Parent Involvement in School Conceptualizing Multiple Dimensions and Their Relations with Family and Demographic Risk Factors

Parent involvement (PI) in school is associated with more positive academic performance and social competence in children. However, there are inadequacies in current measures of PI and a need for a better understanding of predictors of PI. In this study, measures were obtained from a normative sample of 387 children in kindergarten and first grade from high-risk neighborhoods in 4 different sites. First, a confirmatory factor analysis of a theoretical factor model of PI identified 6 reliable multiple-reporter PI factors: Parent–Teacher Contact, Parent Involvement at School, Quality of Parent–Teacher Relationship, Teacher's Perception of the Parent, Parent Involvement at Home, and Parent Endorsement of School. Next, the relations among 3 specific family and demographic risk factors—parental education level, maternal depression, and single-parent status—and these 6 PI factors were examined using path analyses in structural equation modeling. Results indicated that the 3 risk factors were differentially associated with the 6 PI factors: Parental education was significantly associated with 4 PI outcomes, maternal depression was significantly associated with 5 PI outcomes, and single-parent status was significantly associated with 3 PI outcomes. No significant ethnic group differences between African American and Caucasian families were found in these relations.     

国内二十三省市在校青少年思惟发展的研究

本研究的对象为初一、初三和高二学生。研究结果如下: 1.在校青少年思惟发展的年龄特点是:形式逻辑思惟在初一阶段开始占优势,到高二阶段已趋基本成熟;辩证逻辑思惟在初一阶段已初步具备,到高二阶段开始占优势。 2.在校青少年思惟发展的性别特点是:男女生思惟发展水平在总体上是一致的,但各有其特色。不能认为男优女劣或女优男劣。 3.不同类型学校在校青少年思惟发展水平上存在着差异。     

立体深度知觉恒常性的研究

本实验研究在六米以内的观察距离上测定了立体深度知觉的恒常性程度,并试用布伦斯维克比率计算了立体常性程度。结果发现,在六米以内不排除辐合、调节为有效的距离线索的条件下,对三种不同的客体深度进行观察其知觉深度保持恒常。立体深度知觉常性也可以用布伦斯维克比率计算其恒常性程度。     

60年代以后苏联心理学对自我意识问题的研究述略

本文概要介绍了60年代以后,特别是80年代以来苏联心理学对自我意识的研究。这些研究主要有四个方面:1.自我意识的实质、地位和发展因素;2.自我意识的结构;3.自我意识的发生;4.对西方自我意识研究的态度。作者认为,苏联心理学对自我意识的研究始终坚持了唯物主义传统;苏联对自我意识的研究70年代以后达到一个新的水平,但仍有很多问题没解决;苏联心理学者近期十分注意西方学者对自我意识的研究,但在研究的广度、实验技术和已积累的资料等方面,距西方仍有一定距离。     

心理测量数据的灰色统计处理

1982年我国邓聚龙教授创立灰色系统理论,本文将灰色系统中的理论应用于心理测量,给出一种心理测量数据处理的灰色统计方法。     

同一学习中海马不同区的习得性长时程突触增强的形成

本研究探查大鼠分辨学习中海马齿状回(DG)和CA_3区突触效应的变化及其相互关系,以探讨同一学习中海马不同区突触可塑性变化的特点及其相互关系,进一步论证习得性长时程增强(LTP)是学习和记忆的神经基础。发现:(1)穿通纤维的单个刺激可在DG和CA_3同时记录到潜伏期、峰值和波形各异的群体峰电位(PS);在一定范围内PS随刺激强度的增加而增大,但DG的PS增大程度比CA_3的小;据此,检测刺激的强度应选在该范围内。(2)随着行为训练,DG和CA_3区的突触传递同时产生LTP,两者LTP的发展是显著正相关关系(P<0.01),PS峰值同时达到最高水平,且先于分辨反应达学会标准,首次表明在同一学习中大鼠海马的DG和CA_3的习得性LTP是同时产生的。本研究还表明,在慢性实验下同时记录和分析行为学习中海马两个区突触效应的变化及其相互关系是可能的,这给从神经环路角度研究学习和记忆的突触机制提供了有用的模型。     

Humane reproduction

Discusses social, economic, and humane considerations in population control. Mental health aspects of controlled fertility are considered in relation to the family's psychosocial and material resources, the effects of reproduction on the individual the family, and community, and the advantages and disadvantages of controlled reproduction. A distinction between family planning and population control is outlined. It is suggested that there is hardly a single more effective tool for preventing psychological disorders than the prevention of unwanted pregnancies. Analyses of educational and medical services and methods of birth control are presented. A comprehensive neighborhood health station, which would consolidate these services, is suggested. It is concluded that humane programs of reproduction would lead to a reconciliation of biological drives with a responsible concern for the quality of life.     

彩色电视记忆肤色宽容度的实验研究

一、前 言 在彩电的色再现中,有关肤色宽容度的问题,早在五十年代初就被人们注意了。观众对再现的肤色的评价是凭他们的记忆或印象来评定的。人们对一些常见物体的颜色特别是肤色的记忆,又往往带有一定的倾向性。因此,所谓记忆肤色往往也就是优选肤色或喜     

基因芯片技术的出现及对生命科学发展的影响

对于复杂的生命系统,基因芯片技术以一种综合、全面、系统的观点来研究生命现象,打破了以往“一种疾病一个基因”的研究模式,它充分利用了生命科学、信息学等当今带头科学的成果,已成为后基因组时代生命科学研究强有力的工具。随着基因芯片技术的出现, 白质芯片等类似新技术也相继发明,生命科学研究的思维方式正经历一场深刻的改革,同时加速了生物信息、基因工业时代的到来。     

The treatment of socially oriented underachievers: A case study

Socially oriented underachievers are students who work for the rewards of social interaction rather than for those of academic achievement. A case report is presented which outlines the treatment of a socially oriented underachiever. The successful treatment employed behavior modification techniques and consisted, essentially, of rewarding the entire class for academic improvement shown by the underachiever.