当代体育运动心理学跨文化研究述

采用文献检索法,对12份重要的国际期刊上1988~2004期间的文章进行检索,最终从其中的8份期刊中检索到33篇体育运动心理学跨文化研究的文献,在此基础上尝试从研究的方法论及研究的内容两方面来述评当代体育运动心理学跨文化研究的发展情况。方法论方面的述评主要包括数据收集方法、“文化”代表物、被试等值性,以及概念等值性四个方面的内容;研究内容方面的述评主要包括运动成就动机、教练-运动员关系、生涯转折,以及心理品质/心理技能四个方面的内容。文章最后对未来的研究提出了“建立指导研究的理论构架”、“发展指导研究的方法论模型”、“注重研究的实践应用价值”三点建议,并提出三阶段理论构架和四阶段方法论模型,分别尝试作为指导未来研究的理论构架和方法论模型     

Promoting exercise behavior among Chinese youth with hearing loss: a randomized controlled trial based on the transtheoretical model

The transtheoretical model proposes that behavior change is experienced as a series of stages. Interventions tailored to these stages are most likely to be effective in progressing people through the model's hypothesized behavior change continuum. In this study, a stage-tailored, 12-week, exercise behavior intervention based on the transtheoretical model was conducted among a sample of 150 Chinese youth with hearing loss. Participants were randomized into an intervention or control group with all the core transtheoretical model constructs assessed pre- and post-intervention. Participants in the intervention group showed greater advances in their stage of exercise behavior change, decisional balance, and processes of change use compared to those in the control group. The intervention, however, was insufficient for increasing participants' self-efficacy for exercise behavior. The findings partially support the utility of the theory-based intervention for improving the exercise behavior of Chinese youth with hearing loss, while simultaneously helping to identify areas in need of improvement for future applications.     

Contextual Integration in Multiparty Audience Design

Communicating with multiple addressees poses a problem for speakers: Each addressee necessarily comes to the conversation with a different perspective—different knowledge, different beliefs, and a distinct physical context. Despite the ubiquity of multiparty conversation in everyday life, little is known about the processes by which speakers design language in multiparty conversation. While prior evidence demonstrates that speakers design utterances to accommodate addressee knowledge in multiparty conversation, it is unknown if and how speakers encode and combine different types of perspective information. Here we test whether speakers encode the perspective of multiple addressees, and then simultaneously consider their knowledge and physical context during referential design in a three‐party conversation. Analyses of referential form—expression length, disfluency, and elaboration rate—in an interactive multiparty conversation demonstrate that speakers do take into consideration both addressee knowledge and physical context when designing utterances, consistent with a knowledge‐scene integration view. These findings point to an audience design process that takes as input multiple types of representations about the perspectives of multiple addressees, and that bases the informational content of the to‐be‐designed utterance on a combination of the perspectives of the intended addressees.     

Measuring the Contribution of Independent Christian Secondary Schools to Students' Religious,Personal, and Social Values

From the late 1960s independent Christian schools have emerged in England and Wales, initiated either by churches or by parents. Many of these new independent schools are linked through the Christian Schools Trust. The impact that these schools are exerting on their students may be of interest for the churches with which they are associated and of concern for wider society. The political debate concerning these schools has so far been informed by only a small number of empirical studies conducted in England and Wales. The present study extends previous research in three ways. It offers a comparative study by examining the responses of 271 year-nine and year-ten students (age 13 to 15 years) from 11 independent Christian schools with 20,348 students from 93 schools without a religious foundation. It examines a range of religious, social and personal values. It employs multilevel models to identify the contribution made by independent Christian schools after taking into account personal, psychological, and contextual differences within the students themselves. The hypothesis was that Christian schools were committed to developing distinctly Christian values among their students. The data supported this hypothesis. Even after allowing for differences in the religiosity of the students themselves, attendance at an independent Christian school was associated with higher self-esteem, greater rejection of drug use, lower endorsing of illegal behaviors, lower racism, higher levels of conservative Christian belief, and more conservative views on sexual morality (abortion, contraception, divorce, homosexuality, and sex outside marriage).     

Time–Frequency Cross Mutual Information Analysis of the Brain Functional Networks Underlying Multiclass Motor Imagery

To study the physiologic mechanism of the brain during different motor imagery (MI) tasks, the authors employed a method of brain-network modeling based on time–frequency cross mutual information obtained from 4-class (left hand, right hand, feet, and tongue) MI tasks recorded as brain–computer interface (BCI) electroencephalography data. The authors explored the brain network revealed by these MI tasks using statistical analysis and the analysis of topologic characteristics, and observed significant differences in the reaction level, reaction time, and activated target during 4-class MI tasks. There was a great difference in the reaction level between the execution and resting states during different tasks: the reaction level of the left-hand MI task was the greatest, followed by that of the right-hand, feet, and tongue MI tasks. The reaction time required to perform the tasks also differed: during the left-hand and right-hand MI tasks, the brain networks of subjects reacted promptly and strongly, but there was a delay during the feet and tongue MI task. Statistical analysis and the analysis of network topology revealed the target regions of the brain network during different MI processes. In conclusion, our findings suggest a new way to explain the neural mechanism behind MI.     

The effects of ongoing task absorption on event-based prospective memory in preschoolers

The current study applied a 2 × 2 experimental design to investigate the effects of ongoing task absorption on event-based prospective memory performance of children aged 3 and 5 years. Children were required to label pictures as ongoing task but to remember to refrain from picture naming and to respond to the target cues in a different way as the prospective memory task. Two differently absorbing ongoing tasks (high absorbing scenario game task vs. low absorbing computer-based task) were administered. Results indicated that prospective memory performance of 5-year-old children was significantly better than that of 3-year-old children. Ongoing task absorption affected the ongoing task performance of preschoolers, but not overall prospective memory performance. Only the 3-year-olds were negatively affected by high ongoing task absorption, which was not the case for the 5-year-olds. The findings are discussed within the light of the multiprocess theory.     

职业倦怠的干预研究述评

随着生活节奏的加快,职业倦怠(burnout)已经成为不可忽视的职业病。而对职业倦怠的干预也就成为当今研究关注的热点。文章先回顾了近年来在个体干预和组织干预上取得的成果．然后对干预研究的效果进行了评价,并就干预研究的不足之处和未来的发展动向提出了自己的观点。     

Experiencing education in the new Christian schools in the United Kingdom: listening to the male graduates

The new independent Christian schools developed by parents and evangelical churches in the United Kingdom since the late 1960s remain controversial among both Christian and secular educators. In response to this controversy, the present study traced 106 men who had graduated from these schools between 1985 and 2003 and analysed their evaluation of the education they had received in these schools within four main themes: the quality of the education, the context of Christian and moral nurture, the quality of relationships (among the pupils, with the teachers and with the wider world) and preparation received for life after leaving school. Although there were some issues of criticism, the balance of opinion among the former pupils within all four areas was generally supportive of the new independent Christian schools, which were generally perceived as having prepared them well for life.