人格特质与认知能力的关系及其年龄差异

人格是影响认知能力的重要因素, 不同的人格特质与认知能力的关系不同, 人格与认知能力的关系在不同年龄阶段也有所不同。当前的研究主要探讨了人格特质与认知能力之间的关系以及不同人格特质对不同认知能力的影响, 并在不同的年龄阶段进行比较。有关不同人格特质对认知能力的影响结果逐渐清晰, 但现有的研究结果存在很多争议。未来可以在人格的稳定性及其对认知能力的影响、人格对认知能力影响的作用机制及其相关影响因素、跨文化研究和研究范式等方面继续深化, 以获取对该研究问题更科学的研究结论。     

The Construct and Measurement of Peace of Mind

Previous studies have shown that Asian American or Chinese individuals value low-arousal positive affect and a harmonious state of happiness more than European Americans do. However, the affective component of subjective well-being has mostly been defined as the presence of positive affect and the absence of negative affect. This definition emphasizes the importance of hedonic pleasure but fails to include the affect valued in Chinese culture. The present study developed the construct of peace of mind to describe the affective well-being valued in Chinese culture. Peace of mind was defined as an internal state of peacefulness and harmony. To develop a measure to assess peace of mind, three studies were conducted. Study 1 developed the Peace of Mind Scale (PoM), Study 2 established its validity as an affective well-being measure, and Study 3 found that individuals from Chinese cultures score higher on this scale than those from Western cultures. The results indicate that the PoM has good reliability and validity for measuring affective well-being. The cross-cultural validation also found that Taiwanese individuals scored higher on the PoM than European Americans, which provides further evidence of good construct validity of the PoM.     

阻碍效应范式中主题知识对类别学习的影响

三个实验采用阻碍效应研究范式探讨主题知识对类别学习的影响。实验1探讨定义特征维度为机械特征时,主题知识对类别学习的影响;实验2和实验3,通过考察定义特征维度为知识特征时,类别学习中阻碍效应的大小,继续探讨主题知识对类别学习的影响。实验结果发现：（1）当定义特征维度为机械特征时,主题知识的存在没有促进类别学习。这可能因为定义特征维度为机械特征,主题知识难以发现所致;（2）当定义特征维度为知识特征时,类别学习中的阻碍效应消失,证明主题知识的存在促进了类别学习。研究结果再次支持了类别学习不仅仅受到减少归类错误驱动的观点。     

广州青年白领主观幸福感与心理健康的影响因素分析

目的:探究人口学变量、情景性因素和人格特质因素对广州青年白领主观幸福感和心理健康的影响。方法:对广州市政府、企事业单位340名青年白领进行问卷调查。结果:(1)广州青年白领积极人格特质处于中上水平,生活满意度处于中下水平。(2)情景性因素和特质性因素与广州青年白领主观幸福感和心理健康密切相关。(3)阶层回归分析表明,性别、压力知觉、社会支持和乐观是广州青年白领主观幸福感的显著预测变量,而心理健康的显著预测变量是乐观和社会支持。结论:广州青年白领对生活状况不甚满意,但对自我评价积极、乐观向上,对未来充满希望,并且情景性因素和特质因素对广州青年白领的主观幸福感和心理健康有不同的预测作用。     

时间维度在记叙文理解中的作用

采用事件分割范式探讨了中文条件下时间维度在记叙文理解中的作用。实验1在中文条件下重复了Speer和Zacks(2005)年的研究,结果发现读者更多将时间短语所在位置作为分割边界,表明时间转换在情景模型更新中发挥了重要作用。实验2探讨了在没有时间短语条件下读者对文本分割的情况,结果发现读者主要是按照事件单元进行分割;实验3a和3b在文本的事件单元中插入时间短语,形成时间转换与事件转换分离的条件,探讨读者在这种时间转换与事件单元转换不一致的条件下所采用的分割策略,结果表明,读者更多仍然按照事件单元转换进行分割,而且对事件单元转换的依赖强于时间转换,但同时时间短语仍对文本的分割有一定影响。上述结果表明,事件单元作为建构记叙文心理表征的核心单元,时间维度作为事件单元转换的线索,只有在标识事件转换的情况下,才能引发读者情景模型的更新。     

