Does contingency awareness mediate the influence of emotional learning on the cueing of visual attention?

Previous research has indicated that conditioning depends on contingency awareness (CA). However, we argue that these studies have examined this issue under methodological conditions that might be insensitive to associative learning without CA. In the present study we examined the effect of an experimental manipulation of CA on attentive processing of classically conditioned stimuli, which is sensitive to associative learning with and without CA. We found that aversive conditioning with additional contingency instructions modulated visual attention, in the sense that the conditioned cues captured and held attention more strongly than the non-conditioned cues. Surprisingly, conditioning under conditions of restricted CA yielded a response pattern that was different from that under full CA. These findings suggest that conditioning with full and restricted CA can lead to qualitatively different effects on attention.     

The Interpersonal Basis of Stereotype-Relevant Self-Views

ABSTRACT Recent research examining the interpersonal basis of self-stereotyping is considered from the perspective of Cognitive–Affective Personality System (CAPS) theory. The reviewed work shows that individuals tend to see themselves in a stereotypic manner when interacting with someone who engenders affiliative motivation and is thought to hold stereotypic views of their group. Evidence suggesting that this context-dependent self-stereotyping is extended temporally through future psychologically similar interactions and the invocation of significant others thought to endorse stereotypes is also discussed. These findings and the theoretical framework that stimulated them strongly resonate with the notion of if … then contingencies of the self articulated in CAPS theory. The implications of each viewpoint for the other are discussed.     

比较应用题的问题表征策略研究

采用2×2×4三因素混合实验设计,对不同年级学生解比较应用题过程中的各种指标进行分析,结果表明:学生解比较应用题时的问题表征策略存在显著的年级差异;数学成绩优生、差生存在不同的问题表征策略;题目呈现方式对学生的问题表征策略有显著影响。     

大学生的国家科技成就刻板印象

利用信号检测论的方法对130名大学生的国家科技成就刻板印象进行研究。结果发现,被试对中国近现代及当代科技成就判断标准的自然对数值显著高于对中国古代、美国近现代及当代科技成就判断标准的自然对数值(p<0.001),同时,被试对中国古代、美国近现代及当代科技成就的判断标准自然对数值没有显著差异(p>0.05),从而证明了大学生群体中明显存在着国家科技成就刻板印象。进一步的含义表明,大学生对中国古代科技成就依然保持绝对的自信,对中国近现代及当代科技成就的自卑并没有显著改变。在被试对2005年中国科技竞争力在全球的排名进行估计时,高估的人数显著多于低估的人数(p<0.001),从而表明,大学生对中国当前及未来科技成就的自信心开始建立。     

大中学生对悲伤与愉快面孔区分的特征比较

采用面孔识别研究范式和事件相关电位方法,研究初中生、高中生和大学生三个年龄段被试情绪面孔加工特征。研究发现,在刺激呈现后的550~800ms,三个年龄段被试均产生悲伤效应,悲伤面孔引发的LPC波幅大于愉快面孔引发的LPC波幅,三个年龄段的悲伤效应脑区分布大致相同,表明三个年龄段情绪面孔加工有着类似的神经机制。进一步比较三个年龄段悲伤面孔引发的ERPs发现,在刺激呈现后的200~550ms,悲伤面孔的加工产生年龄效应。年龄段越低的被试N2波幅越大,年龄段越高的被试P3波幅越大。这一结果提示,随着年龄的增长,青少年大脑高级功能的发育日趋成熟。     

反刍思维对大学生社交焦虑的影响:孤独感的中介作用

为研究孤独感在反刍思维与大学生社交焦虑间的中介作用。研究选取617名大学生为研究对象,采用反刍思维量表、孤独感量表和社会交往焦虑量表对被试进行测量。结果表明:(1)反刍思维和孤独感分别可以显著正向预测社交焦虑;(2)反刍思维可以正向预测孤独感;(3)孤独感在反刍思维与大学生社交焦虑间起中介作用。结论:反刍思维可以直接影响社交焦虑,也可以通过孤独感间接影响社交焦虑。     

Investigating the myth of the relationship between teaching and research in higher education: A review of empirical research

Despite the widespread belief in a positive influence of research on education, the empirical evidence is lacking (Hattie and Marsh 1996). Several authors have questioned the appropriateness of the operationalisation of both aspects of the relation between teaching and research. This article takes a closer look at the research questions in empirical studies on the nexus between teaching and research and examines the used variables and their measurement techniques. The study reveals that the used variables and their operationalisation are diverse as well as limited. There is for example a diversity in the investigated population, the level of analysis (individual faculty, department, institutions), the nature of the institutions investigated or the questionnaires used. The operationalisation of both teaching and research is limited. Student learning or the way research is integrated into teaching are virtually absent and the measurement of research is mostly confined to the quantity of the research output. This calls for a more systematic research agenda in which student learning is investigated along with more fine grained measures of teaching and in which the relation of these two indicators and the research proficiency of faculty are looked at.     

外向性与快乐感相关变量的关系

该研究的目的是考察外向性对快乐感的直接和间接影响,建立外向性与快乐感相关变量的结构模型。对342名被试施测中国外向性量表、社会交往量表、社会支持量表、应对方式量表和情感量表,运用结构方程模型对数据进行拟合。结果显示：外向性不仅直接影响快乐感,还通过社会交往、社会支持、应对方式对快乐感给予间接影响。最后讨论了外向性人格特点与快乐感相关变量的关系。     

数学成绩与代数应用题分类结果的相关研究

以初中代数应用题为材料,探讨了不同年级学生对代数应用题的分类结果与数学成绩的关系。结果表明：不同年级学生对代数应用题分类结果差异显著;数学成绩优生与数学成绩差生对代数应用题分类结果差异显著。