3-6岁幼儿在分类实验中概括能力的发展

本研究通过设计不同性质的分类实验,探讨3-6岁幼儿抽象概括能力的发展。我们根据年龄将幼儿分为四个组,每组80人,共320人。通过实验获得以下几点。①幼儿在各种不同性质的分类实验中可表现为四级不同的水平,如从根据表面的个别特征进行分类发展到根据内部的本质特征进行分类,从一维角度的分类发展到从两维角度来分类等。⑦达到各个水平的年龄不是截然划分的,而是互相交织的,随着年龄的增加,低级水平的人数不断减少,高级水平的人数不断增加。所以年龄阶段之间既有质的变化,又有量的变化。③对于不同性质的分类材料,各年龄所达到的概括水平也不同,分类材料的难度越大,概括水平越低。④儿童概括水平的高低受教育条件的影响。     

信息整合模型与中国人印象形成的特点

24名大学生各自独立地完成了两组由3×3因子设计的材料(人格特质形容词)构成的印象形成的任务。结果表明,信息整合理论的实验设计思想可以在中国文化的背景下应用。中国被试印象形成时的信息整合模型与西方学者的结果比较一致,但同时又体现出其独特的特点。文中对此做了讨论。     

关联负变化(CNV)与反应时的关系

本实验采用选择性叠加方法,研究了关联负变化(Contingent NegativVariation以下简称CNV)与反应时的关系。证明:最长、最短反应时差异显著时,相对应的CNV面积差异也显著。CNV的这种差异主要表现在CNV面积的后半部分。对形成这种现象的原因作了讨论。     

非言语沟通的视觉信息在电视教学中的作用

本研究用社会心理学关于非言语沟通的观点分析电视教学,认为剥夺有关教师非言语沟通的视觉信息可能是影响电视教学质量的一个原因。通过模拟电视教学的实验验证这一假设。在三种条件下对被试进行同样内容的教学:条件Ⅰ为传统课堂教学;条件Ⅱ为呈现教师形象的电视教学;条件Ⅲ为无教师形象只呈现板书图示的电视教学。课后进行所学知识的测验和态度问卷。结果表明,在电视教学中增加有关教师非言语沟通的视觉信息对学习者知识的掌握及对教师、教学内容和教学形式的态度有积极作用。将剥夺互动中非言语沟通的视觉信息的消极影响命名为“屏风效应”。对提高电视教学质量提出了新的建议。     

γ-线对大白鼠学习能力的影响

本文是以大白鼠在三等分迷宫仪中学习防御性条件反应的方法,观察800拉特γ-线对大白鼠学习能力的影响。实验结果表明,大白鼠的学习能力是下降的,其表现为每天学习的正确率低,达到学会标准所需学习次数增加;反应运动时延长;主动躲避反应的出现率降低。 根据受照动物的特点,我们认为:作为判断学习和记忆能力的指标,反应运动时比正确率更好一点。     

少年赛中情绪影响运动成绩的研究

实验以46名少年为对象,以400m跑为内容,在被试者不知道的情况下,把他们分为鼓励(表扬)组和挫折(批评)组。预先测得他们400m跑的平时成绩,做为实验后被试自己与自己成绩比较的出发点。具体实验之前,告诉被试者,这次测验400m跑,既看“达标”如何?也看“技评”如何? 实验是在400m跑途中,于100m,200m,300m处各设数人为“技评”鉴别者。每两个人一起跑,一个人受“表扬”,一个人挨“批评”。 结果,接受积极刺激的少年,多数唤起增力情绪,并做出积极的反应,但也有少数人出现了减力情绪,做出消极的反应。而接受消极刺激者,正与此相反。 表扬比批评具有更大的动力性质,教师在教学中宜多用表扬,对少年的表扬与批评,要注意年龄与性别特点。     

大学班集体人际关系的心理学研究

本研究综合运用调查访问、社会测量法和观察法对大学文科和理工科一、二、四年级的21个班的人际关系作了考察。结果表明,1)大学班集体非正式的内部结构有一定的特点,2)班集体中的两极人物有明显的个性特质,3)大学生择友的基本要求是品德和心理相似性,4)大学生对班集体领导人的心理品质有一定的基本要求,5)大学生的自我观念与他们的人际关系有着密切的联系。     

关于概念控制掌握的实验研究

本研究通过等组实验,考察了在班级授课的情况下,概念控制掌握的教学效果。研究表明,概念的控制掌握能提高学生掌握概念的水平,其教学效果是稳定的。通过这种方法教学使学生形成的合理动作能够迁移到不同领域的新概念的学习中去,从而加快学习速度,提高质量。而且,概念的控制掌握对于提高中下线学生的成绩效果更好。研究者认为,概念的控制掌握的优越性在于它体现了概念与动作相统一的原则,从而提高了教学工作的自觉性和教学效果。本研究所得结果可供有关研究和教学工作者参考。     

Longitudinal relations among perceived parental warmth,self-esteem and social behaviours from middle childhood to early adolescence in China: Disentangling between- and within-person associations

Although several studies have addressed the relations between perceived parental warmth and social behaviours, few have distinguished their between- and within-person effects or explored their within-person mediating mechanisms. This study examined the transactional relations among perceived parental warmth (i.e. maternal warmth and paternal warmth), children's self-esteem and children's positive/negative social behaviours (i.e. prosocial behaviour and delinquent behaviour) along with the mediating role of self-esteem after disentangling between- and within-person effects. A total of 4315 Chinese elementary children (44.9% girls; M_age = 9.93 years, SD = 0.73) completed relevant measures on four occasions employing 6-month intervals. Results of random-intercept cross-lagged panel models showed that (a) perceived parental warmth reciprocally and positively predicted prosocial behaviour and self-esteem; (b) perceived paternal warmth reciprocally and negatively predicted delinquent behaviour; (c) self-esteem reciprocally predicted prosocial and delinquent behaviour; (d) perceived maternal warmth reciprocally and positively predicted prosocial behaviour through self-esteem; (e) perceived parental warmth reciprocally and negatively predicted delinquent behaviour through self-esteem; and (f) perceived maternal and paternal warmth differed in their relations with prosocial and delinquent behaviours through self-esteem. These findings illuminated the complicated longitudinal within-person interactions among perceived parental warmth, self-esteem, and social behaviours, the specific mediating mechanism of self-esteem, and the differing results associated with perceived maternal and paternal warmth, all of which yield significant implications for assessments and early interventions aimed to promote positive social behaviour.     

Teaching self-control to reduce overt food stealing by children with autism and developmental disorders

Food stealing is often a serious behavioral problem among children with diagnoses of autism and other developmental disorders. Very few empirical studies concerning this behavioral challenge have been reported. We applied a correspondence training procedure to teach self-control as replacement behavior to four children with autism and developmental disorders who displayed food stealing in the community. A changing criterion design embedded within a nonconcurrent multiple-probe across participants design was used. The treatment succeeded for all four participants by increasing latency to eating highly preferred food to a predetermined criterion and reducing occurrences of food stealing to zero. Three participants generalized the replacement behavior to natural settings and maintained the behavior for 2 weeks, 1 month, 2 months, 3 months, and 4 months. One participant without expressive language was taught successfully during treatment trials but failed to maintain and generalize the behavior. A functional relation between delaying food eating and Say-Do correspondence training was demonstrated.