教学改革中促进学生掌握数学知識的一些心理因素

大跃进以来,教育革命在1958年取得胜利的基础上进一步深入到教学內容的改革中去,也就是說,根据“四个适当”的精神,对学校的制度、教材、教法等方面进行根本性的改革,因此中、小学数学教学体系改革也就提到日程上来了。但是一般人认为数学改革比较困难,原因是数学教材本身的系統性比較強,难以变动,同时中、小学生对数学学习感到最为困难,而提早学习是否为学生所能胜任,对此抱着怀疑的态度,所以要变动中、小学数学     

Quality assurance in the clinical genetics setting—Report of a workshop

Participants in a panel discussion sponsored by thead hoc Quality Assurance Committee of the National Society of Genetic Counselors discuss early efforts to develop and implement quality assurance instruments at institutional, state, and regional levels. Uniform guidelines and self-assessment tools can help genetic counselors and clinical geneticists to provide the best possible care to individuals affected by genetic diseases. Further work will be needed to address aspects not covered here and to assure that guidelines allow for creative variation among professionals and centers. An interdisciplinary approach to such standard-setting is recommended.CGC     

Rhetorical theory and family therapy practice

The study found that a connection exists between rhetoric and therapy because both fields are interested in using language as a tool for generating change. Persuasion is viewed as inherent in human communication, even though people do not necessarily intentionally attempt to persuade others. Following a brief (but detailed) explanation of the theoretical stance which informs the implementation of rhetorical techniques in therapy, three pragmatic exemplars are offered to demonstrate the employment of two classical rhetorical concepts, the parastasis catalogue and syncrisis.The authors are grateful to Sandra Kodner, MS for her participation in the development of this project.     

Training in group-analytic psychotherapy in Europe

Group-analytic psychotherapy focuses on the making and maintaining of close, emotionally fulfilling relationships. Its practitioners attempt to fuse an individual and a whole-group perspective, and seek to provide the enabling conditions for freer communication between group members. The group-analytic approach is widely used in the United Kingdom, and many experiential groups on psychotherapy training courses are conducted on group-analytic lines. The Institute of Group Psychotherapy in London recognizes eight one-year courses in England and Scotland specifically oriented to group-analytic theory and methods. These courses provide an introduction to group psychotherapy to over 300 professionals of varied backgrounds every year. There are also two courses in the United Kingdom that provide a full training in group-analysis and group-analytic psychotherapy, and 11 courses on the continent of Europe. The number of courses is growing and there is now a European Group-Analytic Training Network providing formal links between them. Results of a postal survey indicate that few (10%) attenders at a one-year course have a negative response and that many (85%) recommend the course to colleagues. The efficiency and therefore reduced cost of group teaching and the incorporation of a group experience may be contributing factors to the increasing demand for this type of training.This paper is based on a presentation at an Open Session on Training in Group Psychotherapy: The Quest for a Viable Model at the American Group Psychotherapy Association Annual Meeting, Boston, February 1990. This paper represents the author's own views and is not an official statement of the Institute of Group Analysis [London]. However, members and staff of the Institute have made helpful contributions to the author in preparing it. He is especially grateful for the assistance of Mrs. Liesel Hearst (Chairperson, Overseas Training Sub-Committee, Institute of Group Analysis, London), Dr. Keith Hyde (Convenor, Manchester Course in Group Psychotherapy), Fr. Jim Christie (Convenor, Glasgow Course in Group Psychotherapy), and Dr. Vivienne Cohen (Chairperson, Training Committee, Institute of Group Analysis, London, in preparing this paper. The questionnaire study was conducted with the assistance of the Training Section of the North-Western Regional Health Authority.     

