儿童拒绝敏感性与自我知觉的关系:一项交叉滞后研究

采用儿童拒绝敏感性问卷与儿童自我知觉量表对596名中小学儿童进行了为期一年的追踪调查,通过交叉滞后回归分析考察儿童拒绝敏感性与多种自我知觉间的预测关系。结果发现：（1）自我知觉的年级差异显著,初中儿童的自我知觉水平较低;（2）在两次测量中,拒绝敏感性与多种自我知觉均呈显著的负相关;（3）控制性别、年级以及自身稳定性之后,第一年的多种自我知觉均可以负向预测第二年的拒绝敏感性,而第一年的拒绝敏感性仅可以负向预测第二年的体貌及一般自我知觉;（4）年级调节了拒绝敏感性与一般和行为自我知觉间的纵向关系,并在小学与初中儿童中表现出不同的模式。研究证实自我知觉是儿童拒绝敏感性形成的重要原因之一,为儿童社会认知及心理健康的相关研究提供新的实证依据。     

创造性科学问题提出材料的编制及效度研究

本研究通过对收集的科学发明创造实例进行整理,测量,访谈,再测量,建立拥有多项指标的创造性科学问题提出材料库,以期为研究创造性科学问题提出提供有效的测试工具。在材料库的建立过程中,对问题提出中的原型启发效应进行了探讨,结果表明,原型对创造性问题提出具有稳定的启发效应,并且这种启发效应在具有理科背景的个体上有更明显的效果。此外,创造性科学问题提出分数不仅与创造性成就倾向显著相关,且在企业环境中也显示出了对于不同创造力群体的有效鉴别     

选择作业中证伪思维的影响因素

研究了选择作业中证伪思维的影响因素。被试为星海音乐学院本科生592名。实验1、2研究了问题的诊断性对证伪思维的影响;实验3研究了提示证伪样例是否促进证伪;实验4研究了证真证伪相对难度改变是否影响证伪。结果表明：（1）证真和证伪都为诊断性问题,人们倾向于证真;证真为非诊断问题,证伪为诊断性问题,人们倾向于证伪。（2）提示证伪样例,可以促进证伪。（3）证真难度加大,可以促进证伪。结合正反信息转换系统的心理模型理论,可以很好地解释该研究结果。     

普通话测试的录音评分可行性、信度及经济效率

该研究采用心理测量中的概化(generalizability theory)理论,通过两个研究,分析国家语言文字工作委员会的普通话测试中采用录音评分的可行性,并探讨了其信度、经济效率及心理测量等特性。研究共有25名被试及8名评分员。结果表明录音评分和现场评分测试的结果是一致的,最少能区分90％的能力差异。此外,研究亦指出现行测试的评分者人数及题数已经算足够,但仍可依考生能力特性等,作一些调整以提高测试效率。     

Is scientific research driven by opportunity,problems, or observations?

With the recent rise of the philosophy of scientific practices, SSK (Sociology of Scientific Knowledge), and feminist approaches to the philosophy of science, a new perspective is gradually coming into being, holding that the starting point for scientific research is opportunity. Opportunistic features in solar neutrino experiments, Opportunistic features of complexity studies emerging from economics, and the measurement of insects’ flight can prove the above perspective from different angels. It is important and significant to determine whether the starting point for scientific research is opportunity, a problem, or an observation.     

Long delay learning in the T-maze

Rats were trained to go to one side of a T-maze with delays of reward lasting 1, 20, or 60 min in Expt 1 and 1 or 60 min in Expt 2. Mediation by secondary reward was prevented by administering the same delay treatment regardless of whether the response was correct or incorrect: after a response, the rat was removed from the choice alley and placed in its home cage to spend the delay. Feedback for the response was given in the startbox after the delay interval ended. The rats learned and there were no significant differences in performance among groups trained with different delays. These results had been expected on the basis of Revusky's (1971) hypothesis that removal of the rat from the learning situation to spend the delay elsewhere facilitates long delay learning by reducing associative interference. In Expt 3, this notion was tested explicitly by varying the amount of a 2-min delay to be spent in the experimental situation. Different groups of rats were left in the choice alley after the response for 0, 15, or 60 sec; then the rats were removed to spend the remainder of the 2-min delay in the home cage As predicted, the level of performance decreased as the length of time in the choice alley was increased.     

Assessing Poggendorff effects via collinearity,perpendicularity, parallelism,and Oppel (distance) experiments

By adjusting the orientation of, and separation between, two free-standing dots, Ss indicated directions and distances associated with the Poggendorff display (a transversal interrupted by parallel lines). Judged distance between parallels (with transversal absent) increased slightly when additional interior parallels were added; this Oppel effect can be interpreted as contour repulsion. Errors in judging the orientation of an actual transversal segment were too small to account for the Poggendorff effect. The usual large errors occurred for estimates of the orientation of the missing transversal segment between the parallel lines. Cognitive mistracking adequately describes the Poggendorff effect. Mistracking is a function of the angle subtended between transversal and parallels, and of the orientation of the entire display.     

儿童运用归纳法概括句组内词语能力的实验研究

本研究的目的是探讨儿童概括词语能力的发展问题。实验材料是9组分别有一、二或三个词语(“因素”)的句子,要求被试概括这些句组。被试是9至12岁以及8.5岁的小学生,每个年龄组有30人,共计150名小学生。 实验结果表明:儿童概括词语能力的发展并不与年龄的增长完全一致,在速度和等级方面其发展是不同的。在8.5-9岁以及11-12岁两个年龄组间差异是显著的,而在其他的年龄组,这种能力的发展是缓慢的。每个年龄组概括的广度也是不同的。     

Unpacking the effects of information overload on the purchase intention of electric vehicles

China is currently under tremendous pressures to improve energy efficiency and reduce emissions. As an energy-saving transportation innovation, electric vehicles (EVs) can alleviate this dilemma. This study adopts the Stimuli-Organism-Response (SOR) framework to explore the effect of information overload on consumers' psychological state and subsequent adoption intentions of EVs. Based on the 367 valid samples from Auto 4S shops in EV pilot cities in Mainland China, this study reveals that information overload negatively impacts perceived value and perceived effectiveness but positively impacts perceived risk. Furthermore, information quality offsets the negative impact of information overload on perceived value and enhances the positive impact of information overload on perceived risk. Interestingly, information quality not significantly affect the relationship between information overload and perceived effectiveness. In addition, perceived value and perceived effectiveness are positively related to purchase intentions, while perceived risk is negatively correlated with consumers' purchase intentions. On the basis of these findings, we discuss the policy implications of EVs and provide suggestions for future development.     

A 32-society investigation of the influence of perceived economic inequality on social class stereotyping

There is a growing body of work suggesting that social class stereotypes are amplified when people perceive higher levels of economic inequality—that is, the wealthy are perceived as more competent and assertive and the poor as more incompetent and unassertive. The present study tested this prediction in 32 societies and also examines the role of wealth-based categorization in explaining this relationship. We found that people who perceived higher economic inequality were indeed more likely to consider wealth as a meaningful basis for categorization. Unexpectedly, however, higher levels of perceived inequality were associated with perceiving the wealthy as less competent and assertive and the poor as more competent and assertive. Unpacking this further, exploratory analyses showed that the observed tendency to stereotype the wealthy negatively only emerged in societies with lower social mobility and democracy and higher corruption. This points to the importance of understanding how socio-structural features that co-occur with economic inequality may shape perceptions of the wealthy and the poor.