Addressing the role of personality,ability, and positive and negative affect in positive psychology interventions: Findings from a randomized intervention based on the authentic happiness theory and extensions

The present study explores the role of personality, ability, and affect in a randomized, group-based positive psychology intervention program based on Seligman’s authentic happiness theory and extensions. A total of 100 adults (M = 45.7, SD = 12.8) were randomly assigned to the 12-week intervention program (five training sessions) or a waiting list control group. The intervention consisted of basic information, group activities, and homework assignments. Participants in the intervention group demonstrated higher levels of happiness, pleasure, and engagement after completion of the program. Baseline levels of psychometric intelligence moderated the intervention effectiveness (greater effects for those higher in reasoning, vocabulary, and general intelligence). There were no effects for the big five personality traits. Finally, increases in positive affect before and after the homework assignment were associated with greater levels of happiness after the program. The relevance of these findings for the development of new programs is discussed.     

Working with parents to counteract bullying: A randomized controlled trial of an intervention to improve parent-school cooperation

This study examined the effectiveness of an intervention aimed at improving parent-school cooperation in counteracting bullying. Using a randomized controlled trial, data of teachers, parents of non-victimized children, and children themselves were collected at 13 intervention and 14 control schools (grades 3–6, N at post-assessment: teachers = 83, parents = 153, children = 2,510) at two time points (time lag about 6 months). Results showed positive effects of the intervention for some aspects of the primary outcomes: parents’ and teachers’ attitudes and efforts, whereas no effects were found of teachers’ or parents’ competences in counteracting bullying. No intervention effects were found for secondary outcomes: children's self-reported bullying, victimization, well-being, and self-esteem. The findings indicate that, due to the intervention, teachers and parents were more aligned and able to cooperate, even within the short time of the intervention: one school year. This is the first essential step to systematically addressing parents’ role in tackling bullying; future research is needed to examine the long-term effects of parent and school interventions in enhancing the effectiveness of anti-bullying programs.     

从一个问卷调查中分析中国青少年科学精神教育的现状

2003年5月～2004年3月,中国无神论学会对北京市青少年进行了一次科学精神教育现状的问题调查。它让我们思考了几个问题:为什么要进行这个调查?调查的结果说明了什么?科学精神教育距离中国青少年有多远?调查的背景和目的     

西方积极心理学运动是一场心理学革命吗？

积极心理学是20世纪末兴起于美国的一股重要心理学力量,也是当今心理学舞台上比较活跃的一个领域,对于它的出现,有人认为这是一场心理学革命或心理学研究范式的转变。该文仔细分析了积极心理学与传统主流心理学、人本主义心理学的关系,并对心理学发展中的革命性和非革命性变化的特点做了概括,最终得出结论：积极心理学从目前来看不是心理学发展史上的一场革命,其本身并不存在研究范式上的根本转变     

Sequent Calculi and Decision Procedures for Weak Modal Systems

We investigate sequent calculi for the weak modal (propositional) system reduced to the equivalence rule and extensions of it up to the full Kripke system containing monotonicity, conjunction and necessitation rules. The calculi have cut elimination and we concentrate on the inversion of rules to give in each case an effective procedure which for every sequent either furnishes a proof or a finite countermodel of it. Applications to the cardinality of countermodels, the inversion of rules and the derivability of Löb rules are given.     

小学一年级数学新教材插图效果的眼动研究

采用2×3两因素混合实验设计,使用美国应用科学实验室（ASL）生产的EVM3200型眼动仪,对小学一年级学生阅读配有不同背景插图应用题的阅读理解指标和眼动指标进行考察。结果表明：无论应用题难易,学生对有背景插图的阅读理解优于对无背景插图的理解;复杂的插图背景有利于学生理解较难应用题;简单的插图背景有利于学生理解较容易应用题;眼动实验结果表明,小学一年级数学新教材插图效果较好     

Lexical processing and text integration of function and content words: Evidence from priming and eye fixations

The results of two experiments comparing processing of function words and content words are reported. In Experiment 1, priming was present for both related function and related content word pairs, as measured in lexical decision response times. In Experiment 2, participants' eye movements were monitored as they read sentences containing either a high- or a low-frequency function or content target word. Average word length and word frequency were matched across the function and content word conditions. Function words showed frequency effects in first-fixation and gaze duration that were similar to those seen for content words. Clear differences in on-line processing of function and content words emerged in later processing measures. These differences were reflected in reading patterns and reading time measures. There was inflated processing time in the phrase immediately following a low-frequency function word, and participants made more regressions to the target word in this condition than in the other three conditions. The priming effects in lexical decision and the word frequency effects in initial processing measures in silent reading for both word types were taken as evidence of common lexical processing for function and content words. The observed differences in later processing measures in the eye-movement data were taken as evidence of differences in the role that the two word types have in sentence processing beyond the lexical level.     

Testing the counter model for perceptual identification: Effects of repetition priming and word frequency

The counter model for perceptual identification (Ratcliff & McKoon, 1997) differs from alternative views of word recognition in two important ways. First, it assumes that prior study of a word does not result in increased sensitivity but, rather, in bias. Second, the effects of word frequency and prior study are explained by different mechanisms. In the present experiment, study status and word frequency of target and foil were varied independently. Using a forced-choice task, we replicated the bias effect. However, we also found several interactions between frequency and prior study that are in direct conflict with the counter model. Most important, prior study of both alternatives resulted in an attenuation of the frequency effect and an increase in performance for low-frequency targets, but not for high-frequency targets. These findings suggest that the effects of frequency and prior study are not mediated by completely independent mechanisms.     

恒河猴在繁殖笼内的等级结构

有关非人灵长类社群结构的问题,国外已多有研究。许多学者认为无论在野外,或是在捕后(笼养)条件下进行观察都发现只要有几只动物在一起,形成一个群,那末群内的个体之间必然形成等级关系,而这种等级关系是线性排列的。换句话说,如果一群有A、B、C、D、E五只动物的话,它们的等级关系就是这样排列的:A>B>C>D>E。