提取练习在记忆保持与迁移中的优势效应：基于认知负荷理论的解释

提取练习比建构概念图更有利于记忆保持和迁移的研究结果尚存在争议。依据认知负荷的3个成分,设计两个实验探究前期知识水平与策略复杂性对以上两种学习策略有效性的影响。结果表明：(1)前期知识水平的主效应不显著,但是与学习策略之间存在交互作用：在提取练习策略条件下,高前期知识水平的被试与低前期知识水平的被试在记忆保持和迁移上的正确率没有显著差异,但是在建构概念图策略条件下,高前期知识水平的被试在记忆保持和迁移上的正确率显著地高于低前期知识水平的被试;(2)当降低概念图的难度后,被试使用建构部分概念图策略产生的认知负荷与使用提取练习策略相比显著降低,并且其在学习阶段学习到的知识量显著地高于使用提取练习策略的结果,但是在最终测试上,其记忆保持与迁移的正确率与使用提取练习策略并没有显著差异,策略的复杂性增加了学习者的额外负荷,但是对策略有效性的发挥却不具有决定性影响。以上结果说明提取练习策略之所以比建构概念图策略更具优势,不是因为其策略本身更易掌握,而是因为其与建构概念图策略相比不受学习者前期知识水平的影响。这意味着认知负荷理论可以很好地解释提取练习在记忆保持与迁移中产生优势效应的内部机制,并进一步证实提取练习与精细编码不同,具有独特的加工机制。     

Psychosocial Characterization of Physically Abused Children from Low Socioeconomic Households in Comparison to Neglected and Nonmaltreated Children

Research reports on the long-term sequelae of physically abused children have not produced a coherent profile that can be used to identify this population as a distinct diagnostic group. To define the specific combination of symptomatology and personality characteristics of this group, 41 physically abused children, referred by the state Child Protection Officers were interviewed using the Attachment Style Classification Questionnaire, the Children's Depression Inventory, the Trait Anxiety Inventory, and the Child Suicidal Potential Scales. The results were compared with those of 38 neglected children and 35 nonabused, nonneglected children. The physically abused children showed an avoidant attachment style, specific depressive and suicidal symptomatology, high anxiety level, high aggression level, and primitive defense mechanisms. A discriminant data analysis identified 92.8% of the participants in terms of their diagnostic status. Our study suggests that an emotional and behavioural cluster of characteristics may differentiate physically abused children from neglected and nonmaltreated children. This cluster highlights the severity of induced developmental damages in the short and long-term.     

The Ojibwa Vision Quest

Like other Algonkian-speaking groups, the Ojibwa traditionally sought personal relations with guardian spirits whom they encountered in visions, as a rite of passage into status as adults. Visions were sometimes sought as early as age three or four, and were generally accomplished no later than puberty. The procedures for cultivating visions blended practical and ritual elements. The procedures were both explained informally and portrayed in myths and belief-legends. Roheim interpreted vision quests in keeping with Freud's general theory of religion, as evidence of fixated Oedipus complexes; but a pathologizing interpretation is inappropriate. Detailed analyses of both boys' and girls' self-reports readily support diagnoses of healthy genitality, rather than Oedipal fixation. Vision quests are better regarded as manifestations of ego ideals, leading in most cases to improved ego–superego integration.     

Prevalence estimation of school bullying with the Olweus Bully/Victim Questionnaire

The key aim of the present research was to study the “functionality” of two global variables in the Olweus Bully/Victim Questionnaire and to examine the appropriateness of different cutoff points of these variables for prevalence estimation. Several empirical and conceptual analyses strongly attested to the functionality of the two selected variables in terms of construct validity and selected measurement properties. Similarly, a number of analyses indicated that (having been bullied/having bullied other students) “2 or 3 times a month” was a reasonable and useful lower‐bound cutoff point. With this cutoff point, “involved” students, victims, and bullies differed very markedly and in clearly different ways from “non‐involved” students in conceptually related variables. Prevalence estimates derived in this way can be conveniently obtained, have a reasonably well‐defined meaning, can be easily understood by users, and can be reproduced unambiguously by different researchers/administrators and at different times. An important background for the article is the fact that several common methods, including peer nominations, are not well suited for prevalence estimation. Prevalence data for victims, bullies, and bully‐victims are also presented. All data were derived from the New Bergen Project Against Bullying, comprising a sample of 5,171 students from 37 schools in the town community of Bergen, Norway. At the time of the data collection, the spring of 1997, the 2,544 girls and 2,627 boys were in grades 5 through 9, with modal ages of 11 through 15 years. Aggr. Behav. 29:239–268, 2003. © 2003 Wiley‐Liss, Inc.