中小学生惯用语理解发展的研究

对惯用语理解的发展 ,是儿童语言发展的重要方面。本研究结果表明 ,在无语境条件下 ,中小学生对惯用语的理解年级差异显著 ,小学生和中学生差异较大 ,而小学和中学各年级内部差异不显著。学生对惯用语是先理解字面意义 ,再理解比喻意义。在有语境条件下 ,不同年级学生对惯用语的理解差异显著 ,惯用语语义倾向性的影响不显著 ,但语境对学生惯用语理解有重要影响 ,高年级学生能更好地利用语境。     

青少年科学创造力测验的编制

基于科学创造力的结构模型、青少年科学创造力的表现及托兰斯的创造性测验,编制了青少年科学创造力测验,并用该测验施测于英国的1087名中学生和中国的1087名中学生,结果表明:(1)《青少年科学创造力测验》具有较高的信度,Cronbachα系数、评分者信度、重测信度均达到心理测验学要求的水平;(2)《青少年科学创造力测验》具有较高的结构效度。     

浅谈我国应用ICD分类存在的问题

国际疾病分类（ICD）是目前国际公认的卫生信息标准分类,但是由于我国的ICD分类工作开展的时间还不是很长,推广还不够广泛和深入,目前我国应用ICD分类还存在很多问题,ICD分类质量有待进一步提高和完善,加强临床医师的ICD分类知识培训和编码人员的专业培训及责任心教育是提高ICD分类质量的重要途径。     

Parents Living with HIV in China: Family Functioning and Quality of Life

In China, HIV shifts the lifestyle of not only parents living with HIV/AIDS, but also their children, partners, and extended families. We examined factors related to the quality of life of parents living with HIV and the relation between family functioning and individual quality of life. Interviews were conducted with a total of 116 parents living with HIV/AIDS. Analyses of variance, Pearson correlations, and multiple regression analyses were performed to examine the relation between family functioning and quality of life. We found a significant association between family functioning and individual quality of life for parents living with HIV. In particular, family sociability had a strong relationship with the quality of life of parents living with HIV. Parents living with HIV from families where both parents are HIV-positive reported a lower level of family sociability than those from families with only one HIV-positive parent. HIV disclosure, family sociability, and number of children per family were found to be significant predictors of overall quality of life for the population. Study findings underscore the importance of developing interventions that improve family functioning for people living with HIV/AIDS in China.     

What Carries a Mediation Process? Configural Analysis of Mediation

Mediation is a process that links a predictor and a criterion via a mediator variable. Mediation can be full or partial. This well-established definition operates at the level of variables even if they are categorical. In this article, two new approaches to the analysis of mediation are proposed. Both of these approaches focus on the analysis of categorical variables. The first involves mediation analysis at the level of configurations instead of variables. Thus, mediation can be incorporated into the arsenal of methods of analysis for person-oriented research. Second, it is proposed that Configural Frequency Analysis (CFA) can be used for both exploration and confirmation of mediation relationships among categorical variables. The implications of using CFA are first that mediation hypotheses can be tested at the level of individual configurations instead of variables. Second, this approach leaves the door open for different types of mediation processes to exist within the same set. Using a data example, it is illustrated that aggregate-level analysis can overlook mediation processes that operate at the level of individual configurations.     

儿童心理折叠能力的发展

本研究主要考察儿童心理折叠能力的发展。结果表明：（１）一般情况下,学生的心理折叠能力随年级（年龄）的上升而提高;（２）智力高的学生的心理折叠能力显著高于常态学生,而且,智力与年级之间存在较强的交互作用说明,智力是影响心理折叠能力发展的主要因素;（３）在本文所涉及的条件下,就总体而言,男生的心理折叠成绩高于女生。但这种性别差异主要不是来自常态组,而来自超常组;（４）不同被试组儿童的心理折叠能力具有不定全一致的发展曲线。     

