树立正确的荣辱观加强福建省道教界的自身建设

荣辱观是人们对荣辱的基本看法,是善恶、是非、美丑等价值观念在一个时代的具体体现,也是人们行为和自律的标尺。古人云:不知荣辱,乃不能成人。一个人只有知荣而为之,知辱而不为,才能自觉地约束自己的言行。因此,树立正确的荣辱观,是人的立身之本。当前,随着改革开放和社会主义     

中学生学习策略的结构与使用特点

本文采用修订的中学生学习策略量表,系统考察了初一到高三1341名中学生学习策略的使用情况。结果表明:①本次修订的中学生学习策略量表具有良好的信度和效度,划分为认知策略、元认知策略和资源管理策略的结构合理;②中学生在认知策略、元认知策略和资源管理策略的使用上有随年级增长而下降的趋势,在资源管理策略上女生得分明显高于男生;③时间管理策略、努力策略和支持寻求策略对初中生的学习成绩有正向预测作用,调节策略和努力策略对高中生的学习成绩有正向预测作用,而支持寻求策略有负向预测作用。     

视觉搜索左右视野靶时脑两半球加工特点

研究视觉分别搜索在左右视野靶时,脑两侧前额叶视觉加工的机制。14名有偿被试参加实验。实验任务是从正圆中所存在的垂直方向的箭头,搜索出水平方向箭头,并判断箭头方向。靶所在左右视野经过镜面处理完全对应。结果发现当靶出现约220ms后左右两侧脑区ERP出现分叉点,靶对侧与靶同侧的前脑区相比有非常显著的负向电位活动,对侧和同侧的N2延续40-80ms。分析认为靶对侧前额脑区N2负向活动增强是注意的等级提高,聚焦点收窄,使所要加工的靶在主效应脑区(靶视野对侧脑区)“跃显”出来,在得到正反馈诱导的同时,也得到更多的资源,靶同侧脑区N2可能与中断或阻止其他无关信息的涌入有关。     

进化认知心理学的模块说

该文介绍了进化认知心理学中的一个主流观点———模块说。模块说认为心理由各相互独立的、解决特定任务的模块组成。进化认知心理学的研究历史悠久,很多著名研究者都对此做出了巨大的贡献。该文结合各种例子,阐述了进化心理学的模块说以及其迅速、高效但并非精确无误等特点,同时也结合例子阐明了社会认知领域的心理模块。     

小学语文和数学教师课堂信息加工能力的研究

本研究采用小学语文和数学视频教学录象为实验材料,以小学语文和数学教师为研究对象,运用反应时测量法探讨小学语文和数学教师对不同类型课堂信息的加工速度和辨别能力。研究结果表明:小学语文和数学教师处理课堂背景信息方面采用了相似的策略,忽略与课堂教学无关信息;语文和数学教师在处理课堂信息方面表现出明显的学科差异,语文教师更注重课堂活动的组织与课堂气氛的调节,数学教师强调学科内容教学本身的精确性;小学语文教师处理课堂活动信息的加工速度显著快于数学教师。本研究的结论对小学教师培训有一定的启示。     

Shared and distinct factors driving attention and temporal processing across modalities

In addition to the classic finding that “sounds are judged longer than lights,” the timing of auditory stimuli is often more precise and accurate than is the timing of visual stimuli. In cognitive models of temporal processing, these modality differences are explained by positing that auditory stimuli more automatically capture and hold attention, more efficiently closing an attentional switch that allows the accumulation of pulses marking the passage of time (Penney, Gibbon, & Meck, 2000). However, attention is a multifaceted construct, and there has been little attempt to determine which aspects of attention may be related to modality effects. We used visual and auditory versions of the Continuous Temporal Expectancy Task (CTET; O'Connell et al., 2009) a timing task previously linked to behavioral and electrophysiological measures of mind-wandering and attention lapses, and tested participants with or without the presence of a video distractor. Performance in the auditory condition was generally superior to that in the visual condition, replicating standard results in the timing literature. The auditory modality was also less affected by declines in sustained attention indexed by declines in performance over time. In contrast, distraction had an equivalent impact on performance in the two modalities. Analysis of individual differences in performance revealed further differences between the two modalities: Poor performance in the auditory condition was primarily related to boredom whereas poor performance in the visual condition was primarily related to distractibility. These results suggest that: 1) challenges to different aspects of attention reveal both modality-specific and nonspecific effects on temporal processing, and 2) different factors drive individual differences when testing across modalities.     

