高一学生学校适应与教师领导行为关系之初探

采用整群抽样的方法,选取538名学生被试,然后运用“学生在校行为问卷”和“教师领导行为问卷”考察学生的学校适应状况同他们感知到教师领导行为的关系,并分析了不同领导模式下学生学校适应状况的差异及性别因素的影响。结果发现学生的学校适应与其感知到的教师民主行为是正相关,而与权威和放任行为是负相关;民主型的领导模式明显好于权威和放任型的领导模式,而权威和放任之间的差距不明显,该结果不受学生和教师性别因素的影响。     

Age and distraction by telephone conversation in task performance: implications for use of cellular telephones while driving

Predicted to diminish task performance were (a) distraction by telephone conversation and (b) older age. 38 participants pointed to letters on a randomized or alphabetized letter matrix during distraction by telephone conversation or no distraction. In a within-subjects design, telephone conversation negatively affected completion time but there were no age differences. Implications for cellular telephone use while driving are discussed.     

Commitment Shift during Organizational Upheaval: Physicians' Transitions from Private Practitioner to Employee

This longitudinal study examines the individual transition journeys of physicians as their private medical practices are acquired by a large integrated health care system. We test the proposition that transition patterns (trends in an individual's commitments to organization and profession over time) are a function of individual differences in years in profession and perceived organizational enabling characteristics (change involvement, openness to ideas, and work discretion). Three years of survey data were obtained from a panel of 48 physicians who transitioned through an organizational change process. Results challenge traditional assumptions that tenure reinforces commitment and cast doubt on the effectiveness of current medical school curricula in preparing medical graduates to practice in an administrative environment. In addition, results strongly suggest that enabling characteristics of organizational change are critical for compatibility between the organizational and professional attachments of transitioning physicians.     

Building academic partnerships in psychology: the Psychology Partnerships Project

The increased number and mobility of psychology students, the need for a more coordinated curriculum and a more diverse student population in psychology programs, and the need to prepare students for a changing marketplace pose serious challenges for psychology educators. Partnerships among psychology teachers in high schools, community colleges, 4-year colleges and universities, and graduate programs in research universities can help teachers address these challenges effectively. This article outlines how academic partnerships across educational levels can help psychology teachers address educational challenges, examines factors that facilitate the formation and maintenance of these partnerships, and presents the American Psychological Association's successful Psychology Partnerships Project: Academic Partnerships to Meet the Teaching and Learning Needs of the 21st Century, describing the organizational features that enhanced its success.     

The processing and representation of Dutch and English compounds: peripheral morphological and central orthographic effects

In this study, we use the association between various measures of the morphological family and decision latencies to reveal the way in which the components of Dutch and English compounds are processed. The results show that for constituents of concatenated compounds in both languages, a position-related token count of the morphological family plays a role, whereas English open compounds show an effect of a type count, similar to the effect of family size for simplex words. When Dutch compounds are written with an artificial space, they reveal no effect of type count, which shows that the differential effect for the English open compounds is not superficial. The final experiment provides converging evidence for the lexical consequences of the space in English compounds. Decision latencies for English simplex words are better predicted from counts of the morphological family that include concatenated and hyphenated but not open family members.     

Visuomotor rotations of varying size and direction compete for a single internal model in motor working memory

When participants adapt to equal and opposite visuomotor rotations in close temporal proximity, memory of the 1st is not consolidated. The authors investigated whether this retrograde interference depends on the use of equal and opposite rotations. On Day 1, different groups of participants adapted to a -30 degrees rotation followed 5 min later by rotations of +30 degrees, +60 degrees, or -60 degrees. On Day 2, all groups were retested on the -30 degrees rotation. Either retrograde interference (in groups who adapted to rotations of opposite sign on Day 1) or retrograde facilitation (in the remaining group) was observed. In all groups, learning of the 2nd rotation resulted in unlearning of the first, indicating that all visuomotor rotations compete for common working memory resources.     

Promoting perspective coordination by dilemma discussion. The effectiveness of classroom group discussion on interpersonal negotiation strategies of 12-year-old students

Promoting social competence and social cognition is an important aim of education and socialization. According to theories of social cognitive and moral development, social cognition may be promoted by adolescent peer interaction. In this study, social cognition is theoretically conceptualized by the interpersonal negotiation strategies model of Selman which distinguishes levels of perspective coordination and steps of information processing (identification of a problem, generating negotiation strategies, selection of a strategy, evaluation). In a pre-post control group design this study investigated whether dilemma discussions among peers lead to higher individual levels of perspective coordination compared to an individualistic condition. Members of the discussion-condition exhibited higher gain scores in perspective coordination compared to the control group regarding the information processing steps generating strategies and strategy selection. In order to analyze verbal interaction in the discussion groups, an integrative coding schedule was developed. In addition, trait-like argumentative motives of the participants were assessed. The results of multilevel analyses suggest that progress in posttest-perspective coordination is mediated by the groups consensual solution of the dilemma as well as by an explanation-oriented discussion style, but only if the latter is accompanied by a trait-like subject- and consensus-oriented argumentative motive. Theoretical and practical conclusions are drawn.     

Non-invasive estimation of local field potentials for neuroprosthesis control

Recent experiments have shown the possibility of using the brain electrical activity to directly control the movement of robots or prosthetic devices in real time. Such neuroprostheses can be invasive or non-invasive, depending on how the brain signals are recorded. In principle, invasive approaches will provide a more natural and flexible control of neuroprostheses, but their use in humans is debatable given the inherent medical risks. Non-invasive approaches mainly use scalp electroencephalogram (EEG) signals and their main disadvantage is that these signals represent the noisy spatiotemporal overlapping of activity arising from very diverse brain regions, i.e., a single scalp electrode picks up and mixes the temporal activity of myriads of neurons at very different brain areas. In order to combine the benefits of both approaches, we propose to rely on the non-invasive estimation of local field potentials (LFP) in the whole human brain from the scalp measured EEG data using a recently developed inverse solution (ELECTRA) to the EEG inverse problem. The goal of a linear inverse procedure is to de-convolve or un-mix the scalp signals attributing to each brain area its own temporal activity. To illustrate the advantage of this approach we compare, using an identical set of spectral features, classification of rapid voluntary finger self-tapping with left and right hands based on scalp EEG and non-invasively estimated LFP on two subjects using a different number of electrodes.