结果冲突与作业难度对双重作业绩效的影响

运用单作业和双作业操作探讨结果冲突与作业难度对双重作业绩效的影响。结果表明：（１）信息干扰对双作业操作有着明显的影响。信息干扰越大,结果冲突效应越大,双作业操作绩效越差。（２）作业难度对双作业绩效有明显影响。作业难度越大,双作业操作绩效越差。根据实验结果,本研究提出了双因素假设：信息干扰和资源竞争是影响双作业操作绩效的两个主要因素。     

学习品质训练与小学生人格发展的相关研究

本研究采用自编教材,对１０８名小学五年级学生进行为期一年的学习品质训练,结果表明：开设学习品质训练果,能够改善小学生的学习行为表现,有效地影响小学生人格品质的发展。     

Adjustment Problems and Emerging Personality Characteristics from Early to Late Adolescence

This 6-year longitudinal study extended earlier findings of contextual influences on adolescent adjustment problems by examining relationships between adolescent emotional and behavioral problems and late adolescent personality among more than 400 youths who were followed from 7th grade to the last year of high school. Results suggest that psychological distress and behavioral problems experienced during the adolescent years (7th–10th grades) are significantly related to personality structure during the final year of high school (12th grade). Psychological distress in adolescence was primarily related to the Multidimensional Personality Questionnaire (MPQ) superfactors of negative and positive emotionality, whereas delinquency and substance use problems were primarily related to the MPQ superfactor of constraint. These relationships remained significant even when personality characteristics in 9th grade were taken into account. That is, emotional and behavioral problems predicted change in personality traits during the adolescent years. Moreover, both initial level and change in distress and problem behaviors were predictive of late adolescent or early adult personality. This finding suggests that personality formation is a dynamic process, dependent on the growth or decline, as well as the magnitude of earlier developmental problems. Because earlier research has shown that these developmental problems are affected by both distal and proximal environmental contexts as well as by the formative nature of adolescence, intervention efforts aimed at the reduction of maladjustment and the enhancement of healthy personality development should target early adolescent social contexts. Other theoretical implications of the findings also are discussed.     

小学低年级儿童对友谊关系的认知发展

本研究用日常生活承诺问题的两难故事对小学低年级儿童作个别随访,探查了儿童对友谊关系的认知发展。结果表明,儿童有关社会-道德思维的发展遵循着一定的模式,各发展水平既是连续的,也各有质的特点,从而形成层次等级结构系统。与国外同类研究的发现不同,我国儿童在较低发展水平上已显示出对他人利益的关心和责任感。本研究还对发展中的个别差异作了探讨。     

儿童对物体运动速度的认知发展——4—10岁儿童比较匀速直线运动物体速度的实验(下)

本文是前一同名报告的继续,补充介绍本研究的结果。 本研究的全部实验结果表明:1)儿童对速度的认知是从局部到整体的发展。2)物体运动相对位置对速度认知的影响早于并大于物体运动距离的影响。3)物体运动时间的先后(开始或停止)对速度认知的影响大于物体运动时间长短的影响。4)在儿童速度认知发展中,7、8岁是一个快速发展阶段。5)速度观念的发展是在直观与概念的矛盾运动中进行的。6)10岁左右,儿童形成速度概念的内部条件似已基本具备。     

预测性、语义倾向性对惯用语理解的影响

通过两个移动窗口阅读实验,探讨了不同预测性和语义倾向性的惯用语在不同语境下的阅读时间。实验一发现：倾向字面意义的惯用语在比喻意义语境下有抑制效应;倾向比喻意义的惯用语在字面意义语境下有抑制效应。实验二发现：低预测性惯用语在比喻意义语境下有抑制效应;高预测性惯用语在字面意义语境下有抑制效应。研究结果否认了惯用语已词汇化的观点,支持了结构假说的观点,证明惯用语的理解是一个构造过程。     

African American Children’s Depressive Symptoms: The Prospective Effects of Neighborhood Disorder, Stressful Life Events, and Parenting

The prospective effects of observed neighborhood disorder, stressful life events, and parents’ engagement in inductive reasoning on adolescents’ depressive symptoms were examined using data collected from 777 African American families. Multilevel analyses revealed that stressful life events experienced at age 11 predicted depressive symptoms at age 13. Furthermore, a significant interaction between neighborhood disorder and parents’ engagement in inductive reasoning was found, indicating that parental use of inductive reasoning was a protective factor for depressive symptoms particularly for youths living in highly disordered neighborhoods. The importance of examining correlates of depressive symptoms from a contextual framework, focusing on individuals, families, and neighborhood contexts, is emphasized.     

作为自由的法则：康德与“自律”观念的演绎

作为与纯然实践理性相结合的意志能力,康德的自律观念不仅具有独立于感性偏好的消极意旨,而且更强调确立普遍法则保障平等自由的积极取向,从而展现出独特的思想内涵。同时,在其具有普遍性、形式性特征的定言命令表述中,康德亦基于自律及其表征的人性目的使其呈现出规范性的价值旨趣,此阐释方式乃是回应相关论证以及指责的重要思想资源。此外,该方式还促使自律观念在行动中与道德法则相互契合一致,并通过其对自由的绝对价值以及道德人格理想的彰显,使定言命令论证的有效性得以可能。     

语音记忆和中央执行功能在不同年级儿童解码和语言理解中的作用

选取256名三~六年级儿童, 采用相关分析、结构方程模型等方法考察了语音记忆和中央执行功能在不同年级儿童的解码和语言理解中的作用。结果显示, 在低年级阶段, 语音记忆和刷新对解码存在显著预测作用, 转换和刷新对语言理解存在显著预测作用; 在高年级阶段, 只有刷新对解码保持着稳定的预测作用。这表明, 语音记忆和中央执行功能对儿童的解码和语言理解存在不同的影响, 并且这种影响会随着年级的增长发生变化。     

论民族精神的社会功能

民族精神是民族文化中积极健康价值观的集中表现,对一个民族的存在发展起着至关重要的作用,其社会功能主要体现在构筑民族精神家园、增进民族认同、凝聚民族力量、展示民族形象、推动民族发展等方面.民族精神中所蕴涵的才智精华,是指引和推动各民族甚至人类沿着正确方向前进的重要智慧资源.