Exploring Gender Wage Disparity in MFT Academic Programs

This study tested whether there was a significant salary difference between women and men working as faculty in Marriage and Family Therapy (MFT) programs within public universities. Additionally, we evaluated whether there were significant differences in academic attributes and how these academic attributes related to gender differences in salary. Results from our Oaxaca decomposition of salary differentials showed academic attributes like the number of peer-reviewed publications and years in academia could be used to explain the $9000 gap found between women and men in our sample of MFT academics. Our results indicated no evidence of salary discrimination against women working as MFT faculty members but showed that women were shown to have significantly less time in academia and to publish significantly fewer peer-reviewed journal articles than men. Implications of the current study findings include developing effective mechanisms for helping women persist in and advance through pathways of MFT academic promotion as well as for helping increase their scholarly productivity.     

共情对大学生亲社会行为的影响:道德推脱和内疚的多重中介作用

为了探讨道德推脱和内疚在共情与大学生亲社会行为间的多重中介作用。研究采用人际反应指针量表、道德推脱问卷、内疚感问卷和亲社会行为倾向量表对1280名大学生进行测量。结果表明:(1)道德推脱在共情与大学生亲社会行为间起中介作用;(2)内疚在共情与大学生亲社会行为间起中介作用。结论表明:共情可以直接影响亲社会行为,也可以通过道德推脱和内疚间接影响亲社会行为。     

青少年元认知、大五人格与学习适应行为的关系

研究试图探讨青少年学习适应行为的认知机制以及大五人格特质在其中所起的作用.采用青少年社会适应行为量表、大五人格简式量表及元认知问卷对广州市985名中学生进行测试.结果表明:(1)学校、年级因素在元认知总分、学习适应行为上均存在显著差异;(2)学习适应行为与元认知、大五人格各维度均存在显著相关;(3)大五人格各特质在元认知与学习适应行为的关系间起到中介作用.     

The foreign-language effect: thinking in a foreign tongue reduces decision biases

Would you make the same decisions in a foreign language as you would in your native tongue? It may be intuitive that people would make the same choices regardless of the language they are using, or that the difficulty of using a foreign language would make decisions less systematic. We discovered, however, that the opposite is true: Using a foreign language reduces decision-making biases. Four experiments show that the framing effect disappears when choices are presented in a foreign tongue. Whereas people were risk averse for gains and risk seeking for losses when choices were presented in their native tongue, they were not influenced by this framing manipulation in a foreign language. Two additional experiments show that using a foreign language reduces loss aversion, increasing the acceptance of both hypothetical and real bets with positive expected value. We propose that these effects arise because a foreign language provides greater cognitive and emotional distance than a native tongue does.     

A tutorial explaining a machine vision model that emulates human performance when it recovers natural 3D scenes from 2D images

This tutorial has two purposes: (i) it provides an example of a computational model that emulates what human beings see in natural environments, and (ii) it explains why, as well as how, each computation can be done.     

Responsibility judgments and responses to people living with AIDS in China: testing an attributional perspective

With one in five individuals in the world living in China, there is an urgent need for HIV prevention and understanding HIV/AIDS stigma in China. This study applies an attributional analysis to Chinese students' responses to AIDS, examining effects of attributions of causal controllability for HIV infection on reactions to people living with HIV/AIDS. Students (n = 309) read one of two scenarios describing an AIDS patient and manipulating controllability of AIDS onset. Controllability of AIDS onset contributed to responsibility judgments, less positive affect, and lower desires to personally interact with the patient. Responsibility judgments predicted interaction wishes directly and indirectly through positive affect. Results provide support for Weiner's interpersonal attributional model. Implications for responses to AIDS in China are discussed.     

