儿童状态社会创造性的跨文化研究:基于中美文化的比较

从中国和美国中部地区选取小学儿童236人,采用状态社会创造性开放问卷和教师领导方式结构式问卷考察了儿童状态社会创造性的文化差异及其与教师领导方式的关系。结果表明:(1)总体上,美国儿童在社会性问题解决中表现出较强的流畅性和变通性等创造性思维品质,但中国儿童表现出较强的适当性、有效性和冒险性等社会适应和人格状态;(2)状态社会创造性总体上存在着国别与年级之间的交互作用,美国的四年级儿童状态社会创造性得分显著高于五年级儿童;(3)教师领导方式的各个维度均不存在显著的预测作用。中美儿童的状态社会创造性既有相似之处又有不同之处。     

Keeping an “I” on PRIDE: Measuring Imitation in Parent-Child Interaction Therapy

In parent–child interaction therapy (PCIT), therapists encourage parents to imitate child behaviors in order to convey approval of the child’s actions and promote the development of linguistic and social–cognitive skills. However, the Dyadic Parent-Child Interaction Coding System (DPICS-IV), used to measure skills taught during PCIT, does not include guidelines for coding parent–child imitation, making it difficult to determine how PCIT affects it. The current study addresses this problem by developing guidelines for coding imitation, which were then used to code DPICS-IV segments from 58 Mexican American families that participated in a past clinical trial. Results suggest that these coding guidelines can be used to reliably measure parent and child imitation. A series of additional analyses supported the construct validity of the codes. Specifically, there was a trend for parent imitation, but not child imitation, to increase more from pre–post treatment in PCIT relative to treatment as usual. In addition, parents who imitate their children were found to have children who imitate them more in return. Finally, improvement in parent imitation, but not child imitation, was significantly related to a decrease in child behavior problems. Further study is needed to determine the optimal frequency of imitation, and findings suggest that additional attention to coaching imitation may be warranted.     

Cognitive ability,academic achievement and academic self‐concept: Extending the internal/external frame of reference model

Background. Marsh's internal/external (I/E) frame of reference model depicts the relationship between achievement and self‐concept in specific academic domains. Few efforts have been made to examine concurrent relationships among cognitive ability, achievement, and academic self‐concept (ASC) within an I/E model framework. Aim. To simultaneously examine the influences of domain‐specific cognitive ability and grades on domain self‐concept in an extended I/E model, including the indirect effect of domain‐specific cognitive ability on domain self‐concept via grades. Sample. Tenth grade respondents (628 male, 452 female) to a national adolescent survey conducted in Taiwan. Method. Respondents completed surveys designed to measure maths and verbal aptitudes. Data on Maths and Chinese class grades and self‐concepts were also collected. Results. Statistically significant and positive path coefficients were found between cognitive ability and self‐concept in the same domain (direct effect) and between these two constructs via grades (indirect effect). The cross‐domain effects of either ability or grades on ASC were negatively significant. Conclusions. Taiwanese 10th graders tend to evaluate their ASCs based on a mix of ability and achievement, with achievement as a mediator exceeding ability as a predictor. In addition, the cross‐domain effects suggest that Taiwanese students are likely to view Maths and verbal abilities and achievements as distinctly different.     

Assessing the effects of audiovisual semantic congruency on the perception of a bistable figure

Bistable figures provide a fascinating window through which to explore human visual awareness. Here we demonstrate for the first time that the semantic context provided by a background auditory soundtrack (the voice of a young or old female) can modulate an observer's predominant percept while watching the bistable "my wife or my mother-in-law" figure (Experiment 1). The possibility of a response-bias account-that participants simply reported the percept that happened to be congruent with the soundtrack that they were listening to-was excluded in Experiment 2. We further demonstrate that this crossmodal semantic effect was additive with the manipulation of participants' visual fixation (Experiment 3), while it interacted with participants' voluntary attention (Experiment 4). These results indicate that audiovisual semantic congruency constrains the visual processing that gives rise to the conscious perception of bistable visual figures. Crossmodal semantic context therefore provides an important mechanism contributing to the emergence of visual awareness.     

Benefitting from a different perspective: The effect of a complementary matching of psychological distance and habitual perspective on emotion regulation

Psychological distance in terms of its purpose as a psychological adjustment is currently not well understood. Some researchers claim that psychological distance serves as an emotion regulator, while others argue that psychological distance has the reverse effect, leading to cognitive avoidance and rumination. To elucidate upon this discrepancy, we propose that a complementary matching of psychological distance to one's habitual psychological distance perspective may lead to better emotion regulation when compared to the original perspective (i.e. fixing on either psychological immersion or distance). This study hypothesizes that a complementary matching of psychological distance to one's habitual perspective generally leads to better emotion regulation; specifically, individuals with high avoidant attachment, who habitually distance themselves from their experiences, may benefit from psychological immersion, while individuals with high anxious attachment, who habitually immerse themselves in their experiences, may benefit from psychological distancing. A total of 83 participants completed measures of adult attachment orientations; read a conflict scenario, triggering their attachment systems; and then rewrote that scenario using designated pronouns, thereby employing psychological immersion or psychological distance. Participants in the self‐immersed condition were asked to write from the first‐person perspective, whereas those in the self‐distancing condition were asked to write from the third‐person perspective. The results support our hypothesis of a complementary matching of psychological distance and habitual perspective.     

The Impact of Publicity and Subsequent Intervention in Recruitment Advertising on Job Searching Freshmen's Attraction to an Organization and Job Pursuit Intention

This study investigates the impacts of publicity exposure and recruiting advertisement sequence on freshmen's job search attraction to organizations and their job decisions. The current research uses a two‐factor experiment design, publicity (positive vs. negative) and recruiting ads (detailed vs. general), and recruits 415 undergraduates (seniors are the majority). Results indicate that negative publicity has greater effect on applicant attraction than positive publicity. The perceived truthfulness of sequential intervening recruiting advertisement rules the reaction to job ad, then further impacts on organizational attractiveness and job pursuit intention. With negative publicity exposure, higher specificity of recruiting advertisement has more significant mitigation effects than lower specificity. This work discusses implications and directions for future research.