Web

Research in education, psychology, and neuroscience motivates a hypothesis that learning takes time. Support for the hypothesis was found in four replications of an upper level undergraduate course in which the material and activities for 50% of the topics were delivered over the World-Wide Web. Computer records were correlated with three types of test questions: multiple-choice, short-answer, and open-ended essay questions. Positive and significant correlations with time were observed for 33% of the correlations involving multiple-choice questions, 13% of those involving short-answer questions, and 60% of those involving open-ended essay questions. An estimate of the common underlying correlation, ρ, equal to .35 for the four replications was significant. The data also revealed generally low overall study times and a maladaptive pattern of “cramming” before tests instead of distributing practice. In the Discussion section, we argue that computer study times can be used as a predictor of subsequent test performance, which is a measure of student learning.     

A computer interview language: Programming the on-line interactive computer

Seven computer interview and two disk file commands are executed by a computer program to display multiple-choice questions on a CRT video screen, to record clients’ answers, and to branch to various sets of questions. The program interpreting these commands uses little computer memory and does not require change each time the interview is altered or expanded. It can be written in almost any general-purpose programming language.     

Impression formation of tests: retrospective judgments of performance are higher when easier questions come first

Four experiments are reported on the importance of retrospective judgments of performance (postdictions) on tests. Participants answered general knowledge questions and estimated how many questions they answered correctly. They gave higher postdictions when easy questions preceded difficult questions. This was true when time to answer each question was equalized and constrained, when participants were instructed not to write answers, and when questions were presented in a multiple-choice format. Results are consistent with the notion that first impressions predominate in overall perception of test difficulty.     

Regulation of memory accuracy with multiple answers: the plurality option

We report two experiments that investigated the regulation of memory accuracy with a new regulatory mechanism: the plurality option. This mechanism is closely related to the grain-size option but involves control over the number of alternatives contained in an answer rather than the quantitative boundaries of a single answer. Participants were presented with a slideshow depicting a robbery (Experiment 1) or a murder (Experiment 2), and their memory was tested with five-alternative multiple-choice questions. For each question, participants were asked to generate two answers: a single answer consisting of one alternative and a plural answer consisting of the single answer and two other alternatives. Each answer was rated for confidence (Experiment 1) or for the likelihood of being correct (Experiment 2), and one of the answers was selected for reporting. Results showed that participants used the plurality option to regulate accuracy, selecting single answers when their accuracy and confidence were high, but opting for plural answers when they were low. Although accuracy was higher for selected plural than for selected single answers, the opposite pattern was evident for confidence or likelihood ratings. This dissociation between confidence and accuracy for selected answers was the result of marked overconfidence in single answers coupled with underconfidence in plural answers. We hypothesize that these results can be attributed to overly dichotomous metacognitive beliefs about personal knowledge states that cause subjective confidence to be extreme.     

Naturalizing Ethics: the Biology and Psychology of Moral Agency

Moral agency is a central feature of both religious and secular conceptions of human beings. In this paper I outline a scientific naturalistic model of moral agency making use of current findings and theories in sociobiology,developmental psychology, and social cognitive theory. The model provides answers to four central questions about moral agency: (1) what it is, (2) how it is acquired, (3) how it is put to work, and (4) how it is justified. I suggest that this model can provide religious and secular moral theories with a basis for a common understanding of moral agency.     

POSTFACE: D'UNE ETUDE PSYCHOLOGIQUE A UN PROGRAMME D'ACTION

The joint research program of the four countries is inserted in a more general research perspective: problems of changes in status and roles of women; psychological factors of changes; concepts of status and roles; social and individual gaps; present and future contributions of psychology toward women's conditions. It is pointed out how the research program could give (at least partially) answers to those questions. Some suggestions for subsequent research and action are proposed.     

Using verification feedback to correct errors made on a multiple-choice test

A key educational challenge is how to correct students’ errors and misconceptions so that they do not persist. Simply labelling an answer as correct or incorrect on a short-answer test (verification feedback) does not improve performance on later tests; error correction requires receiving answer feedback. We explored the generality of this conclusion and whether the effectiveness of verification feedback depends on the type of test with which it is paired. We argue that, unlike for short-answer tests, learning whether one's multiple-choice selection is correct or incorrect should help participants narrow down the possible answers and identify specific lures as false. To test this proposition we asked participants to answer a series of general knowledge multiple-choice questions. They received no feedback, answer feedback, or verification feedback, and then took a short-answer test immediately and two days later. Verification feedback was just as effective as answer feedback for maintaining correct answers. Importantly, verification feedback allowed learners to correct more of their errors than did no feedback, although it was not as effective as answer feedback. Overall, verification feedback conveyed information to the learner, which has both practical and theoretical implications.     

Effects of college students' learning styles and gender on their test preparation strategies

This study investigated the effects of approach to studying, gender and type of examination on test preparation strategies. Educational psychology students completed the Approaches to Studying Inventory (Entwistle and Ramsden, 1983) regarding their general learning characteristics, and thus were assigned to four approach groups. Students also answered questions about how they might study for either an essay or a multiple-choice examination. Factor analysis of those items yielded several study strategy subscales. When scores on the time-effort, integration, selection and cognitive monitoring subscales were used as dependent variables in a 4×2×2 (cluster × gender × type of test) MANCOVA, a significant three-way interaction suggested that male and female students using different approaches react differently to multiple-choice or essay tests, and the patterns differ by strategy.     

Permutation analysis of data with multiple binary category choices

In many studies, respondents may mark all answers that apply when responding to a multiple-choice question, i.e., a cafeteria or multiple-response question. One exact and two approximate permutation methods are described to analyze multiple-response questions. The methods provide the probability, under the null hypothesis, that the multiple binary responses do not differ among specified groups.