成人面部表情及其判断的初步探讨

本实验就Izard提出的十种基本情绪采集了成人的面部表情照片,并进行了辨认评定以及同婴儿相应面部表情的比较工作。本实验结果支持了Izard的观点,认为面部表情的发生和辨认有着客观的生物基础,同时证明成人与婴儿的面部表情之间有很大连续性,从而验证了情绪表情具有先天程序化的内在本质的假设。     

Perceptions of fear in other Children and adolescents: The role of gender and friendship status

Gender differences in fear were examined in 693 Chinese children and adolescents. Subjects were asked to rate their own fears, the fears of their best friends, and the fears of other classmates using the Fear Survey Schedule for Children — Revised (Ollendick, 1983). Consistent with previous investigations in Western and Eastern countries, girls rated themselves as more fearful than boys. In addition, both girls and boys rated their best friends as similar in number, content, and intensity of fears. However, girls rated their classmates as less fearful than themselves or their best friends, while boys rated their classmates as more fearful than themselves or their best friends. Findings are discussed in terms of gender role expectations and similarity-attraction hypotheses.     

书写字体的性别差异研究

从珠海市中小学一年级至初中三年级随机选出５４０名学生,要求他们每个人抄一段４００字左右的短文,收回抄写卷５４０份。４０名有经验的教师,对书写者的性别做出判断,并回答一份关于判断男女笔迹的依据的问卷。结果表明：１．小学低年级男女生的字体没有明显的性别差异,到中高年级以后,性别差异才明显地表现出来。二、三年级之间,五、六年级之间是差异形成的两个加速期。２．判断者对小学低年级书写者的性别的判断不准确,主要是由于将女生的字体误判为男生的字体而造成的。３．男女生字体的差异主要表现在五个方面,即字体大小程度,字的力度、字体的刚劲度、字的工整度和字的棱角度。     

小学优等生与学习不良学生智力特征的比较研究

本研究运用 WISC-CR研究了小学阶段一、三、五年级优生与学习不良儿童在智力水平与智力结构上的异同。研究结果表明 :1优生与学习不良儿童在智力水平上有十分显著的差异 ,优生的平均智商为 1 2 0 .1 ,学习不良儿童的平均智商为 97.4;2优生在操作分量表与语言分量表上的得分比较均匀 ,但学习不良儿童的操作智商显著地优于语言智商 ;3优生与学习不良儿童在智力结构上也不尽相同 ,优生在词汇、积木、类同等分测验上的得分高 ,在算术、背数、排列等分测验上的得分较低 ;学习不良儿童在拼图、译码、填图、词汇等分测验上的得分较高 ,在常识、算术、背数等上的得分较低。     

小规模群体开放式与封闭式讨论任务的工作特性比较

１４个小组的大学生共６８人参加两种不同的群体工作,其中７组进行开放式问题的讨论,７组进行封闭式问题的讨论。从工作进程、工作模式和工作特点等方面记录群体工作行为：工作进程各阶段所用时间,发言的针对性,发言的连续性,说明问题的方式和深度,群体的意见分歧与支持行为和表达方式。结果表明：封闭式问题需要更多的时间澄清问题并且更多引用例子来阐述观点;讨论开放式问题多采用归纳推理而封闭式问题多采用演绎推理;无论在哪种问题的讨论中,针对个体的发言都显著多于针对整体的发言,而且人们更多地以非言语的方式而不是口头方式表示赞成。本文对以上结果在电视、电话和计算机辅助会议系统设计中的应用作了进一步讨论     

Evidence for feature perturbations

Feature perturbations were proposed by Wolford (1975) to explain the pattern of errors generated by subjects in experiments involving speeded presentations. These experiments were carried out to test the notion of feature perturbations in a fairly direct fashion. The logic of the experiments involved the creation of an artificial alphabet in which feature perturbations, if they occurred, would lead to predictable error patterns. The results of the three experiments supported the notion of feature perturbations. Evidence was also found for errors which resulted from items that were correctly identified but that were reported in an incorrect order. These latter errors were shown to be distinct from errors resulting from feature perturbations.     

Natural deduction and arbitrary objects

Journal of Philosophical Logic -     

Influence of the large–small split effect on strategy choice in complex subtraction

Two main theories have been used to explain the arithmetic split effect: decision‐making process theory and strategy choice theory. Using the inequality paradigm, previous studies have confirmed that individuals tend to adopt a plausibility‐checking strategy and a whole‐calculation strategy to solve large and small split problems in complex addition arithmetic, respectively. This supports strategy choice theory, but it is unknown whether this theory also explains performance in solving different split problems in complex subtraction arithmetic. This study used small, intermediate and large split sizes, with each split condition being further divided into problems requiring and not requiring borrowing. The reaction times (RTs) for large and intermediate splits were significantly shorter than those for small splits, while accuracy was significantly higher for large and middle splits than for small splits, reflecting no speed–accuracy trade‐off. Further, RTs and accuracy differed significantly between the borrow and no‐borrow conditions only for small splits. This study indicates that strategy choice theory is suitable to explain the split effect in complex subtraction arithmetic. That is, individuals tend to choose the plausibility‐checking strategy or the whole‐calculation strategy according to the split size.     

高中生羞怯与学校适应的关系:同伴依恋的中介作用及年级差异

目的:考察高中学生羞怯、同伴依恋与学校适应之间的关系及其年级差异。方法:以中学生羞怯量表、同伴依恋量表以及学校适应量表为研究工具,从潍坊市两所高中抽取12个班共计605名高中生进行问卷测查。结果:(1)高中生羞怯与同伴依恋、学校适应呈显著负相关; 同伴依恋与学校适应呈显著正相关。(2)同伴依恋在高中生羞怯和学校适应之间起部分中介作用,但同伴依恋在高一学生中中介作用显著,而在高二和高三学生中,这种中介作用不显著。