基于胜任特征的结构化面试初探

基于胜任特征的结构化面试是对传统结构化面试的优化,有很高的信度和效度。本文从基于胜任特征的结构化面试的内涵、特点、程序以及实施过程中需要注意的问题几个方面进行了深入探讨,对于改善结构化面试的测评功能和深化胜任特征的应用有一定价值。     

监狱警察应对方式与心理健康水平研究

本文通过对重庆市监狱警察应对方式和心理健康水平的抽调研究,发现调查对象倾向于采取成熟的应对方式,且其心理健康水平优于普通人群,在对应对方式有效性的评价（认识）、采取的应对方式（行为）和心理健康水平（结果）三者之间存在一致性;男女狱警在应对方式和心理健康水平方面都存在一些差异,且差异显著。这提示我们在进行应对方式干预时要注意男女狱警不同的两性特征和角色期望。     

转化医学模式对临床医学八年制教学改革的启示

近年来我国部分重点医学院校陆续推出精英教育培养模式,以八年制医学生的培养为代表.临床医学八年制的培养更需要基础医学与临床医学之间相互整合,是完善“八年一贯,本博融通”培养模式的关键.转化医学的出现,为消除基础与临床的屏障,提高八年制医学生基础医学研究水平,加强临床思维培养提供了新的平台和途径.     

Increasing Students' Scientific Creativity: The “Learn to Think” Intervention Program

The “Learn to Think” (LTT) Intervention Program was developed for raising thinking abilities of primary and secondary school students. It has been implemented in more than 300 schools, and more than 200,000 students took part in the experiment over a 10‐year span. Several longitudinal intervention studies showed that LTT could promote the development of students' thinking ability, learning motivation, and learning strategy as well as raise academic performance in primary schools. This article describes a study of the influence and the delayed effects of LTT on the scientific creativity of secondary school students. One hundred and seven students were selected from a secondary school, 54 of them participated in the LTT every 2 weeks and the rest had not. The intervention lasted 2 years, and the delayed effect was explored half a year after terminating the intervention. The Scientific Creativity Test for Secondary School Students was used four times from pre‐test to delayed post‐test. The results indicated that the LTT did promote the development of scientific creativity of secondary school students, and the effects on the scientific creativity were not necessarily immediate, but tended to be long‐lasting.     

How Speech Modifies Visual Attention

Auditory distractions can have serious consequences in critical situations such as driving. Mobile phones, radios, media players, and information devices that interpret and produce speech are increasingly common in vehicles, but the threats to visual attention are not yet fully understood. In three experiments, we found that most speech tasks had relatively small adverse effects on the detection of a briefly presented target among distractors across a 60° subarea of the visual field. Although there was a little impact on detectability, moderately difficult speech tasks slowed responding relative to silence. Our most demanding condition—generating and speaking a word beginning with the last letter of another word—had the greatest effects on accuracy and latency, with responding slowed by about 900 ms. An impairment of this magnitude presents a significant threat to safe driving and calls into question the belief that hands‐free voice‐controlled devices are the answer to the problem of driver distraction. Copyright © 2013 John Wiley & Sons, Ltd.     

音乐知觉的神经基础：脑成像研究的元分析

本研究根据音乐加工的层级结构, 对现有的脑成像研究进行了元分析, 探讨了音乐知觉的神经基础。具体而言, 对特异于音乐知觉加工的两个层级, 音程分析和结构分析的神经基础进行了分析, 并在此基础上对比了参与两个层级加工的脑区。结果发现, 音程分析主要的激活分布在双侧颞上回和右侧额下回, 在中央前回、角回和脑岛等脑区也有分布。音程分析在颞上回激活最多, 可能表明颞上回为音程分析的核心区域。结构分析激活分布较广, 主要激活颞上回、颞横回和前额叶区域, 此外, 还激活了下顶叶、缘上回和舌回等顶枕区域。结构分析在前额叶激活最多, 可能表明前额叶为结构分析的核心区域。最后, 对比两层级激活的脑区发现, 二者仅在后侧颞上回存在着重合, 而在绝大部分脑区则表现出分离, 这暗示了音程分析和结构分析通过颞上回进行交流, 并负责音乐不同层面的加工。     

High-temperature creep associated with the climb of extended dislocations subjected to chemical stresses

The effect of chemical stresses upon the relation between extended dislocations and high-temperature creep in a thin plate has been investigated. The critical stress needed for the contraction of extended jogs and its effect on the creep rate are obtained. The results indicate that the critical stress needed for the contraction increases with decreasing stacking fault energy (SFE). However, creep occurs more easily with increasing SFE and increasing angle of the Burgers vector to the dislocation line, as well as with the concentration of any diffusing atoms.     

Play it again: neural responses to reunion with excluders predicted by attachment patterns

Reunion behavior following stressful separations from caregivers is often considered the single most sensitive clue to infant attachment patterns. Extending these ideas to middle childhood/early adolescence, we examined participants' neural responses to reunion with peers who had previously excluded them. We recorded event‐related potentials among nineteen 11‐ to 15‐year‐old youth previously classified on attachment interviews (11 secure and 8 insecure‐dismissing) while they played a virtual ball‐toss game (Cyberball) with peers that involved fair play, exclusion and reunion phases. Compared to secure participants, dismissing participants displayed a greater increment in the N2 during reunion relative to fair play, a neural marker commonly linked to expectancy violation. These data suggest a greater tendency toward continued expectations of rejection among dismissing children, even after cessation of social exclusion. In turn, the link between self‐reported ostracism distress and neural signs of negative expectancy at reunion was moderated by attachment, such that self‐reports were discordant with the neural index of expectancy violation for dismissing, but not for secure children. A video abstract of this article can be viewed at http://www.youtube.com/watch?v=qzoRel5c-4s .     

Altering element interactivity and variability in example-practice sequences to enhance learning to write Chinese characters

The isolated elements and variability effects of cognitive load theory were used to alter the element interactivity of Chinese characters when instructing novice learners (72 overseas students at a Chinese university) in writing characters using worked examples-practice procedures. A group of characters with more than eight strokes was disassembled into three individual components. Students were required to trace examples and practice writing of either similar sequences of isolated components followed by integrated components of full characters (Isolated–Integrated sequences); variable sequences of isolated followed by integrated components (Variability–Integrated sequences); or conventional Integrated–Integrated sequences of full characters. It was hypothesized that the fully integrated stroke-movements form of example-practice sequences would result in less learning due to a greater cognitive load. The results demonstrated that the participants in both the Isolated–Integrated and Variable–Integrated groups performed significantly better than the Integrated–Integrated group with the Variable–Integrated group outperforming the Isolated–Integrated group.