大学生学校心理环境问卷的编制

目的:探索大学生学校心理环境的结构并进行问卷编制。方法:通过文献分析、现状分析和专家讨论形成问卷初始结构。在两次试测后,以262名大学生为正式样本进行因素分析、信效度分析和多元概化理论分析。结果:大学生学校心理环境结构包括:师生关系、同学关系、集体活动、专业发展、资源和制度与秩序六个因素。问卷的验证性因素分析结果表明,六因素模型和二阶因子模型拟合度均良好。结论:大学生学校心理环境问卷具有良好的信效度指标,可以作为大学生学校心理环境的测量工具。     

开放教育学生金钱态度与主观幸福感的关系:社会支持的中介作用

开放教育是高等教育的重要组成部分,加强开放教育学生学习的同时,提升其幸福指数,注重心理健康发展是开放教育的重要内容。文章采用《金钱态度量表》、《主观幸福感量表》、《社会支持量表》对开放大学系统 345名在校生进了调查并采用中介效应分析。结果表明,(1)社会支持、金钱态度和主观幸福感相关显著;(2)金钱态度因子金钱行为倾向对社会支持、总体幸福感及其因子回归效应显著; 社会支持在金钱行为倾向的基础上,对主观幸福感及其因子精力、对生活的满足和兴趣、对情感和行为的控制回归明显,同时在两者之间起了中介作用。说明金钱态度因子金钱行为倾向直接影响开放教育学生主观幸福感,另一方面通过社会支持影响开放远程教育学生主观幸福感。因此,建议开放教育从建立社会支持系统、师资队伍建设、心理健康教育、金钱观培养四方面着手,提升开放教育学生的幸福指数,促进其全面发展。     

具身认知的“七宗罪”

近二十年来,具身认知已逐渐成为认知科学研究的主流趋势,其理论主张已经辐射到心理学、哲学、语言学、计算机科学等许多领域,研究成果运用范围逐渐扩大。诚然,具身认知在某种程度上弥补了“离身”认知的不足,但其在方法论和认识论方面的问题也日益突显,如循环论证,解释不充分,完全的二元对立,文化、社会、语言因素的忽视等。因此,当务之急是改进研究方法,摒弃先入之见,使其真正成为多角度、全方位、综合性研究。     

戒毒人员戒毒动机对复吸倾向的影响:有调节的中介作用

目的:考察强制戒毒人员的戒毒动机对于复吸倾向的影响机制。方法:使用强制戒毒者复吸倾向性心理调查表、戒毒动机量表、心理韧性量表和情绪调节自我效能感量表对710名强制戒毒人员进行调查。结果:(1)强制戒毒人员戒毒动机负向预测复吸倾向;(2)情绪调节自我效能感中介了戒毒动机和复吸倾向的关系;(3)心理韧性调节了情绪调节自我效能感的中介效应。结论:戒毒动机不仅直接影响强制隔离戒毒人员的复吸倾向,也通过情绪调节自我效能感间接影响强制隔离戒毒人员复吸倾向,心理韧性增强了情绪调节自我效能感对复吸倾向的影响。     

危机应对策略对消费者矛盾态度和购买意愿的影响

采用2×2两因素被试间实验设计探讨初始矛盾态度及危机应对策略对消费者矛盾态度和购买意愿的影响。结果表明:当消费者初始矛盾态度水平较低时更可能受辩解策略的影响,从而使其负面态度和矛盾态度下降; 当消费者初始矛盾态度水平较高时更可能受和解策略的影响,从而使其负面态度和矛盾态度下降; 正面态度/负面态度可以显著正向/负向预测消费者的购买意愿,矛盾态度在其中起调节作用,即矛盾态度水平越高,正面/负面态度与购买意愿之间关系的不确定性越高。     

Flexibility training with educable retarded children

This experiment was designed to test the hypothesis that training in perceptual and cognitive shifts would improve the performance of EMR children on flexibility measures and on the Binet and WISC scales. Twenty-eight children received 42 exercises in cognitive flexibility and were compared to a control group that was matched on mental age. Instruction facilitated performance on variables measuring verbal fluency and concept formation; however, significant improvement was generally limited to those variables which shared content with the training exercises.     

Improvement of arithmetic self concept through combined positive reinforcement, peer interaction, and sequential curriculum

This study investigated the development of arithmetic self concept and achievement among seven- to nine-year-old children who had problems or who were at the bottom of the lowest track of a third grade. Ss were two girls and two boys from a class of 24 low track children, who completed a one-dimensional five-point scale for self concept and were administered 20-item tests for achivement in arithmetic repeatedly throughout eight weeks of instruction. Formation of small groups, peer interaction, individual curriculum adjustment, and positive reinforcement both at individual and group level were applied. Effective, correlated results were recorded along both scales for each child, and the gains for the four target children were shown in comparison to the class as a whole.     

The utility of behavior contracts and behavior proclamations with advantaged senior high school students

The relative efficiency of behavioral contracts and behavioral proclamations was empirically appraised in a parochial high school setting. Subjects were a select group of academically oriented seniors studying Problems in Democracy. The study consisted of an intra-subject replication design with eight phases aimed at determining the controlling influences of the experimental conditions for increasing appropriate student behavior. Line graphs and percentage tables were employed to analyze observational data. Results supported the position that students attain higher rates of appropriate behavior when given the opportunity to assist in classroom management. Both behavioral proclamations and contracts proved superior to the standard classroom procedures of the baselines.     

The relative effects of the frostig program, corrective reading instruction, and attention upon the reading skills of corrective readers with visual perceptual deficiencies

How effective are the Frostig training program and corrective reading instruction for improving the reading and visual-motor skills of pupils who possess deficiencies in both areas? Each of the three teachers worked each school day for sixteen weeks with the subjects of the two treatment groups plus a play placebo group. On the basis of the results of this study there is little, if any, support for the use of the Frostig program or corrective reading as treatments to improve the reading skills of children considered to possess a visual-motor problem. Due to the performances of the attention-placebo group, it is logical to hypothesize that improvements of the remedial groups are more a function of personal attention than the unique remedial powers of the two treatments. Consideration should be given to the optimal number of Frostig sessions as well as to the possibility of a ceiling effect of the Frostig program. Eight weeks of training would appear to be the maximum time before regression or improvement takes place.     

Elimination of soiling behavior in an elementary school child through the application of aversive techniques

A case study illustrating the application of aversive techniques in a school setting was presented. Soiling behavior, which had occured as often as three times per day before aversive procedures were initiated, was eliminated in this child with no reoccurence in a six month follow-up. This report lends additional confirmation to the feasibility of employing aversive conditioning or punishment in modifying or eliminating socially unacceptable behavior. Also, it is another example in which amelioration of symptomology appropriately seemed to precede a thorough investigation of etiological factors.