情境模型的实质：命题符号与知觉符号之争

阅读理解中情境模型的建构是当今阅读研究的热点。传统命题符号理论认为情境模型是组相关命题,是非模式符号系统;随着知识表征理论的发展,知觉符号理论认为情境模型的建构包括模式符号系统,即含有知觉符号。文章对比了两种理论对情境模型的不同解释,并介绍了相关的实证研究,最后对未来验证两种理论的研究方向进行了展望。     

预期交流与创造力的关系:解释水平的调节作用

该研究探讨了预期交流对创造力的影响, 以及解释水平在其中的调节作用。实验1采用结构性想象任务探讨预期交流是否影响创造力。结果表明, 相较于没有预期交流, 预期交流条件下的个体表现出更高的创造力。实验2采取了创意产生任务, 并探讨了解释水平在其中的调节作用。结果表明, 当完成抽象的、高解释水平任务时, 相较于无预期交流, 预期交流条件下个体在新奇性和变通性两个维度上表现出了更高的创造力; 当完成具体的、低解释水平任务时, 预期交流的效应不复存在。也就是说, 只有当创造力任务要求高解释水平的抽象思维时, 预期交流才能促进创造力的发挥。总结而言, 本研究在过往对于交流与创造力以及解释水平与创造力的研究基础上进一步发现, 对于抽象创造力任务, 虽然真正的信息交流尚未发生, 但仅仅对于交流的预期就会提高创造力水平。     

文章主题论述长度对文章标记效应的影响

探讨文章阅读过程中文章主题论述长度对文章主题信息和从属信息的保持效果。结果表明：文章主题论述长度影响着文章标记的效应,在有文章宏观标记条件下,文章主题论述长短对主题的通达无显著影响;但在无宏观标记条件下,论述长的文章主题的记忆效应显著优于论述短的主题;文章宏观标记对短主题从属信息的保持存在显著的扩散效应。     

书面语言的提前学习对幼儿脑电α波的影响

本研究以脑电α波为分析指标探讨提前学习书面语言对幼儿大脑皮层相应区域发育的促进作用。结果表明对学龄前幼儿提前进行书面语言学习可以使幼儿脑电α波超前发展，本结果提示提前进行书面语言学习对幼儿大脑皮层相应脑区的发育与成熟有促进作用。     

Different Strokes for Different Folks: The Impact of Sex Dissimilarity in the Empowerment–Performance Relationship

Organizations often utilize empowerment as a way to bolster performance. It is largely assumed, however, that its impact in this capacity is equivalent across organizational members. We tested this notion within a sample of 420 employees belonging to 75 teams in a Chinese organization and found that team empowerment related positively to supervisor‐rated in‐role and self‐rated extra‐role performance through its effect on individual psychological empowerment. More important, employee–coworker demographic dissimilarity moderated both stages of this indirect relationship. Specifically, when employee–coworker sex dissimilarity was higher, the following relationships were attenuated: (a) team empowerment–individual empowerment, (b) individual empowerment–in‐role performance, and (c) individual empowerment–extra–role performance. Collectively, the results illustrate that the impact of empowerment is contingent upon demographic dissimilarity.     

Developing a model for online support group use,empowering processes and psychosocial outcomes for individuals living with HIV/AIDS

This study examined the mechanism through which online support group (OSG) participation may promote patient empowerment among 340 individuals living with HIV/AIDS. Results from structural equation modelling revealed that greater use of OSGs was associated with more frequent occurrence of the empowering processes as measured by receiving useful information, receiving social support, finding positive meaning and helping others. Receiving useful information and finding positive meaning were related to higher levels of adaptive coping and lower levels of maladaptive coping, while receiving social support and helping others were related to higher levels of self-care self-efficacy, which in turn was related to higher levels of adaptive coping, and lower levels of maladaptive coping. Finally, higher levels of maladaptive coping were related to poorer quality of life, while higher levels of adaptive coping were related to better quality of life. Results suggest that OSG participation may offer some benefits for those living with HIV/AIDS.     

文本阅读认知神经科学研究进展

功能磁共振成像等认知神经科学技术被广泛引入文本阅读的认知神经活动研究以来,其成果有力地促进了文本阅读信息加工过程研究的深入发展。本文系统总结了近二十余年关于文本阅读的认知神经科学研究进展,分别介绍文本阅读的一般过程的认知神经基础和理论模型建构、文本阅读过程的推理加工、情境模型建构与转换三个主要研究领域的研究成果,并对文本阅读的认知神经研究的现状及其存在的问题进行了总结。     

英语句法歧义消解过程中基于激发点的权变模型

采用自控速度的移动窗口技术,在3个实验中分别考察句法歧义消解的基本过程。阅读材料为 不含有词汇歧义的较为单纯的英语句法歧义句。结果为：实验1的研究结果表明在语料中不存 在歧义激发点的情况下,被试不会启动歧义的消解过程;实验2的研究结果表明当歧义激发点 与解歧区重合时,人们会选用再分析机制来处理解歧区语料;实验3的研究结果表明当歧义激 发点与歧义区重合时,人们会选用竞争机制来处理歧义区语料。本研究初步验证了基于激发点 的权变模型关于句法歧义消解过程的相关设想。     

青少年心理应激模型的初步研究

为考察生活事件、社会支持、应对方式、自我评价、人格等影响青少年心理健康的诸因素之间及其与心理健康的关系,初步建构青少年心理应激的结构方程模型,采用ASLEC、CSQ、EPQ、PEI、SSRS、SCL-90对湖南省470名青少年进行问卷调查。结果表明：1）社会支持对自我评价、应对方式有显著的预测作用,并通过人格、自我评价与应对方式间接影响心理健康。2）人格对心理健康有显著的直接效应,并通过应对方式间接影响心理健康。3）自我评价和应对方式是生活事件—心理健康的内部中介过程。     

Increasing emotional competence improves psychological and physical well-being, social relationships, and employability

This study builds on earlier work showing that adult emotional competencies (EC) could be improved through a relatively brief training. In a set of 2 controlled experimental studies, the authors investigated whether developing EC could lead to improved emotional functioning; long-term personality changes; and important positive implications for physical, psychological, social, and work adjustment. Results of Study 1 showed that 18 hr of training with e-mail follow-up was sufficient to significantly improve emotion regulation, emotion understanding, and overall EC. These changes led in turn to long-term significant increases in extraversion and agreeableness as well as a decrease in neuroticism. Results of Study 2 showed that the development of EC brought about positive changes in psychological well-being, subjective health, quality of social relationships, and employability. The effect sizes were sufficiently large for the changes to be considered as meaningful in people's lives.