数学学习困难初中生的记忆广度特点

记忆广度包括短时记忆广度和工作记忆广度,为揭示数学学习困难学生认知缺损特点,筛选103名初中生（平均年龄12.57岁）,比较数学困难学生（49名）与数学优秀学生（54名）的记忆广度差异,通过词语系列任务、阅读广度任务以及倒背数字任务,分别测查了短时记忆、言语工作记忆以及数字工作记忆。结果发现,数困组与优秀组的学生在词语系列任务中没有显著差异（t＝-1.59, p>.05）,在阅读广度任务中,具有显著差异（t＝-2.38, p<.05）,在倒背数字任务中具有极其显著的差异（t＝-4.69, p<.01）。阅读广度和倒背数字之间具有显著相关(r=.24, p<.05),词语系列任务与阅读广度(r=.19, p>.05)和倒背数字任务(r=.05, p>.05)之间不存在显著相关。研究表明,在具有干扰情况的任务更能有效预测数学成绩,数学学习困难的认知缺损主要是对抗干扰的能力不足,而非简单的短时记忆广度。     

元记忆监测研究综述

元记忆监测是元记忆能力的重要部分,元记忆监测能力是元记忆能力的关键。近年来元记忆监测引起越来越多人的研究兴趣,这种研究兴趣渗透到心理学的不同领域,如记忆心理学、认知神经心理学和社会心理学等。本文探讨了元记忆监测的含义、类型、机制理论和研究方法,也指出了存在的问题并进行了展望。     

The relationship between Facebook and the well-being of undergraduate college students

We investigated how Facebook use and attitudes relate to self-esteem and college adjustment, and expected to find a positive relationship between Facebook and social adjustment, and a negative relationship between Facebook, self-esteem, and emotional adjustment. We examined these relationships in first-year and upper-class students and expected to find differences between the groups. Seventy undergraduate students completed Facebook measures (time, number of friends, emotional and social connection to Facebook), the Rosenberg Self-Esteem Scale, and the Student Adaptation to College Scale. First-year students had a stronger emotional connection to and spent more time on Facebook while they reported fewer friends than upper-class students did. The groups did not differ in the adjustment scores. The number of Facebook friends potentially hinders academic adjustment, and spending a lot of time on Facebook is related to low self-esteem. The number of Facebook friends was negatively associated with emotional and academic adjustment among first-year students but positively related to social adjustment and attachment to institution among upper-class students. The results suggest that the relationship becomes positive later in college life when students use Facebook effectively to connect socially with their peers. Lastly, the number of Facebook friends and not the time spent on Facebook predicted college adjustment, suggesting the value of studying further the notion of Facebook friends.     

Communication technology: Pros and cons of constant connection to work

We examined the relationship between employees' attitudes related to communication technology (CT) flexibility, communication technology (CT) use, work-to-life conflict and work satisfaction. Based on data obtained from 193 employees, CT flexibility predicted more CT use. Further, CT use was associated not only with increased work satisfaction, but also with higher levels of work-to-life conflict. Finally, work-to-life conflict negatively predicted work satisfaction. Our findings point toward various trade-offs associated with CT use.     

Parent training in nonviolent resistance for adult entitled dependence

"Adult entitled dependence" is a condition characterized by the extreme dependence of grown children on their family and by levels of dysfunction, seemingly excessive in light of their apparent capacity to function. The family and the dependent adult become involved in an interaction in which the very attempts to alleviate the problem may aggravate it. Parent-training in nonviolent resistance (NVR) is an intervention that has been shown to be helpful to parents of behaviorally disturbed youth. Parent training in NVR offers parents means to shift away from a stance of helplessness toward realistic goals that are accomplishable without the collaboration of their offspring. We report on the parents of 27 entitled dependent grown children who participated in parent training in NVR. Additionally, we present 2 detailed case studies that exemplify the problem and the therapeutic process. Before treatment, the dependent adults were not working or studying, drew heavily on parental services (financial or otherwise), and were resistant to parental attempts to change the situation. Most parents succeeded in overcoming their helplessness and reducing the provision of parental services. In a considerable proportion of cases, the grown children started working or studying or moved to independent lodgings.     

