课堂情境中学生竞争对其成就归因和成就行为的影响

本研究把成就归因区分为倾向性成就归因和情境性成就归因两种类型,并分别检验了在课堂情境中学生之间的竞争对二者以及对成就行为的影响。被试是80名初中一年级学生。结果表明,(1)竞争对学生的倾向性成就归因没有明显影响,而显著地影响着学生的情境性成就归因;(2)竞争对学生随后成就行为没有明显影响;(3)倾向性成就归因对学生的成就行为的影响是显著的,但是它的这种影响却是间接发挥作用的。     

ACHIEVEMENT MOTIVATION OF WOMEN: EFFECTS OF ACHIEVEMENT AND AFFILIATION AROUSAL

Alternative propositions to female achievement motivation theory were investigated in this study. The subjects were 139 Brazilian women selected from a pool of 619 female college students previously classified by levels of achievement (Ach) and affiliative (Aff) needs. The subjects were assigned to three experimental conditions-neutral, affiliation arousal, and achievement arousal—and wrote stories that were analyzed by a projective measure (MPAM). A significant Achievement Level × Treatment Interaction revealed that achievement arousal increased the Ach scores of High Ach subjects but did not affect the scores of Low Ach subjects. Level of affiliative tendencies did not affect these results. Contrary to some of the speculations, achievement arousal did not inhibit the scores of High Ach-High Aff women. Overall, affiliation arousal did not produce the expected effects. However, within the affiliation-arousal condition, High Aff subjects obtained significantly higher scores than Low Aff subjects.     

SEX ROLE STEREOTYPING,ABILITY AND PERFORMANCE: PRIOR RESEARCH AND NEW DIRECTIONS1

Although there is a reasonable body of research pointing up the negative impact of sex role stereotypical thinking on selection decisions, limited attention has been paid to the impact of such thinking on the perceived and actual performance of women in management. Among the suggested new research avenues are the ways in which sex role stereotypical thinking impacts on organizational factors, such as through differential placement, tokenism and supervisory bias, so as to impair on-the-job performance. Furthermore, it is argued that the relationship between power and political behavior and effective managerial performance needs examination, with particular emphasis on the way in which sex role stereotypical thinking may limit a woman manager's opportunity to acquire or utilize work-related power acquisition behaviors.     

呈现方式、自我效能感和成就动机对FOK判断影响的研究

以英汉配对词为实验材料探讨了呈现方式、自我效能感和成就动机对ＦＯＫ判断（Ｆｅｅｌｉｎｇ ｏｆ Ｋｎｏｗｉｎｇ）的影响,被试是１４４名大学生。实验结果表明：（１）呈现方式、自我效能感和成就动机均显著影响ＦＯＫ判断等级的高低和判断的准确性;（２）自我效能感和成就动机在影响ＦＤＫ判断方面有显著的交互作用,成就动机对ＦＤＫ判断的作用受自我效能感影响;（３）被试的回忆成绩、再认成绩和ＦＤＫ判断准确性之间均有显著的正相关,表明客体记忆与无记忆之间有较密切的联系。     

THE EFFECTS OF PARTICIPATION AND GOAL DIFFICULTY ON PERFORMANCE

Previous research comparing the effects of assigned versus participatively set goals on performance were essentially tests of the null hypothesis in that goal difficulty level was not systematically manipulated. The present laboratory study investigated the effects of assigned versus participatively set goals, and the effects of varying goal difficulty level on an arithmetic task. Eighty-six college students were assigned to either a participative goal condition or one of three assigned goal conditions. In two of the assigned goal conditions participants were assigned goals equal to those set in the participative condition, the difference being that individuals in one group were assigned goals at random and those in the other group were assigned goals on the basis of their premeasure scores. Participants in the third assigned goal condition were randomly assigned a goal in the top quartile of the goals set participatively. As hypothesized, individuals with hard assigned goals had higher performance than peers with lower goals set in a participative manner. Contrary to modern organizational theory, individuals with participatively set goals did not have higher performance than those with assigned goals of equal difficulty. Personality traits were not found to moderate the effects of goal setting on performance.     

目标取向和工作经验对绩效的效应

通过两个样本调查,对目标取向和工作经验量表进行了结构检验,并探讨了目标取向和工作经验对个体绩效的效应模式。结果表明：学习目标取向和工作经验定性成份与绩效间存在中等程度相关;在控制了人口统计学变量的效应后,学习目标取向对绩效具有显著的预测效应;工作经验定性成份与绩效间的关系受到学习目标取向缓冲,在学习目标取向低分组,工作经验定性成份对个体绩效更具预测力     