高中生学习力的探索研究

采用自编学习力问卷,对3245名高中生进行问卷调查,以探明高中生学习力的基本结构和特征。结果发现：（1）高中生的学习力可以4个维度表征,即：学习方法运用力、学习态度调控力、学习自控力和提问互惠力。（2）高中生的学习力与学业成绩关联显著,学业成绩优秀的同学具有较高水平的学习力测评得分;在学习力的4个维度上,成绩较差同学的学习力测评得分显著低于优秀与中等同学。（3）高二学生的学习态度调控力测评分显著高于高一学生,女生的提问互惠力测评分显著高于男生。（4）成绩优秀的高二学生学习方法运用力测评分显著高于高一学生,成绩优秀和中等的高二学生的学习态度调控力测评分显著高于高一学生。     

Uniform connectedness and classical gestalt principles of perceptual grouping

We assessed whether uniform connectedness (UC; Palmer & Rock, 1994) operates prior to effects reflecting classical principles of grouping: proximity and similarity. In Experiments 1 and 2, reaction times to discriminate global letters (H vs. E), made up of small circles, were recorded. The small circles were respectively grouped by proximity, similarity of shapes, and by UC. The discrimination of stimuli grouped by similarity was slower than those grouped by proximity, and it was speeded up by the addition of UC. However, the discrimination of stimuli grouped by proxhnity was unaffected by connecting the local elements. In Experiment 3, similar results occurred in a task requiring discrimination of the orientation of grouped elements, except that the discrimination of stimuli grouped by UC was faster than that of those grouped by weak proximity. Experiment 4 further showed that subjects could respond to letters composed of discriminably separate local elements as fast as to those without separated local elements. The results suggest that grouping by similarity of shapes is perceived slower than grouping by UC, but grouping by proximity can be as fast and efficient as that by UC.     

留学经验与艺术创造力

采用两个艺术创造力测量任务比较了中国留学生、德国大学生和中国国内学生的艺术创造力水平。使用共感评价技术作为评判艺术作品创造程度、技术水平等维度的方法。研究发现:(1)在艺术创造力任务中,中国留学生没有表现出比中国国内学生的优势,说明可能多元文化经验对创造力表达的影响是有条件的;(2)德国学生的艺术创造力水平高于中国学生,本结果支持前人研究中有关个人主义文化相对于集体主义文化更有助于创造力表达的相关假设;(3)共感评价技术是艺术创造力研究的有效工具。     

青少年社会认知复杂性与同伴交往的相关分析

社会认知复杂性是描述个体社会认知结构特点的个体差异变量,作为社会认知领域的研究热点,当前却鲜有研究关注它与同伴交往的关系。本研究选取初一至高二234名中学生考察了社会认知复杂性与同伴交往之间的关系,并辅以人际交往能力、学业成就通过结构方程模型进一步探讨了二者之间关联的路径。结果表明：（1）青少年社会认知复杂性与同伴接受、同伴拒绝、人际交往能力、学业成就之间存在显著相关。社会认知复杂性高的学生获得了较多的同伴接纳、较少的同伴拒绝,并具有较高的人际交往能力和学业成就。（2）青少年社会认知复杂性以人际交往能力和学业成就为中介变量间接影响同伴的受欢迎程度。     

Prevalence and psychosocial risk factors associated with internet addiction in a nationally representative sample of college students in Taiwan

The aim of this study was to examine the prevalence of Internet addiction in a nationally representative sample of college students and to identify any associated psychosocial risk factors. The present study was constructed using a cross-sectional design with 3,616 participants. Participants were surveyed during the middle of the spring and fall semesters and recruited from colleges around Taiwan using stratified and cluster random sampling methods. Associations between Internet addiction and psychosocial risk factors were examined using stepwise logistic regression analysis. The prevalence of Internet addiction was found to be 15.3 percent (95 percent confidence interval, 14.1 percent to 16.5 percent). More depressive symptoms, higher positive outcome expectancy of Internet use, higher Internet usage time, lower refusal self-efficacy of Internet use, higher impulsivity, lower satisfaction with academic performance, being male, and insecure attachment style were positively correlated with Internet addiction. The prevalence of Internet addiction among college students in Taiwan was high, and the variables mentioned were independently predictive in the logistic regression analysis. This study can be used as a reference for policy making regarding the design of Internet addiction prevention programs and can also aid in the development of strategies designed to help Internet-addicted college students.