幼儿好奇心结构教师评价模型验证性因子分析

在参考已有文献和进行开放式问卷调查的基础上,编制幼儿好奇心教师评定问卷,并以此问卷调查了929名幼儿,运用探索性因子分析和验证性因子分析方法探讨幼儿好奇心结构教师评价模型,结果表明,教师评价幼儿好奇心时存在一个由好问、喜欢摆弄、敏感、关注未知、探索持久、好奇体验以及反应性和探究的主动性等因子构成的三阶结构。     

网络游戏成瘾者的内隐攻击性研究

本研究通过IAT对网络游戏成瘾者的内隐攻击性进行了研究。研究表明:(1)与非网络游戏成瘾者相比,网络游戏成瘾者持有自我攻击性信念和对攻击性的更为积极的内隐态度;(2)网络游戏成瘾者与非网络游戏成瘾者在外显攻击性上没有表现出显著差异。     

神人论:俄罗斯白银时代宗教哲学的人学主题

俄罗斯宗教哲学家站在现代哲学的立场上重新诠释“神人论”这一传统基督教人学理论,在重建神、人与世界三者的内在关联的基础上,揭示了神人论的理论基础和现实意义。神人论的核心是“肯定神性”与“否定神性”的统一,人的精神实在性之确证就在于人性中内在蕴含着神性,即神人的两位一体是人存在的本质规定。只有在“绝对存在”的宗教形而上学基础上,人才可以自由的意识、反思神的原则,同时又保持与神的内在同一关联。内在精神世界中人与神的绝对同一为人的生活提供了绝对意义和永恒价值,是人所追求的本真生存方式。神人论是俄罗斯白银时代宗教哲学的人学主题和理论基础,也是宗教哲学家为完善传统形而上学所作的努力。     

中学生SCL-90评定结果分析及其常模的建立

随机抽取厦门市10所中学5251名中学生为样本,对SCL-90进行项目分析、信度和效度检验,并运用验证性因素分析探讨该量表结构的适合性;建立厦门市中学生SCL-90的性别与初高中常模并与已有的常模作跨时间和地域的比较。结果表明:SCL-90的同质性信度为0.97,分半信度为0.94,一阶和二阶验证性因素分析的各指标均有较为理想的拟合;有59.0%的中学生存在各种轻微的不良心理反应,有16.1%的中学生存在各种明显的心理症状,这些心理症状主要表现为敌对、强迫、人际关系敏感、抑郁、偏执和焦虑并存在不同程度的性别和年级差异;SCL-90的评定结果存在时段和地域差异,持续时间和强度是该量表使用和结果解释的关键。     

《青少年心理健康素质调查表》自我分量表的编制

理论上建构了心理健康素质自我结构模型,依此模型编制了心理健康素质自我量表。以武汉市的青少年为样本(N=390),初步获得信度与效度指标。自我认知、自我评价和自我调控3个二级结构的α系数分别为0.81、0.76和0.59。验证性因素分析的结果初步支持本研究所提出的自我的三级结构模型。     

汉语语音的语义作用研究

本研究采用语音中介语义启动的实验任务,考察了语音表征在语义激活中的作用。实验一发现,在频率较高的词的加工中没有发现语音中介语义启动效应;在频率较低的词的加工中得到了语音中介语义启动效应,但是这种中介启动效应与直接的语义启动效应有显著差异。实验二进一步考察了当声旁读音与整字语音一致时,整字语音在语义通达中的作用,结果发现:不论是高频字还是低频字,语音中介启动对目标词的加工都有促进效应,并且高频条件下,语音中介启动效应与直接的语义启动效应没有显著差异。     

华人社会中的自谦初探

通过对典籍的梳理初步探讨了华人社会中自谦的内涵、实质和运作模式。自谦可能包涵“守弱处柔”、“卑己尊人”、“恭允克让”和“恭敬有实”四个方面。自谦的实质涉及“和合”、“远耻”、“隐显”;自谦包括“功利性”和“真诚性”两个因素,体现在“淡泊超脱—刻意功利”与“直率真诚—婉转伪饰”两个维度上。以这两个维度为基础的“谦礼”、“谦敬”、“谦卑”和“谦忍”可能是华人社会自谦的主要运作模式。     

监狱基层男性警察情绪劳动调查分析报告

目的了解广州市监狱基层男性警察的情绪劳动状况。方法采用随机抽样法对100名监狱基层男性警察进行问卷调查。结果表明①监狱基层男性警察的情绪劳动表现策略在受教育程度上无显著差异;②26～30岁监狱基层男性警察使用表面表现的频率比较多;③在职位方面,干事使用深层表现的频率比一般管理警察的高;④警龄长和已婚的监狱基层男性警察运用自然表现的频率比高。结论监狱基层男性警察在情绪劳动表现策略中最经常使用的自然表现,其次是深层表现,最后是表面表现。     

Early maturation of frequency-following responses to voice pitch in infants with normal hearing

Neural plasticity of pitch processing mechanisms at the human brainstem, as reflected by the scalp-recorded frequency-following response (FFR) to voice pitch, has been reported for normal-hearing adults. Characteristics and maturation of such a response during the first year of life have remained unclear. The purpose of this study was to examine the characteristics of FFR to voice pitch in normal-hearing infants and to make a direct comparison with adults using the same stimulus and recording parameters. 9 infants and 9 adults were recruited. A Chinese monosyllable that mimics the English vowel /i/ with a rising pitch was used to elicit the FFR to voice pitch. The results demonstrated that infant FFRs showed slightly larger Pitch Strength but comparable Frequency Error, Slope Error, and Tracking Accuracy to those obtained from adults. Early maturation of FFRs was also observed in the infants starting from 1 to 3 mo. of age.     

Effects of Material Emotional Valence on the Time Course of Massive Repetition Priming

Learning through repetition is a fundamental form and also an effective method of language learning critical for achieving proficient and automatic language use. Massive repetition priming as a common research paradigm taps into the dynamic processes involved in repetition learning. Research with this paradigm has so far used only emotionally neutral materials and ignored emotional factors, which seems inappropriate given the well-documented impact of emotion on cognitive processing. The present study used massive repetition priming to investigate whether the emotional valence of learning materials affects implicit language learning. Participants read a list of Chinese words and made speeded perceptual judgments about the spatial configuration of the two characters in a word. Each word was repeated 15 times in the whole learning session. There were three types of words, negative, positive, or neutral in their emotional valence, presented in separate blocks. Although similar levels of asymptotic performance were reached for different valence conditions showing comparable total effects of learning, learning of the positive words was found to be associated with fewer plateaus of shorter durations and to reach saturation earlier, compared with neutral and negative words. The results showed for the first time that the emotional valence of learning materials has significant effects on the time course of learning so that positive materials are learned faster and more efficiently, relative to negative and neutral materials. The study indicates the importance to explicitly consider the role of emotional factors in implicit language learning research.