Trichotomous goals of elementary school students learning English as a foreign language: a structural equation model

This study applied structural equation modeling (SEM) techniques to define the relations among trichotomous goals (mastery goals, performance-approach goals, and performance-avoidance goals), self-efficacy, use of metacognitive self-regulation strategies, positive belief in seeking help, and help-avoidance behavior. Elementary school students (N = 105), who were learning English as a foreign language, were surveyed using five self-report scales. The structural equation model showed that self-efficacy led to the adoption of mastery goals but discouraged the adoption of performance-approach goals and performance-avoidance goals. Furthermore, mastery goals increased the use of metacognitive self-regulation strategies, whereas performance-approach goals and performance-avoidance goals reduced their use. Mastery goals encouraged positive belief in help-seeking, but performance-avoidance goals decreased such belief. Finally, performance-avoidance goals directly led to help-avoidance behavior, whereas positive belief assumed a critical role in reducing help-avoidance. The established structural equation model illuminated the potential causal relations among these variables for the young learners in this study.     

Iconicity of simple Chinese characters

The iconicity of a Chinese character, or the degree to which it looks like the concept that it represents, has been suggested as affecting the learning and processing of the character. However, previous studies have not provided good empirical information on the iconicity of specific characters. To fill this gap, 40 U.S. adults with no knowledge of Chinese were given an English word or short phrase together with two Chinese characters and were asked which character matched the meaning of the English word. The right and wrong answers had the same number of strokes, and different wrong answers were used for different participants. We examined all 213 simple-structure Chinese characters that occur in textbooks for elementary school children. The overall percentage of correct responses was 53.6%, slightly but significantly higher than would be expected by chance. Using a false discovery rate procedure, we found that 15 of the 213 characters were guessed at a level higher than chance. The proportion of correct responses to each character, which can be taken as an indicator of its degree of iconicity, should be useful to researchers studying Chinese character reading and writing. The full database, showing the proportion of correct guesses and other psycholinguistic variables for each character, can be downloaded from http://brm.psychonomic-journals.org/content/supplemental.     

儿童混合表情识别的发展及与基本表情识别的关系

以193名儿童为被试,采用表情识别范式,考察5岁、6岁及8岁儿童的基本表情识别能力和混合表情识别能力,探讨了儿童在这一年龄段中混合表情识别能力的发展特点,及其与基本表情识别能力之间的关系。研究发现：基本表情识别能力在5岁时已发展良好,混合表情识别能力在8岁时仍需完善,后者是前者的深化,同时还包含对多种表情进行辨认的能力;两种表情识别能力构成了更加完整的表情识别图景。     

医学与伦理能否同行——从生命伦理学的特点探讨科技与伦理的关系

内在自生,问题导向、案例推进和体制化、规范化是生命伦理学兴起和发展的三个特点,表明科技与伦理的关系发生了新变化.科学家在科技伦理的舞台上扮演着重要角色,生命科学和医学走到了前台,科技与伦理的矛盾冲突也有所不同.为此,要努力探求科技与伦理的良性互动,培养一批高素质人才.     

性别二态线索对男性面孔吸引力影响的方法差异之争

性别二态线索(男性化-女性化线索)对男性面孔吸引力的影响一直存在不一致的结果,研究者主要从方法差异对此不一致性进行解释.本文首先对操作男性化面孔刺激的不同计算机图像处理技术进行了阐述,主要包括性别二态技术、感知男性化技术和青春期发展技术,并进一步梳理了以往采用不同技术进行比较的相关研究,最后对未来研究提出了展望.     

内隐序列学习与注意负荷关系的实验研究

采用2(注意负荷:高、低)单因素被试内实验设计,以18名在校大学生为被试,运用行为实验及事件相关电位技术,对内隐序列学习是否需要注意负荷的参与进行实验研究。结果发现:(1)在高、低注意负荷条件下都出现了内隐序列学习效应;(2)高注意负荷序列探测刺激诱发的P1、N1波幅显著大于低注意负荷序列探测刺激诱发的,表明高注意负荷条件下需要更多的注意;(3)高、低注意负荷序列内隐序列学习量差异不显著,表明内隐序列学习不受注意负荷影响。     

“蚁族”群体的公正世界信念与幸福感研究

以居住在北京小月河地区的304名“蚁族”为被试,采用公正世界信念问卷、积极消极情感问卷和生活满意度问卷,考察了一般公正世界信念、个人公正世界信念以及幸福感之间的关系,结果表明:(1)“蚁族”的生活满意度偏低,但其情绪状态仍然乐观,积极情感体验较高,且具有较高水平的公正世界信念;(2)公正世界信念对幸福感有显著的正向预测作用,公正世界信念水平越高的“蚁族”越幸福;(3)个人公正世界信念在一般公正世界信念和幸福感间起中介作用,即越相信世界是公正的“蚁族”更倾向于相信自己已经或即将受到的对待是公正的,最终提升幸福感。     

模糊规避的形成机制：基于可评价性假设的视角

模糊规避是指在相同奖赏的情况下,决策者会力图规避从主观上判断具有模糊概率的事件而偏好具有相同精确概率的事件。本研究使用同时评价、单独评价的研究范式从随机事件和自然事件两个领域来探讨模糊规避的形成机制。研究结果表明,当风险事件和模糊事件同时评价时,个体倾向于模糊规避;当风险事件和模糊事件单独评价时,模糊规避会消失。     

鼓励条件下幼儿提问的发展

以7所幼儿园的141名3～6岁儿童为被试,采用实验方法,探讨幼儿在8种新异刺激条件下提问的发展.结果表明:(1)3～6岁幼儿提问生成的数量随着年龄的增长而提高;(2)幼儿在对当前刺激产生陌生感或出现认知混乱时更容易生成问题;(3)立体刺激材料和平面刺激材料在引发幼儿提问生成上不存在差异;(4)3～6岁幼儿提问元认知随年龄的增长而提高.3～4岁期间是提问原因元认知快速发展时期.