Psychometrika - In best linear prediction (BLP), a true test score is predicted by observed item scores and by ancillary test data. If the use of BLP rather than a more direct estimate of a true... 相似文献
In list method directed forgetting, instructing people to forget a studied word list usually results in better recall for
a newly studied list. Sahakyan and Delaney (2003) have suggested that these benefits are due to a change in encoding strategy
that occurs between the study of the first list and the study of the second list. To investigate what might mediate such strategy
change decisions, in two experiments we induced bothforget and remember participants to evaluate their memory performance on the two lists. In Experiment 1, they were asked to explicitly recall
the items from the first list before studying the second list. In Experiment 2, after the study of the first list, the participants
provided a rapid aggregate judgment of learning. Evaluation eliminated the differences between the forget and remember groups
for the second list in both experiments, because the remember group achieved recall levels comparable to those for the forget
group. The role of performance evaluation in mediating directed forgetting benefits is discussed. 相似文献
We examined the reciprocal relations among prosocial behavior, satisfaction of relatedness needs at school, and subjective well-being in school among Chinese elementary school students using a 3-wave longitudinal study with a 6-month interval. A total of 1018 elementary school students (Mage = 9.44 years; 53.90% male) completed a multi-measure questionnaire that tapped the targeted variables at three time points. After controlling for gender, age, and parental educational level, the results revealed that (a) Prosocial behavior, satisfaction of relatedness needs at school, and subjective well-being in school reciprocally facilitated each other directly; (b) prosocial behavior indirectly enhanced subjective well-being in school via satisfaction of relatedness needs at school, and subjective well-being in school indirectly enhanced prosocial behavior via satisfaction of relatedness needs at school. Limitations and practical applications were discussed.