中学生学习动机、成就归因、学习效能感与成就状况之间因果关系的研究

该研究采用测验法对中学生学习动机、成就归因、学习效能感与成就状况之间的因果关系进行了探讨,并建立起因果关系模型。研究结果表明：学习动机、成就归因、学习效能感与成就状况之间是相互联系和相互影响的,学习动机、成就归因、学习效能感直接或间接影响个体的成就状况。     

The roles of relational identification and workgroup cultural values in linking authoritarian leadership to employee performance

We developed and tested a moderated mediation model of the relationship between authoritarian leadership and desirable employee performance (i.e., job performance and organization-directed citizenship behaviour, OCBO). Analyses of multilevel, multisource and data from 53 supervisors and 215 subordinates showed that relational identification mediated the time-lagged relationship between authoritarian leadership and job performance and OCBO. Authoritarian leadership has a weaker negative relationship with relational identification when group traditionality is relatively high, and this moderated relationship produces a stronger indirect relationship between authoritarian leadership and job performance and OCBO. These findings extend our understanding of the relationship between authoritarian leadership and employee performance outcomes and suggest ways organizations may seek to mitigate the extent to which authoritarian leadership hampers employees’ contributions.     

日常环境中的暴力暴露对攻击行为的长期影响:一个有调节的中介模型

以850名大学生为被试,探讨日常环境中的暴力暴露与攻击行为的关系,并在此基础上提出一个有调节的中介模型,考察攻击性信念的中介作用和人际信任的调节作用。结果发现:(1)日常环境中的暴力暴露对攻击行为有显著的正向预测作用;(2)攻击性信念在日常环境中的暴力暴露与攻击行为的关系中起部分中介作用;(3)攻击性信念的中介作用会受到人际信任的调节。对于低人际信任个体,攻击性信念起部分中介作用;对于高人际信任个体,攻击性信念的中介效应不显著,日常环境中的暴力暴露对攻击行为只有直接作用。     

父母、同伴依恋对青少年孤独感的影响模型:基于不同类型学校的检验

该研究探讨不同类型学校中同伴依恋在父母依恋与青少年孤独感之间的作用。结果发现:(1)在重点高中生群体中,同伴依恋在父母依恋与其孤独感之间起部分中介作用;(2)在职业高中生群体中,同伴依恋在父母依恋与其孤独感之间起部分中介作用;(3)在普通高中生群体中,同伴依恋是预测孤独感水平的主要因素,父母依恋在同伴依恋与孤独感之间起调节作用。在依恋对青少年孤独感的作用机制中,间接效应与交互效应模型均得到验证,但模型的适用性因学校类型不同存在差异。     

The stereotype rebound effect: Universal or culturally bounded process?

Stereotype rebound occurs when people experience an increase in stereotype use following attempts to suppress them. Two studies were conducted to examine cultural variability in the rebound effect. We hypothesized that, due to their experience suppressing unwanted thoughts, people from collectivist cultures would be less likely to experience the rebound effect than would people from individualist cultures. In both studies, U.S. and Chinese participants wrote two stories about gay men that were coded for stereotype use. Participants in the suppression condition were instructed to not to use stereotypes in their first story. As predicted, in both studies, U.S. participants in the suppression condition showed an increase in stereotype use in the second story, but Chinese participants did not. Potential explanations for cultural differences in the stereotype rebound effect are discussed.     

Object file continuity and the auditory attentional blink

Three experiments were designed to investigate the causes of the auditory attentional blink (AB). Experiments 1A and 1B revealed that there was a larger auditory AB when the target and the distractors were different in two attributes than when they were different in only one attribute. Experiments 2A and 2B showed that for pure-tone distractor sequences, there were small auditory AB deficits when both the target and the probe were different from the distractors in two attributes or in one attribute; however, for pulse distractor sequences, there was a large auditory AB when both the target and the probe were different from the distractors in one attribute, but not when they were different in two attributes. Experiments 3A and 3B revealed that regardless of the relationship of the target to the subsequent distractors, a large AB was generated if it was the first sound in a sequence. Moreover, only a very small AB was apparent when the distractors following the probe were replaced by silence. These results indicated that the auditory AB is affected by both the requirement of creating and consolidating a new object file for the target and the overwriting of the probe by the distractors following it.     

序列反应时任务中内隐和外显学习表征方式的实验研究

采用改进的序列反应时任务,探讨内隐和外显学习的知识表征方式,发现内隐组和外显组被试都习得了一定的序列规则.内隐组对标准字母的反应显著快于知觉偏差,而后者则又显著快于对动觉偏差字母的反应;外显组对标准字母的反应显著快于知觉偏差和动觉偏差,而后两者之间则没有区别.以上结果表明外显和内隐学习中知觉表征和动觉表征都起作用,不过在内隐学习中动觉表征起的作用更大.     

马克思主义关于农业经济形态理论的新发展——读考茨基《土地问题》和列宁《土地问题笔记,1901-1915年》

在史学界对西方农业史的研究中,我国相当一部分学者仍然是按照马克思在19世纪中期前后从对英国农业分析中得出的某此结构去理解西方农业史的发展规律,这种规律以"两极分化"和"小农的消灭"为主要内容.     

科学无神论与人民幸福

科学无神论是人类在近代科学发展基础上产生的最伟大的思想成果之一,也是先进文化的重要的组成部分;是马克思主义世界观形成的前提,也是共产党人必须具备的思想条件。这都是人所周知的常识。但是,近二十多年来国内外形势的变化,使人们不得不一再呼唤科学无神论,呼吁加强对科学