Together, slowly but surely: the role of social interaction and feedback on the build-up of benefit in collective decision-making

That objective reference is necessary for formation of reliable beliefs about the external world is almost axiomatic. However, Condorcet (1785) suggested that purely subjective information--if shared and combined via social interaction--is enough for accurate understanding of the external world. We asked if social interaction and objective reference contribute differently to the formation and build-up of collective perceptual beliefs. In three experiments, dyads made individual and collective perceptual decisions in a two-interval, forced-choice, visual search task. In Experiment 1, participants negotiated their collective decisions with each other verbally and received feedback about accuracy at the end of each trial. In Experiment 2, feedback was not given. In Experiment 3, communication was not allowed but feedback was provided. Social interaction (Experiments 1 and 2 vs. 3) resulted in a significant collective benefit in perceptual decisions. When feedback was not available a collective benefit was not initially obtained but emerged through practice to the extent that in the second half of the experiments, collective benefits obtained with (Experiment 1) and without (Experiment 2) feedback were robust and statistically indistinguishable. Taken together, this work demonstrates that social interaction was necessary for build-up of reliable collaborative benefit, whereas objective reference only accelerated the process but--given enough opportunity for practice--was not necessary for building up successful cooperation.     

Does Positive Perception of Oneself Boost Learning Motivation and Performance?

We examine whether core self‐evaluations (CSEs) affect learning motivation and performance beyond individual‐level established predictors of general mental ability and conscientiousness. Based on self‐regulation theories, we develop and test a process model, whereby learning motivation mediates the effects of CSE on performance. We also compare the explanatory value of single and multidimensional models of learning motivation. Using a longitudinal design and data from 631 students, we provide support for the proposed model, indicating the usefulness of CSE as another important, indirect predictor of performance in a learning setting via multiple dimensions of learning motivation: self‐efficacy, goal setting, and goal commitment. The results also indicate the superiority of the multidimensional model of learning motivation over the unidimensional model of learning motivation as a mediator. We conclude with the discussion of theoretical and practical implications of this finding for management education.     

Emotional Intelligence in Personnel Selection: Applicant reactions,criterion, and incremental validity

In two studies, based on four samples and more than 600 participants, the authors examined applicant reactions, criterion and incremental validity, and differential prediction of emotional intelligence (EI) in personnel selection using the Mayer–Salovey–Caruso Emotional Intelligence Test. The first study examined applicant reactions in terms of face validity and fairness evaluation of the EI test. The second study examined across three samples (salespeople, front‐desk public employees, and hospital chief executive officers) the criterion validity, incremental validity, and differential prediction of EI. Results suggest that the EI test is perceived as a fair selection tool, and is predictive of performance. The EI test has incremental validity over cognitive abilities and personality (big five) when predicting subjective and objective performance criteria. Based on these results, the authors encourage further research on the use of EI in selection settings.     

The Sentient Reflexivity of Buddha Nature:Metaphorizing Tathagatagarbha

佛性或如来藏(梵文tathagatagarbha)是佛教哲学体系和教义里一个具争议的核心内容.自古以来,“谁或什么具有佛性”、“佛性是怎样显现的”,以及“佛性在佛教解脱论里起到怎样的作用”等问题在佛教实践中及佛学研讨里是一系列持续的论题.本文作者基于自己对佛教文献的解读希望表达三个有关佛性的论点.首先,佛性与其所谓的反面“众生”(sentience)是不分离的.第二,佛性不是一样具型的东西,或是某个过去的或隐藏的精神状态,而是一个当下的、持续的生命神识状态.第三,佛性在经文里是一类使用隐喻和譬喻的启发式(heuristic)辩术方式,其目的是激起佛教徒或任何对佛家哲学思想有兴致的人对自身的生命状态进行内在视觉上的观想作用.