我国改革开放以来三个快速经济增长周期模式和成因的对比分析

改革开放三十年来,我国经济经历了三个快速增长周期,即1981年至1985年的"硬扩张"周期、1992年至1996年的"软着陆"周期、2003年至2007年的"软扩张"周期。虽然这三个经济周期的持续时间基本相同,但处于我国经济增长的不同阶段,因此周期模式、形成原因和影响机制各不相同。这三个经济周期不仅构筑了我国增长型经济长波的主体区位,而且为我国经济长期稳定增长打下了坚实基础,同时为我国宏观经济调控和市场经济体制建设提供了宝贵的经验。     

强迫症的脑功能障碍

近期,对强迫症(OCD)的现象学解释强调了病人在特定情境下错误识别和情绪与动机功能的异常加工。来自神经解剖、神经生理以及近期神经心理和功能成像等的相关研究证据显示：OCD病人眶额皮层（OFC）、前扣带回皮层（ACC）的过度激活可能会导致错误识别功能和对行为结果预期的情绪与动机评价增高;背外侧前额皮层(DLPC)的活动减弱损害了对信息加工的认知整合能力。以上这些皮层信号在控制行为活动程序的尾状核进行整合。OCD病人的强迫性观念和行为可能由这些结构相关的神经网络中一个或多个环节的功能障碍所致     

广西中小学儿童受欺负现象调查研究

运用自编问卷在广西5所中小学选取792名中小学儿童进行调查,考察中小学儿童在学校和家庭中受同学、老师和家长欺负的比率及受欺负方式的特点。结果发现:1、中小学中存在普遍的受欺负现象,随着年龄的增长,儿童受欺负的比率呈下降趋势;但受教师和家长欺负到初中后反而呈上升趋势。2、儿童易受同伴的直接言语欺负;男生比女生易受同学直接身体欺负。3、儿童易受家长的直接言语欺负;小学阶段男生比女生易受家长的间接欺负;初中阶段女生比男生易受家长的直接身体欺负。4、教师对儿童较多使用间接欺负和直接身体欺负。小学阶段男生比女生易受教师的直接言语欺负;初中阶段男生比女生易受教师的直接身体欺负。     

Putting the “We” Into Well‐being: Using Collectivism‐Themed Measures of Well‐Being Attenuates Well‐being's Association With Individualism

Studies repeatedly have documented that societal well‐being is associated with individualism. Most of these studies, however, have conceptualized/measured well‐being as individual life satisfaction—a type of well‐being that originates in Western research traditions. Drawing from the latest research on interdependent happiness and on family well‐being, we posit that people across cultures pursue different types of well‐being, and test whether more collectivism‐themed types of well‐being that originate in Confucian traditions also are associated with individualism. Based on data collected from 2,036 participants across 12 countries, we find support for the association between individual life satisfaction and individualism at the societal level, but show that well‐being's association with individualism is attenuated when some collectivism‐themed measures of well‐being are considered. Our article advances knowledge on the flourishing of societies by suggesting that individualism may not always be strongly linked with societal well‐being. Implications for public policies are signaled.     

A Polytomous Model of Cognitive Diagnostic Assessment for Graded Data

Pursuing the line of the difference models in IRT (Thissen &; Steinberg, 1986 Thissen, D., &; Steinberg, L. (1986). A taxonomy of item response models. Psychometrika, 51:567–577. doi:10.1007/BF02295596.[Crossref], [Web of Science ®] , [Google Scholar]), this article proposed a new cognitive diagnostic model for graded/polytomous data based on the deterministic input, noisy, and gate (Haertel, 1989 Haertel, E. H. (1989). Using restricted latent class models to map the skill structure of achievement items. Journal of Educational Measurement, 26, 333–352. doi:10.1111/j.1745-3984.1989.tb00336.x.[Crossref], [Web of Science ®] , [Google Scholar]; Junker &; Sijtsma, 2001 Junker, B. W., &; Sijtsma, K. (2001). Cognitive assessment models with few assumptions, and connections with nonparametric item response theory. Applied Psychological Measurement, 25, 258–272. doi:10.1177/01466210122032064.[Crossref], [Web of Science ®] , [Google Scholar]), which is named the DINA model for graded data (DINA-GD). We investigated the performance of a full Bayesian estimation of the proposed model. In the simulation, the classification accuracy and item recovery for the DINA-GD model were investigated. The results indicated that the proposed model had acceptable examinees' correct attribute classification rate and item parameter recovery. In addition, a real-data example was used to illustrate the application of this new model with the graded data or polytomously scored items.     

The role of planning in different mathematical skills

Despite the fact that planning has been found to be a significant predictor of reading (particularly of reading comprehension), much less is known about its contribution to mathematics. The purpose of this study was to examine the role of two levels of planning (operation planning and action planning) in three mathematical skills (calculation fluency, math problem-solving, and math reasoning). Eighty Grade 2 children from Shanghai, China were assessed on measures of nonverbal cognitive ability (nonverbal matrices), working memory (digit span backwards and N-back), operation planning (matching numbers, planned codes, and planned search), action planning (crack the code), and mathematics (calculation fluency, math problem-solving, and math reasoning). The results of regression analyses showed that both levels of planning accounted for unique variance in mathematics over and above the effects of nonverbal cognitive ability and working memory. The effects of action planning were particularly strong in math problem-solving. These findings suggest that measures of planning could be used along with measures of working memory to detect children at-risk for mathematics disabilities and that intervention programmes targeting planning could be developed to boost children's mathematics performance.     

创造性的公众观的调查研究（Ⅰ）——关于高创造性者的特征

本研究采用凋查分析的方法,在预调查的基础上,编制问卷对创造性的公众观进行了调查研究,结果发现：1．公众认为高创造性者的特征主要涉及认知和人格两个方面。2．公众对高创造性者的特征的认识与专家的认识存在广泛一致,但在广度,深度和具体项目的重要性上存在不少差异。3．不同教育程度的公众对高创造性者的特征的认识总体差异显著．4．公众的性别,年龄,教育程度对高创造性者的特征的认识的某些方面影响显著或非常显著。     

Self‐esteem and culture: Differences in cognitive self‐evaluations or affective self‐regard?

Although people from East Asian countries consistently report lower self-esteem than do those from Western countries, the origins of this difference are unclear. We conducted two studies to illuminate this issue. Study 1 found that Chinese participants appraised themselves less positively than American participants on a cognitive measure of self-evaluations, but cultural differences were absent on a measure of affective self-regard. Moreover, cultural differences in global self-esteem were eliminated once cognitive self-evaluations were statistically controlled. Study 2 found that cultural differences in modesty underlie cultural differences in cognitive self-evaluations. These findings suggest that Chinese feel as positively toward themselves as Americans do, but are less inclined to evaluate themselves in an excessively positive manner.