预测性对快速读者和慢速读者词汇加工的影响

本研究借助眼动仪通过两个实验考察了熟练阅读中快速读者与慢速读者对语境预测性的利用是否有差异。实验1比较快速组与慢速组在中央凹加工高、低预测词的差异。实验2对比两组读者利用副中央凹预视(相同、相似假字、低预测词和不相似假字)加工高预测词的差异。实验1结果显示两组读者有相似的预测性效应：对高预测词的注视时间比低预测词更短。实验2结果显示两组读者的预视效应存在差异：慢速组在相同预视下对目标词的跳读率高于低预测预视,而快速组在这两种预视下的跳读率差异不明显但高于慢速组;慢速组在低预测和不相似预视下注视目标词的时间分别长于相同预视,而快速组的这两种效应较小。结果表明,两组读者利用预测性的差异表现在副中央凹加工阶段,即慢速读者比快速读者利用相似预视激活预测性信息的效率更低,且在低预测或无效预视下对词汇的识别和语义整合更困难,这说明慢速读者在词汇加工中更依赖语境且对无关信息的抑制更弱。这些结果支持词汇质量假说。     

工作记忆容量与内容相关性对类别学习的影响

类别学习是通过不断地分类练习,学会如何将类别刺激进行归类的过程。采用2(工作记忆容量:高、低)×4(内容相关性:方向、宽度、亮度、控制组)被试间实验设计,通过两个实验探讨工作记忆容量与内容相关性对基于规则类别学习和信息整合类别学习的影响。结果显示:(1)对基于规则类别学习来说,在高工作记忆容量条件下,当关注相关维度时,类别学习的成绩更好;(2)对基于信息整合类别学习来说,不管工作记忆容量如何,只要关注相关维度类别学习的成绩更好。     

怀旧的触发、研究范式及测量

怀旧指的是个体怀念过去的事物、人物、地方甚至经历或感受。它大多与美好的记忆联系在一起, 并会带来积极的情绪体验, 但同时可能也会引起消极的情绪体验。怀旧对维持个体身心健康有一定的积极效用。本文着重介绍了怀旧的触发因素包括客观刺激的视觉、嗅觉、听觉及主观刺激的消极情绪与低温知觉, 分析了其研究范式有质化研究(内容分析与扎根理论)、量化研究(问卷调查与经验取样法)和实验研究(单因素随机实验设计与多因素实验设计), 并介绍了其相关的测量工具。未来研究要加强主动怀旧与被动怀旧、积极怀旧与消极怀旧的探讨; 整合各种研究范式与强化纵向的追踪研究; 以及要区分特质型怀旧与状态型怀旧。     

孤独症儿童的情绪共情能力及情绪表情注意方式

研究探讨了孤独症儿童的情绪共情能力及情绪表情注意方式的特点。各选取15名孤独症儿童以及作为对照组的智力障碍儿童和普通儿童各15名, 完成情绪共情实验, 同时使用生物反馈仪记录自主生理反应, 眼动仪记录眼动轨迹。结果发现孤独症儿童对情绪表情的自动模仿及感知能力显著低于智力障碍儿童与普通儿童; 对面孔的总注视时间、总注视点数均显著少于智力障碍儿童、普通儿童; 对眼部、嘴部的注视时间比及注视点数比均显著低于普通儿童; 对高兴和悲伤表情的注意较多而对恐惧则较少。这提示孤独症儿童的情绪共情能力不足、对情绪表情的注意方式异常。     

边界弹性与工作-家庭冲突、增益的关系：基于人?环境匹配的视角

本研究从人?环境匹配理论的视角探讨工作和家庭边界弹性能力和边界弹性意愿对个体工作?家庭冲突和工作?家庭增益的交互影响。通过问卷法共获得494份有效数据, 基于多项式回归分析和反应曲面分析的结果表明：工作弹性能力与工作弹性意愿的匹配对工作→家庭冲突有显著的负向效应, 对工作→家庭增益无显著影响; 家庭弹性能力与家庭弹性意愿的匹配对家庭→工作冲突、家庭→工作增益有显著的负向效应。