Anticipatory postural adjustments for altering direction during walking

The authors examined how individuals adapt their gait and regulate their body configuration before altering direction during walking. Eight young adults were asked to change direction during walking with different turning angles (0 degree, 45 degree, 90 degree), pivot foot (left, right), and walking speeds (normal and fast). The authors used video and force platform systems to determine participants' whole-body center of mass and the center of pressure during the step before they changed direction. The results showed that anticipatory postural adjustments occurred during the prior step and occurred earlier for the fast walking speed. Anticipatory postural adjustments were affected by all 3 variables (turn angle, pivot foot, and speed). Participants leaned backward and sideward on the prior step in anticipation of the turn. Those findings indicate that the motor system uses central control mechanisms to predict the required anticipatory adjustments and organizes the body configuration on the basis of the movement goal.     

A comparison of the multimemory and detection theories of know and remember recognition judgments

Know and remember recognition judgments were made in 2 experiments. In Experiment 1 either 3 (new, know, remember) or 4 (new, guess, know, remember) judgment alternatives were used. Also, the recognition test was either immediate, delayed 2 days, or delayed 1 week. In Experiment 2 the proportion of test items that were studied items was either .20, .50, or .80. Predictions were made from 2 multimemory theories regarding how proportions of know and remember judgments would change with these manipulations. Predictions were also made from 2 detection theories regarding the values of memory sensitivity and judgment criteria. The results supported the revised detection theory, which assumes unequal variances for studied and unstudied items, more than the multimemory theories. Furthermore, general processing tree versions of the 2 multimemory models were created including guessing processes. These extended models were shown to be inadequate in accounting for the data from the 2 experiments.     

赫斯特职业评估系统的修订及地域性常模的初建

该文对美国赫斯特评估系统公司推出的《赫斯特职业评估系统》(1992年版)作了修订。修订工作自1997始,2000年结束。修订后的10项纸笔测验和8项操作测验中,有2项开发出了计算机测试软件并制作了光盘。标准化样组由江苏省13个地级市随机抽样的1320名被试组成。修订的测验结构效度较好,信度较高。     

从中德儿童技术创造性跨文化研究结果看性别差异

研究者通过对中德儿童技术创造性跨文化研究结果的综合分析,着重讨论了在差异心理学领域一直十分受人关注的性别差异问题。结果发现,无论是中国儿童还是德国儿童,无论是超常儿童还是常态儿童,性别差异具有基本稳定的趋势,而且,在不同的方面具有不完全一致的表现形式。具体表现为：（１）在数字、图形和实用创造性思维方面,在中国和德国儿童中都没有发现创造性思维方面的性别差异;（２）在心理折叠、学习爱好、技术问题理解和     

Nonstrategic subjective threshold effects in phonemic masking

Three backward-masking experiments demonstrated that the magnitude of the phonemic mask reduction effect (MRE) is a function of subjective threshold and that the magnitude is also independent of stimulus-based response strategies. In all three experiments, a target word (e.g., bake) was backward masked by a graphemically similar nonword (e.g., BAWK), a phonemically similar nonword (e.g., BAIK), or an unrelated control (e.g., CRUG). Experiments 1 and 2 had a low percentage (9%) of trials with phonemic masks and differed only in baseline identification rate. Experiment 3 controlled baseline identification rate at below and above subjective threshold levels, with 9% phonemic trials. The results were that identification rates were higher with phonemic masks than with graphemic masks, irrespective of the low percentage of phonemic trials. However, the magnitude of the phonemic MRE became large only when the baseline identification rate was below subjective threshold. The pattern of the phonemic MRE was interpreted as a result of rapid automatic phonological activation, independent of stimulus-based processing strategies.     

Chinese children's imaginary companions: Relations with peer relationships and social competence

We investigated relationships between Chinese children's imaginary companions (ICs) and peer relationships and social competence in 160 children, aged 5–6 years old. Children and their mothers participated in the interviews regarding the details of the children's ICs, including the type of the companion and the quality of the child–IC relationship. Peer relationships were assessed using sociometric nomination and perceived popularity nomination. Teachers rated children's social competence. Here, 55 children (34.3%) were deemed to have engaged in imaginary companion play. There was no relationship between imaginary companion types and child–IC relationship qualities. Children with invisible friends received more positive nominations than children with personified objects. Children with egalitarian relationships received more positive nominations and popularity nominations, but fewer negative nominations and unpopularity nominations than children with hierarchical relationships. Compared with children with hierarchical relationships, teachers rated the children with egalitarian relationships higher in social competence. The results suggest that imaginary companion types and relationship qualities may represent different dimensions of imaginary companions, calling attentions to the different mechanisms underlying imaginary companion types and relationship qualities with respect to social functioning.     

Translating the ICAP Theory of Cognitive Engagement Into Practice

ICAP is a theory of active learning that differentiates students’ engagement based on their behaviors. ICAP postulates that I nteractive engagement, demonstrated by co‐generative collaborative behaviors, is superior for learning to C onstructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of A ctive or P assive engagement, marked by manipulative and attentive behaviors, respectively. This paper discusses a 5‐year project that attempted to translate ICAP into a theory of instruction using five successive measures: (a) teachers’ understanding of ICAP after completing an online module, (b) their success at designing lesson plans using different ICAP modes, (c) fidelity of teachers’ classroom implementation, (d) modes of students’ enacted behaviors, and (e) students’ learning outcomes. Although teachers had minimal success in designing Constructive and Interactive activities, students nevertheless learned significantly more in the context of Constructive than Active activities. We discuss reasons for teachers’ overall difficulty in designing and eliciting Interactive engagement.     

进化心理学对心理素质结构研究的整合与重构——以学生心理素质结构研究为例

传统的心理素质结构研究模式不经济,研究结果出现纵向断裂横向分裂的趋势.从进化心理学的视角来看,心理素质结构的最终功能均指向个体的适应性,其形成是与周围环境不断排斥和融合的过程.建构的心理素质结构融合模型能在一定程度上解决传统研究模式的弊端,并建议今后的研究应以分析人为主导转而分析人及其所处的文化环境并重,进而引导人的心理素质结构的不断发展.     

泰卜里厄哲玛提研究述评

泰卜里厄哲玛提是目前最大的跨国伊斯兰宣教运动,其以松散的组织化形式,以成员的流动性宣教而流布于很多地区。学术界主要从历史学、宗教学、政治学、社会学和人类学等学科的视角,关注了其起源、背景、领导人、思想、组织、成员、工作方式、使用文本、本土化、与政治的关系、社会影响、在不同国家和地区的活动等。研究者以西方学者为主,个别观点值得商榷。研究困难在于多学科知识、研究资料、语言三个方面。研究视野和范围仍有限,特别是缺乏深入的田野调查个案,对这一运动在不同地域中的本土化问题关照不够,同时应该重视研究的伦理和价值问题。     

《周易正义》的刑罚适用原则探源

在严格区别《周易》、王弼《周易注》及《周易正义》三者不同思想的基础上,厘清《周易正义》所蕴含的法律思想是《周易正义》法律视角研究的当务之急。作为《周易正义》法律思想的表征体系,《周易正义》中的刑罚适用原则可简述为:区分故意与过失原则、轻刑原则、重刑原则。这些原则的形成有其特定的哲学基础。