刷新功能对汉语口吃者语音编码的影响

该研究采用双任务实验范式比较了口吃者和非口吃者在色点位置刷新任务的同时重复双声词和叠韵词的反应时和口吃频率。结果表明,口吃者和非口吃者加工叠韵词比加工双声词均需要更多的刷新功能。研究结果支持了口吃的"内在修正假说",对口吃的诊断和治疗有重要的启示。     

Adapting to an initial self-regulatory task cancels the ego depletion effect

The resource-based model of self-regulation provides a pessimistic view of self-regulation that people are destined to lose their self-control after having engaged in any act of self-regulation because these acts deplete the limited resource that people need for successful self-regulation. The cognitive control theory, however, offers an alternative explanation and suggests that the depletion effect reflects switch costs between different cognitive control processes recruited to deal with demanding tasks. This account implies that the depletion effect will not occur once people have had the opportunity to adapt to the self-regulatory task initially engaged in. Consistent with this idea, the present study showed that engaging in a demanding task led to performance deficits on a subsequent self-regulatory task (i.e. the depletion effect) only when the initial demanding task was relatively short but not when it was long enough for participants to adapt. Our results were unrelated to self-efficacy, mood, and motivation.     

The Reciprocal Relations Between Teachers’ Perceptions of Children's Behavior Problems and Teacher–Child Relationships in the First Preschool Year

To examine the reciprocal relations between teacher–child relationships and children's behavior problems, the authors analyzed cross-lagged longitudinal data on teacher–child relationships and children's internalizing and externalizing problems using a structural equation modeling approach. The homeroom teachers of 105 first-year preschoolers aged 2–3 years filled in the Student–Teacher Relationship Scale and the Child Behavior Checklist/2–3, first at 3 months after the children's preschool entrance and then at the end of the first preschool year. Results showed significant cross-wave reciprocal relations between externalizing problems and teacher–child conflict and significant cross-wave relation from early internalizing problems to later teacher–child conflict. However, the cross-wave associations between internalizing and externalizing problems and teacher–child closeness were not significant.     

Chinese Children's Relationships with Mothers During the Transition to Nursery Care: Changes and Associations with Later Growth in Social Competence

Based on a longitudinal sample of 115 Chinese children, the present study examined changes in mother–child relationships (closeness and conflict) during the transition to nursery care and how these relationships were associated with later growth in children's social competence. The results did not indicate significant changes in mother–child relationships at the mean level but revealed significant individual variations in such changes. These variations were associated negatively with mother–child relationships at 3 months after nursery entry. Social competence showed positive linear growth across the nursery and junior kindergarten years, and significant individual variations in such growth. Initial conflict in mother–child relationships at 3 months after nursery entry positively predicted later growth in social competence. In contrast, initial social competence did not significantly predict changes over time in mother–child relationships. Findings are discussed in terms of how to help children navigate the transition to nursery care and develop their social competence.     

表象测量方法述评

表象测量在训练领域广泛应用,也是训练成败的关键环节.表象测量方法可分为口头报告纸笔法、实验操作法,以及神经科学技术共三种方法.其中纸笔报告法以量表测量为主,包括Betts量表、视觉表象清晰度量表及其修订版和运动表象清晰度量表及其修订版;实验操作法以心理旋转为基本范式;神经科学技术主要以经颅磁刺激和功能磁共振成像为主,测量多种表象过程中不同脑区兴奋性.三者各有优劣,均有待提高和改进.     

简单情绪感染及其研究困境

个体之间实现情绪聚合的过程称为情绪感染。其中通过自动同步模仿他人表情、言语、姿势和行为并实现情绪聚合的无意识倾向称为简单情绪感染。近年来简单情绪感染的发生机制得到了大量行为实验和脑科学研究的支持。然而由于其“无意识”、“同步”、“自动”发生的特点, 以及研究者长久的争论与界定不清, 使得该领域研究面临不少困境。为了厘清这些困境, 在梳理有关研究的基础上, 总结了简单情绪感染的社会影响因素, 分析了简单情绪感染在概念界定、测量方式、依赖线索等方面的问题, 并尝试给出可行性建议。今后研究应当采用更先进的技术手段及范式展开, 并结合新近研究成果对简单情绪感染的机制理论进行更新。     

汶川地震三年半后中学生的感恩对创伤后成长的影响：社会支持的中介作用

采用感恩问卷、社会支持问卷和创伤后成长问卷对汶川地震三年半后的376名中学生进行调查,考察其感恩与社会支持对创伤后成长的影响,并检验社会支持在感恩与创伤后成长之间的中介作用。结果发现：（1）灾后中学生的创伤后成长水平较高,其中自我觉知的改变与人际体验的改变水平高于生命价值观的改变水平,女生人际体验的改变水平高于男生,初一学生的创伤后成长水平相对低于高年级学生;（2）感恩和社会支持可显著地正向预测创伤后成长;（3）社会支持在感恩与创伤后成长之间起着部分中介作用。这表明,汶川地震三年半后中学生的感恩可以直接正向预测创伤后成长,也可通过社会支持正向影响创伤后成长。     

空气污染的不良效应及理论模型:环境心理学的视角

空气污染的不良效应不仅限于生理健康损害,还涉及认知功能、情绪和行为等多方面的消极影响。针对空气污染不良效应的形成机制,以往研究提出了环境应激模型和社会-环境交互模型,这些理论模型强调空气污染的不良效应不仅涉及污染的直接暴露程度,也取决于个体的身心状况以及他对空气污染的主观评价。基于以往研究的不足,尤其是环境心理学介入空气污染研究的可行性,未来研究可着眼于改进空气污染的心理学研究方法,开展空气污染的环境应激和风险感知研究。     

父母婚姻质量对青少年行为的影响:父母教养能力感的中介作用

以160个家庭中的父亲和母亲为被试,采用问卷法,由父亲和母亲分别报告自己感知的婚姻质量、教养能力感、青少年的亲社会和问题行为,以探讨父母婚姻质量对青少年亲社会、问题行为的影响,并检验教养能力满意度和效能感的中介作用。结果发现:(1)父亲和母亲报告的婚姻质量越好,青少年表现出的亲社会行为越多,问题行为越少;(2)父亲的教养能力满意度在父亲报告的婚姻质量与青少年问题行为的关系中具有部分中介作用;(3)母亲的教养能力效能感在母亲婚姻质量对青少年亲社会、问题行为的影响中起部分中介作用;另外,母亲的教养能力满意度在母亲婚姻质量和青少年问题行为之间的中介效应为边缘显著。     

The influence of visual mental imagery size on metamemory accuracy in judgment of learning

Many studies have found the font size of to-be-remembered words has a significant influence on judgments of learning (JOLs). However, few studies have investigated whether JOLs are affected by the mental imagery size of to-be-remembered words, even when the font sizes themselves are kept identical in study materials. This study investigated whether the visual mental imagery size influences the participants’ JOLs and what the underlying mechanisms are. In Experiments 1 and 2, participants learned words with identical font sizes, mentally generated large or small imageries and then made JOLs. We found that JOLs under the large imagery condition were significantly higher than those under the small imagery condition, but actual recall performance exhibited no significant difference. In Experiment 3, participants pressed a button immediately after mental imagery generation and showed that it took significantly longer to generate large imageries than to generate small imageries, and the difference in JOLs between two conditions was no longer significant. In Experiment 4, we used a questionnaire to investigate the contribution of beliefs and found that participants believed large imageries were easier to remember. These findings indicate that imagery size has a significant impact on JOLs, in which beliefs may play a leading role.