父母教养方式与幼儿焦虑关系的三水平元分析

以0~7岁学前儿童为样本,采用元分析方法考察父母教养方式（积极和消极）与幼儿焦虑之间的关系。通过文献检索,共获得26项研究,含136个独立效应量,被试总数达13565名。由于部分研究中存在多个效应量,当前研究针对两种教养方式分别构建了三级元分析模型。主效应检验发现,父母积极教养方式与幼儿焦虑呈显著负相关,而父母消极教养方式与幼儿焦虑呈显著正相关。调节效应检验发现,父母积极教养方式与幼儿焦虑之间的相关受到父亲受教育水平和幼儿生活质量的调节,但不受幼儿性别、母亲受教育水平和焦虑测量工具类型的影响。此外父母消极教养方式与幼儿焦虑之间的相关受到焦虑测量工具类型的调节,但这一相关不受幼儿性别、生活质量和父母受教育水平的调节。上述结果表明,父母教养方式与幼儿焦虑之间的关系密切,也指出了将来的研究过程中要关注父亲受教育水平、幼儿生活质量和焦虑测量工具类型在两者关系中的作用。     

高社交焦虑者识别动态情绪面孔的神经机制

近年来, 大量的研究对高社交焦虑者的情绪面孔加工和社交焦虑的干预进行了考察, 取得了丰富成果, 但仍存在以下不足: (1) 在以往的中国动态情绪面孔库存中, 刺激材料的情绪类别、视频维度以及视频持续时间的种类偏少; (2) 高社交焦虑者识别动态情绪面孔的神经机制未被系统探讨; (3) 注意偏向训练的效果存在争议, 即一些研究者发现注意偏向训练对社交焦虑有明显的缓解作用, 而其他研究者却未发现注意偏向训练的效果。针对这些不足, 当前项目建设的中国人动态情绪面孔库拟增加刺激材料的情绪类别、视频维度以及视频持续时间的类型, 此外运用神经科学的技术系统探究高社交焦虑者对动态情绪面孔的识别机制, 最后采用工作记忆训练改善高社交焦虑者对动态生气面孔识别的注意偏向。本研究团队提出了高社交焦虑个体识别动态情绪面孔的神经机制模型, 该模型主要包括机制和干预两个部分。本项目的开展不仅为动态情绪面孔加工和社交焦虑研究提供了新视角, 还突破原有单一的研究方法, 拟从行为、电生理和脑成像三个层次进行研究。研究成果将促进社交焦虑干预工作的开展, 从而缓解社交焦虑个体的心理健康问题, 对于提高他们的幸福感和生命质量有重要价值。     

动物和人类的利他本性:共情的进化

共情指个体感知或想象其他个体的情感,并部分体验到其他个体感受的心理过程.利他指以增加其他个体的福利为最终目标的动机.共情起源于动物的亲代养育行为,其神经基础来源于古老的情感系统.共情从动物低水平的情绪感染逐渐进化到同情关注以及观点采择共情.另外,共情具有良好的环境适应性.未来可以进一步研究动物与人类的共情和利他行为的异同,加大研究动物的高级共情能力和利他行为以及深入研究共情受社会因素的调节机制.     

Attempts to predict intelligent behavior: III. The relative importance of divergent and convergent production

Scores on a test built on Raaheim's (1974) theory of problem solving and intelligence (the Family Test, Part I) were correlated with scores of divergent and convergent production within the same ideational area (the Family Test, Parts II and III). The results indicate that both divergent and convergent production contribute to the solution of the problem-solving tasks. To expand the findings to a broader field of intelligence research scores on the tests of divergent and convergent production were correlated with school achievement. Multiple correlations of 0.61 (males) and 0.67 (females) were found between school achievement and the two tests. Comparisons of groups with scores above and below the means of the two tests show that school achievement depends on the combination of divergent and convergent production, suggesting that, although the two types of production reflect two different aspects of intellectual activity, as a rule they work together in the process of intelligent adjustment.     

Attempts to predict intelligent behavior: II. A study of problem solving

In Experiment I a group of pupils from a secondary school was given a test of general intelligence, a test of the ability to categorize objects in a flexible way, and five different problem-solving tasks. Subjects who were successful on the problems had higher scores on the intelligence test than the rest. The Categorizing Test was not, however, a good indicator of success. In Experiment II a comparison was made between scores on different parts of the so-called Family Test. With high school pupils and university students as subjects, correlation coefficients in the neighborhood of 0.40 were found between scores when suggesting possible classifications of objects, and scores when choosing a classification to fit different sets of objects. The triangular form of the scatterplots was taken as an indication that an ability to present different interpretations of one's experience is a necessary, but not sufficient condition for success in problem-solving tasks.     

Effect of mode of presentation on performance in a familiar task

Contrasting interpretations of the role of overt, exploratory activity in problem solving was evaluated by presenting a task that could be solved by the application of a familiar physical principle under abstract and concrete conditions. Contrary to what is found under unfamiliar task conditions, superior problem solving performance was obtained under the abstract condition. The findings support the hypothesis that the utility of overt, exploratory activity is related to the degree of novelty of the task.     

A functional interpretation of the modality effect

A functional conceptualization of the modality effect is presented, i. e. of the empirical finding showing a superior short-term retention of auditorily as opposed to visually presented verbal information. This theoretical view proposes that memory performance should be regarded as a function of an interaction between specific demands of the memory task and available cognitive capabilities. This notion is contrasted with two existing interpretations of the modality effect stating larger processing or storage capacities for a hypothetical memory system when information is auditorily as opposed to visually presented. Four experiments are reported, which all demonstrate the viability of the present view: The nature of the recall difference between modalities varies as a function of the interaction between task demands and cognitive capabilities and not as a function of certain properties of a hypothetical memory system.     

Boundary conditions for the modality effect: Type of material and time of test

Recall of auditory and visually presented information was studied using three different types of material. Although auditory presentation was superior for all three types of material, the size and pattern of the effect depended upon whether the visual presentation was successive or simultaneous. Successive visual presentation reduced recall performance compared to auditory presentation considerably for real sentences, while smaller effects were obtained for noun sequences and scrambled sentences. The overall supremacy in recall of auditory presented items was reduced further when compared to a simultaneous visual presentation. In the last two experiments, all effects of modality of presentation obtained in immediate recall were replicated, but were eliminated in delayed recall. The finding that this modality effect is eliminated in delayed recall is taken to indicate that semantic aspects of the material to be remembered are by and large unaffected by mode of presentation, while more superficial aspects are the ones influenced.