The Career Adapt-Abilities Scale in Macau: Psychometric characteristics and construct validity

The purpose of the study was to determine if the CAAS could be used with middle school students. Currently no study has been done for the application of CAAS on middle school students. We examined the reliability and validity of the Career Adapt-Ability Scale (CAAS) in Macau for middle school and high school students. The CAAS consists of four scales, each with six items, which measure concern, control, curiosity, and confidence. We tested the internal consistency and factor structure with 270 middle school students and 188 high school students. We also compared students' performance on CAAS in terms of gender and age. The results indicated that internal consistency estimates for the subscale and total scores were good for both high school and middle school students. The factor structure was quite similar to the one computed for combined data from 13 countries (Savickas & Porfeli, 2012). In addition, we found that high school students scored significantly higher than middle school students on the CAAS scales. Based on the results, the CAAS-Macau Form appears ready for use by researchers and practitioners who wish to measure adaptability resources among middle school and high school students in Macau.     

不同时程应激对大鼠行为、免疫和交感神经系统反应的影响

研究旨在研究不同时程情绪应激诱导的大鼠行为、免疫和神经内分泌反应的动态变化及其相互关系。实验采用一种在程序性饮水的固定时间点不确定性给予大鼠空瓶刺激诱发其情绪反应的应激模式,测定不同时程（14,21和28天）应激对大鼠行为、交感神经系统反应、体液免疫功能及体重增长的影响。结果表明,情绪应激导致大鼠攻击行为显著增加,且在整个应激过程中情绪应激组大鼠的攻击行为都被稳定地诱导;不同时程的情绪应激均导致大鼠特异性抗OVA抗体水平明显降低,且降低的程度类似;在情绪应激的第14天和28天应激组大鼠血中去甲肾上腺素水平明显高于对照组,但后者升高的水平明显低于前者。此外,14天应激明显抑制大鼠的体重增长,但随着应激时程的延长,体重增长逐渐恢复。这些结果表明,随着应激时程的延长,大鼠行为、免疫和神经内分泌反应的适应性改变存在时程差异,有助于进一步了解应激诱发的各种反应间的复杂关系     

工作记忆广度：资源限制、记忆消退还是转换机制？

为了检验工作记忆广度有限性的3种假说,即资源限制假说、记忆消退假说和转换机制假说,实验要求被试首先完成一项转换效率任务,然后完成工作记忆广度任务。结果发现,加工负荷对工作记忆广度具有重要影响,保持时间不影响工作记忆广度,转换效率与工作记忆广度也没有显著相关。实验结果支持工作记忆广度受认知资源限制的观点     

The effects of context on the correspondence between observational ratings and questionnaire reports of hostile behavior: a multitrait, multimethod approach.

Scholars who study close relationships often measure the same concept with both observational ratings and questionnaire items. In studies where this has been done, the correlations between the two measures have often been low, and one reason may be a "context by measurement" confound. Observational ratings are usually based on behaviors during a specific task, whereas most questionnaire responses are based on a broader context such as "during the past month." In 2001, a total of 292 young couples were videotaped during a discussion task and asked to report on their own behavior and that of their partner during the discussion task and during the past month. The data were configured as a multitrait, multimethod matrix, and the magnitudes of the correlations were estimated with confirmatory factor analysis. The resulting correlations between observer ratings and questionnaire reports of hostile behavior during the videotaped discussion were roughly twice the magnitude of the correlations between observer rating and questionnaire reports during the past month. This suggests that the correspondence between behavioral categories and the content of questionnaire items is greater than previous studies have indicated.