Premotor and motor reaction time of educable mentally retarded youths in a Taekwondo program

This study investigated the educational effect of a Taekwondo program on premotor and motor reaction time in high school students who were mentally retarded but educable. Subjects were voluntarily recruited from the Special High School for the Mentally Retarded in Busan, South Korea. Subjects were divided into a trained group (n = 10) and a control group (n = 10) with balanced ages, physical conditions, and IQ. Subjects took part in pretests after practicing a Taekwondo motion 10 times with a signal presented randomly between 2 and 8 sec. after "Ready!" The motion was raising the right knee powerfully enough to crush a pine board. Subjects in the trained group took a Taekwondo course three times a week for 7 mo. This program was designed for the cognitive and physical characteristics of mentally retarded persons. After 7 mo., all subjects underwent posttests like the pretests. A four-channel EMG analyzing device (LAXTHA Inc., 2001) recorded EMG activity. Analysis of co-variance analyzed the difference of mean pre- and posttests for the two groups. For premotor RT, mean performance of the groups showed no significant difference, but significant improvement in mean motor RT by the trained group (p <.01) was noted.     

A comparison of subset selection and analysis of covariance for the adjustment of confounders

Two common methods for adjusting group comparisons for differences in the distribution of confounders, namely analysis of covariance (ANCOVA) and subset selection, are compared using real examples from neuropsychology, theory, and simulations. ANCOVA has potential pitfalls, but the blanket rejection of the method in some areas of empirical psychology is not justified. Assumptions of the methods are reviewed, with issues of selection bias, nonlinearity, and interaction emphasized. Advantages of ANCOVA include better power, improved ability to detect and estimate interactions, and the availability of extensions to deal with measurement error in the covariates. Forms of ANCOVA are advocated that relax the standard assumption of linearity between the outcome and covariates. Specifically, a version of ANCOVA that models the relationship between the covariate and the outcome through cubic spline with fixed knots outperforms other methods in simulations.     

让智慧插上创造的翅膀：创造动力系统的激活及其条件

创造力是一个集个人、团体、社会、文化相互交织的系统, 因此创造力的培养也需要综合考虑。本文在融合以往创造力研究的基础上, 建构了一套系统创造力培养的“蝴蝶理论”, 创造力培养需要抓住核心来统领全局, 同时兼顾创造力培养所需要统筹兼顾的各个部分。动力系统的激活是创造力培养的核心。新颖、适用的创造性成果的产出, 需要社会文化中的个体或团体在创造性心理动力的基础上来完成。创造性心理动力有效的激活则需要一些基本条件, 如在认知层面, 需要具备一定的能力, 如一般认知能力、思维方法的掌握、元认知以及高效的资源整合能力等; 在非智力因素方面, 基本心理需要的满足, 个性心理的健康发展等是创造力得以发挥的必要条件, 推而广之还包括：合理的社会支持、互动以及文化的包容等等。除了理论方面的整合, 本文还从实践的角度分析如何激活学生的动力系统, 重点分析了什么是兴趣以及如何激发个体的兴趣, 因为以兴趣爱好为核心的内部动机是自主性最高的动力来源。本文从理论(创造力培养的蝴蝶理论)与实践(创造力培养的兴趣激发)两个角度为创造力培养提供了支持。     

Fear expression and return of fear following threat instruction with or without direct contingency experience

Prior research showed that mere instructions about the contingency between a conditioned stimulus (CS) and an unconditioned stimulus (US) can generate fear reactions to the CS. Little is known, however, about the extent to which actual CS–US contingency experience adds anything beyond the effect of contingency instructions. Our results extend previous studies on this topic in that it included fear potentiated startle as an additional dependent variable and examined return of fear (ROF) following reinstatement. We observed that CS–US pairings can enhance fear reactions beyond the effect of contingency instructions. Moreover, for all measures of fear, instructions elicited immediate fear reactions that could not be completely overridden by subsequent situational safety information. Finally, ROF following reinstatement for instructed CS+s was unaffected by actual experience. In summary, our results demonstrate the power of contingency instructions and reveal the additional impact of actual experience of CS–US pairings.