亲子依恋、自我概念与大学生自我伤害的关系

以广州市四所高校562名大学生为被试,检验了亲子依恋、自我概念与自我伤害之间关系的三种模型,以讨论其内部关系。结果表明：1）父子依恋和自我概念、母子依恋和自我概念均对自我伤害行为具有保护作用,支持了累加效应模型;2）父子依恋和母子依恋均通过自我概念的部分中介作用对自我伤害产生间接影响,支持了中介效应模型;3）父子依恋和母子依恋对自我伤害的保护作用在低自我概念组中明显,支持了保护因子-保护因子排除假说。     

Does red undermine individuals' intellectual performance? A test in China

Previous research shows that red impairs individuals' performance on challenging intellectual tasks in achievement situations. However, no research to date has examined this issue in Chinese society. In China, red has a positive connotation in general (unlike in the West), but also has a negative connotation for students, given that teachers mark incorrect answers in red (like in the West). Therefore, the question of whether red promotes or undermines intellectual performance for Chinese individuals needs to be tested. The present research investigated this and found, consistent with findings obtained in the West, that red undermined the intellectual performance of Chinese students. Future directions and potential mechanisms are discussed.     

The colour red affects time perception differently in different contexts

Previous studies have found that psychological and behavioural functions of the colour red vary according to context. In this research, we used the verbal estimation paradigm to determine if the colour red affects individuals' perception of interval duration. In our results, perceived duration was shorter in a red condition than in a blue one; additionally, only in the red condition, perceived duration was shorter in an online dating context than in an online interviewing context. The contribution and limitations of this study and future research directions are discussed.     

不同任务类型对熟练维汉双语者跨语言启动不对称性的影响

采用两种不同的任务类型对熟练维汉双语者跨语言掩蔽翻译启动效应进行考察,结果发现,在词汇决定任务中,熟练维汉双语者在L1-L2和L2-L1两个方向上均表现出了掩蔽翻译启动效应,但L1-L2方向远大于L2-L1方向,即掩蔽翻译启动效应具有不对称性。而在语义分类任务中,熟练维汉双语者在两个方向上表现出的翻译启动效应量相近,具有对称性。结果支持Kroll的修正层级模型。     

空间导航的测量及其在认知老化中的应用

空间导航是日常生活所必需的高级认知功能, 参与空间导航的海马及内嗅皮层等脑区易受到老化的影响并导致结构萎缩或功能紊乱。早期研究多利用动物实验、纸笔测验、现实环境等实验范式考察老年人的空间导航老化特点。由于具有与现实环境相似的场景、兼容磁共振成像扫描以及导航者可以与场景交互等优点, 虚拟现实技术被越来越多地被应用到空间导航的老化研究中, 并进一步揭示了海马等内侧颞叶脑区在空间导航老化中的重要作用。     

依恋与孤儿初中生心理健康的关系:自我污名和心理韧性的并行中介作用

采用问卷测量法对某省立孤儿学校520名在校孤儿初中生进行调查,探讨师生依恋、同伴依恋与孤儿初中生心理健康的关系,以及自我污名和心理韧性在其中的并行中介作用。结果表明：（1）师生依恋、同伴依恋均可以正向预测孤儿初中生心理健康,但师生依恋预测作用更大,因而更重要;（2）自我污名和心理韧性是依恋预测孤儿初中生心理健康的并行中介变量,自我污名负向中介作用大于心理韧性正向中介作用;（3）师生依恋对孤儿初中生心理健康的预测作用完全以自我污名和心理韧性为中介,同伴依恋对孤儿初中生心理健康的预测作用部分以自我污名和心理韧性为中介。研究结果可为我国福利性集中供养制孤儿学校开展孤儿心理健康教育实践提供依据。     

初中生感知到的同伴支持与数学学习投入—基于变量为中心和个体为中心的分析

为考察同伴支持对初中生数学学习投入的影响机制,采用问卷法对1177名七、八年级学生感知到的同伴支持、数学认同、数学焦虑和数学学习投入进行测查。结果发现：同伴支持不仅能直接预测初中生的数学学习投入,还通过数学认同经数学焦虑的链式中介作用来预测数学学习投入;对数学认同和数学焦虑的得分进行潜剖面分析,可将学生分为高认同-低焦虑、中认同-中焦虑和低认同-高焦虑三组,同伴支持可预测学生的不同亚组,三组学生的数学学习投入得分存在显著差异。上述发现为促进基础教育阶段学生数学学习投入的教育实践提供了理论依据。     

Do special education recommendations differ for Asian American and White American students?

Social Psychology of Education - Asian American students are underrepresented in special education, a state of affairs that threatens their access to academic resources. We propose that student...     

如何正确处理"马克思学"与马克思文本研究的关系

国内既有的"马克思学"研究包括两种类型,西方"马克思学"批判和宽泛意义上的马克思文本和思想研究."马克思学"这个概念在思想史语境中已经形成了既定的内涵,而对于马克思文本和思想的研究是学界长期以来一直致力于其中的一项工作.因此,尽管"中国马克思学"的理论努力令人尊重,但却包含理论上的困扰.马克思恩格斯文本研究不是"马克思学"的专利.马克思主义的文本学研究内在要求解读者在学术和现实两个方面的理论自觉,对马克思恩格斯文本的研究应最终指向历史唯物主义方法的理解和发展.     

Short‐term numerosity training promotes symbolic arithmetic in children with developmental dyscalculia: The mediating role of visual form perception

Studies have shown that numerosity‐based arithmetic training can promote arithmetic learning in typically developing children as well as children with developmental dyscalculia (DD), but the cognitive mechanism underlying this training effect remains unclear. The main aim of the current study was to examine the role of visual form perception in arithmetic improvement through an 8‐day numerosity training for DD children. Eighty DD children were selected from four Chinese primary schools. They were randomly divided into the intervention and control groups. The intervention group received training on an apple‐collecting game, whereas the control group received an English dictation task. Children's cognitive and arithmetic performances were assessed before and after training. The results showed that the intervention group showed a significant improvement in arithmetic performance, approximate number system (ANS) acuity, and visual form perception, but not in spatial processing and sentence comprehension. The control group showed no significant improvement in any cognitive ability. Mediation analysis further showed that training‐related improvement in arithmetic performance was fully mediated by the improvement in visual form perception. The results suggest that short‐term numerosity training enhances the arithmetic performance of DD children by improving their visual form perception.