有关开设思维能力训练课程对中学生智能水平影响的实验研究

本实验探讨思维能力训练课程对于中学生(初一和高一)智能的影响。实验历时三个月,12课时。结果表明:中学生在掌握了一定的思维策略后,能够在较短的时间内提高其智能水平;在一定的范围内思维能力训练效果是可以迁移的;性别、年龄差异对训练效果没有显著影响;学生原有的智能水平与训练效果之间存在着交互作用。     

照度和对比度对于视觉显示终端视觉功能的影响

本研究试图通过视觉显示终端的视觉功能研究,了解图象在荧光屏上的亮度对比度、荧光屏照度以及不同光源对于视觉功能的作用。图象在荧光屏上的亮度对比是影响阅读速度的重要因素,同时,荧光屏照度增加时,阅读速度降低。为了提高工作效率,可以提高图象在荧光屏上的亮度对比,也可以降低荧光屏照度。我们似乎可以推荐合适的荧光屏照度为50—200Lux。这时水平工作面照度是70—340Lux。     

成就目标与任务投入的关系

采用实验室实验的方法,探讨了不同的任务阶段成就目标对任务投入的影响。将被试随机分配至掌握目标组或成绩目标组,考察两组被试在任务前、中、后三个阶段的任务投入水平,及相关动机变量的情况。研究结果表明,成就目标对任务投入的作用差异主要体现在任务结束之后,成绩目标组对尚未完成的实验任务的继续投入明显少于掌握目标组,并且成绩目标组在实验过程中较少体验到愉悦感,对实验任务的内在兴趣也较低。     

工作记忆与领域知识在个体认知行为中的作用

新近研究表明,工作记忆和领域知识在个体认知行为上起了积极的作用,对二者关系的研究有三种观点：一是强调工作记忆或领域知识在认知行为中的单独作用;二是综合考察二者在个体认知行为中的不同作用;三是建立模型,阐述工作记忆和领域知识在认知行为中的作用。最后针对当前有关此方面的研究,探讨有关工作记忆和领域知识作用研究的发展趋势。     

EFFECTS OF DELEGATED CHOICE ON PERFORMANCE

The delegation process has not been subjected to adequate scientific examination. This study examines the effects of delegated choice over scheduling of activities (ordering of events) and over selection of goals (degree of challenge). Subjects made financial predictions based upon accounting data as input. Prediction accuracy was the dependent measure. Interestingly, under some conditions, delegation of choice over scheduling activities backfired. There were initial positive effects, however, from delegating choice over the selection of goals. Clearly the aspect of the task being delegated appears important. One cannot assume allowing others choice over some aspects of the task will be associated with positive outcomes.     

AN INVESTIGATION OF THE RELATIONSHIP OF SEX AND SEX ROLE TO THE ABILITY TO DECODE NONVERBAL CUES

This paper reports an investigation of the ability to decode nonverbal cues. Past studies of decoding have often tested for differences in ability between males and females. Results do not consistently favor the ability of one sex over the other, but, when differences do appear, they indicate greater sensitivity for females. Researchers in the area of sex differences in human communication emphasize that variability may be related to sex roles. With regard to nonverbal sensitivity, researchers have suggested that femininity may be associated with better nonverbal decoding because of practice gained in traditionally feminine occupations. It has also been reasoned that certain traits, such as submissiveness and expressiveness, are linked to both femininity and nonverbal sensitivity. The present study investigates the relationship of sex, sex role, and nonverbal sensitivity. Whereas female sex was found to be positively associated with nonverbal ability, femininity was negatively related. Several interpretations of this surprising result are offered.     

THE EFFECTS OF TRAINING IN CRAWLING ON THE MOTOR AND MENTAL DEVELOPMENT OF INFANTS

LAGERSPETZ, K., NYGÅHD, M. & STRANDVIK, C. The effects of training in crawling on the motor and mental development of infants. Scand. J. Psychol. , 1971 12, 192–197.–Eleven infants under the age of 1 year were trained in creeping for 15 minutes daily for 3 weeks, while 11 children, who served as controls, spent the corresponding times with the experimenters without training. The experimental group learned to creep significantly earlier, and transfer effects on other locomotor development were observed. Even effects on factors other than motor developmental were obtained. A training experiment with a pair of monozygotic twins is also reported.     

场依存性对于程序教学与常规教学的效果的影响

本实验研究了场依存性对于程序教学与常规教学效果的影响。结果表明,对于场独立性的学生来说,程序教学与常规教学效果之间的差异并不显著;但随着场独立性水平的降低与学习内容困难程度的增大,程序教学的效果逐渐显著地超过常规教学的效果。     

THE EFFECTS OF HAIR COLOR AND COSMETIC USE ON PERCEPTIONS OF A FEMALE'S ABILITY

This experiment examined whether a female applicant's hair color and use of cosmetics might affect perceptions of her ability for a professional position. One hundred thirty six college students reviewed the identical professional resume of a female applicant for the position of a staff accountant. Attached to the resume was a photograph of the stimulus female applicant either wearing or not wearing cosmetics and depicted with brunette, red, or blonde hair color. The results demonstrated significant main effects of both hair color and cosmetic use. Specifically, the applicant was rated more capable and was assigned a higher salary both when depicted with brunette hair color and when depicted without cosmetics. There were no interactions between hair color and cosmetic use. The findings demonstrate that biases regarding personal appearance may affect judgments about a female applicant's ability.     