Cooperative tapping: Time control under different feedback conditions

The same isochronous tone sequence was presented simultaneously to two mutually isolated subjects. In half the trials, accentuation in this sequence was accomplished by doubling the duration of the first and then of every fourth tone; in the other half, by doubling the frequency of those tones. The subjects’ task was to follow the rhythm of the resulting four-tone patterns by finger tapping to tone onsets. There were four auditory feedback (FB) conditions: (1) no FB; (2) FB from the subject’s own motor responses; (3) “alien” FB from the motor responses of the other pair member who, in turn, was listening to FB from his/her own tapping; (4) mutually “crossed” FB, where each pair member listened to FB from the tapping of the other. Tap onsets regularly preceded stimulus onsets. The observed order of the amount of this anticipation (from least to greatest) was: (1) own FB, (2) no FB, (3) alien FB, and (4) crossed FB. No mutual dynamic influence between simultaneously performing subjects was-detected. Anticipation was more pronounced for sequences that were accentuated by frequency rather than by duration changes. The type of accent also influenced timing of intertap intervals in the rhythmic patterns. For the frequency accent, regular timing was produced, whereas for the durational accent, shortening of the second and lengthening of the fourth (the last) intertap interval were observed. The presence and source of feedback as well as the character of accentuation are therefore relevant factors in the timing of auditorally controlled rhythmic motor behavior.     

Direct and indirect effects of action on object classification

We report three experiments in which name verification responses to either objects (Experiments 1 and 2) or hand movements (Experiment 3) were compared with action decisions, where participants verified whether an object is typically used in the way described by a verbal label. In Experiments 1 and 2, we report that action decisions show more consistent and larger effects of the congruency of either a handgrip or a type of movement than do name verification responses, although there was some effect of the congruency of the handgrip on name verification. In Experiment 3, we demonstrate that the congruency of the object being moved affects both action and name verification responses to hand movements. We discuss the]data relative to accounts of how actions and names are accessed by visually presented objects and in relation to work on the information called upon in classification tasks.     

Preschool language exposure and use: A comparison study of dual-language learners and English monolingual children

This study explored the language experiences of dual language learners (DLL; n = 19) and English monolinguals (EM; n = 13) in preschool classrooms where English is the primary language of instruction and many home languages are present. Using the Language ENvironment Analysis™ system as a primary tool, we quantitatively analysed an average of 34 hours of recordings collected over 5–8 days for each participating child (M_age = 52 months) in six classrooms. Results showed that, during a typical preschool day, DLLs spoke as much as EMs but received less adult talk overall and had more 5-min segments with zero adult–child conversations than their EM peers. Follow-up analyses revealed that teachers generally talked less when children initiated the conversations than when adults initiated the conversations, and this pattern was particularly evident for DLLs. Study implications and future research are discussed.     

Roles of cognitive load and self-relevance during emotional information searching on decision-making

Older adults have been found to favor positive stimuli over negative stimuli; further, developing a negative preference may be a cognitively demanding process. In the present study, we focused on the joint effects task self-relevance and cognitive load have on older adults' emotional information preferences when performing decision-making. To examine this, we used multi-attribute decision tasks and process-tracing procedure to measure their searching process. The study composed of a 2 (age: young/old) × 2 (cognitive load: load/non-load) × 3 (attribute valence: positive/neutral/negative) × 3 (task self-relevance: high/medium/low) mixed design. Sixty-one young adults and 62 older adults viewed 5 (alternatives) × 5 (attributes) decision matrices that contained positive, negative, and neutral information, with the total views and mean time spent viewing each different valence (positive, negative, and neutral information) set as dependent variables. The results indicated that both young and old adults have no emotional information preference in regard to self-relevance. When under no cognitive load, both positive and negative information were viewed more than neutral information; however, under cognitive load, preference for negative information decreased; this effect size was more robust in older adults. There was also a main effect of self-relevance on total views and mean checking time, with attributes concerning higher self-relevance tasks being more likely to attract attention. Older adults exhibited a consistent hedonic focus, even in highly self-relevant contexts; however, this effect disappeared under cognitive load. Overall, the findings suggest that cognitive resources play an important role in emotional information processing during decision processes.