EFFECTS OF CONTINGENCY CONTRACTING ON STUDY RATE AND TEST PERFORMANCE1

A contingency contracting program designed to increase study rate and subsequent test performance was implemented with a group of undergraduate psychology students. The function of the contingency contracting program in producing increased study rate was evaluated by individual experiments with each student in an experimental contracting group. The overall effect of the program on test performance was assessed by comparing the final scores for the course earned by the experimental group with those earned by two matched control groups. A reversal procedure established that contingency contracting did significantly increase the study rate of students of a wide range of ability. However, it was selectively effective in improving the test performance of below-average students only. Study rate gains in contracted courses did not generalize to noncontracted courses. Self-recording of study time in the absence of scheduled differential consequences did not improve test performance. Study rate under no-consequence conditions varied with test schedule. For both consequence and no-consequence groups, the correlation between study time and final score for the course was only moderate.     

正面要求与改错两种练习方式对小学生算术成绩的影响

我們知道,通过綜习才能牢固地掌握知識,形成基本技能并逐步灵活运用。在学生的实际练习活动中,对同样难度的练习內容,提出不同要求,对巩固和熟练所学习的知識会起到不同的效果。因此,从练习本身来說,怎样能更好地启发学生的积极思維,通过练习收到良好的学习效果,乃是改进教学的一个重要方面,也是实际教学中一个迫切需要解决     

THE EFFECTS OF ON-SITE CHILD CARE ON EMPLOYEE ATTITUDES AND PERFORMANCE

Using a quasi-experimental posttest design, this study compared supervisor perceptions of performance and absenteeism and employee attitudes of 155 child care center users and waiting list employees. Although child care was not related to supervisor views of performance or absenteeism, employees were more likely to receive favorable appraisals if absenteeism was low. Child care had greatest impact on females and employees without a family buffer. Child care positively influenced users' attitudes toward managing work and child care responsibilities, and views on the attractiveness and administration of benefits. The greater the use of care across all dependents, the more favorable the attitudes. A "frustration effect" occurred involving the lowering of waiting list employees' perceptions of the attractiveness and fairness of child care. The study suggests that child care benefits are more likely to significantly effect employee attitudes and membership behaviors such as recruitment and retention than performance or absenteeism.     

SIDE EFFECTS OF THERAPEUTIC PUNISHMENT ON ACADEMIC PERFORMANCE AND EYE CONTACT

The effects of therapeutic punishment delivered following inappropriate behavior on the academic responding and eye-to-face contact of 2 persons with developmental handicaps was examined using a counterbalanced alternating treatment design. Each subject was sequentially taught by two therapists each day. While one of the therapists taught the subject, the second therapist stood in close proximity directly behind the subject. During baseline, neither therapist delivered punishment following inappropriate behavior. During the treatment condition, one of the therapists delivered all punishment regardless of whether she was teaching or standing behind the subject. The therapist who delivered all punishment for 1 subject did not deliver any punishment for the other subject. During the last condition, the therapist delivering all punishment was reversed for 1 of the subjects. The results indicated that the task being taught was mastered by each subject only when the therapist delivering punishment was teaching. Data collected also indicated that each subject made more eye-to-face contact when the therapist delivering all punishment was teaching. Although neither therapist had to deliver punishers often, punishment had to be administered less often when the therapist teaching the subject was also the therapist delivering punishment.     

ITEM BIAS INDICES BASED ON TOTAL TEST SCORE AND JOB PERFORMANCE ESTIMATES OF ABILITY

Researchers (e.g., Ironson, 1982; Tenopyr, 1990) have suggested that item bias investigators equate subgroups on external criteria such as job performance rather than total test scores before considering subgroup passing rates on test items. In a study comparing these two approaches to studies of item bias, we found little evidence of bias using total test score as the estimate of overall examinee ability, but nearly all items were biased in comparisons of white and African-American subgroups on Numerical, Verbal, and Mechanical Reasoning tests and in male-female comparisons on a Mechanical Reasoning test when job performance was used to select "equally able" examinees. However, the use of job performance as the ability index is analogous to performance-based approaches to test bias (Hartigan & Wigdor, 1989; Thorndike, 1971) and directly equivalent to the Darlington (1971) and Cole (1973) test bias definition, the logical inconsistencies of which have been previously described (Hunter & Schmidt, 1976; Peterson & Novick, 1976). We conclude that performance matching as a basis of forming "equal ability" groups is inappropriate.