汉语句子加工中句法信息与语义信息的交互作用：来自ERP的证据

采用ERP技术考察句子加工过程中句法信息和语义信息交互作用的时间进程。以汉语“把字句”为实验材料,分别比较句法违例句与双重违例句的LAN和P600效应、语义违例句与双重违例句的N400效应。与句法违例句相比,双重违例句的LAN效应的波幅更负,潜伏期更长,皮层分布更广泛;双重违例句的P600效应出现减弱趋势;双重违例句的N400效应的潜伏期显著长于语义违例句。结果表明,在句子加工的各个阶段,句法信息和语义信息呈持续交互作用,支持句子的平行加工模型。     

Effects of a ‘Learn to Think’ intervention programme on primary school students

Background. Methods for teaching thinking may be described as out‐of‐context or infusion. Both approaches have potential to raise students’ general cognitive processing ability and so raise academic achievement, but each has disadvantages. Aims. To describe and evaluate a theory‐based learn to think (LTT) curriculum for primary school students, which draws on the strengths of both out‐of‐context and infusion approaches. Sample. One‐hundred and sixty‐six students in three classes of Grade 1 (6+ years old), Grade 2 (7+ years old), and Grade 3 (8+ years old) in a primary school in Shanxi province, China, randomly ascribed to experimental (90) and control (76) groups. Methods. All students were pre‐tested for non‐verbal intelligence and academic achievement. Experimental students followed the LTT curriculum (one activity every 2 weeks) for 4 school years. All were post‐tested on three occasions for thinking ability and four times for academic achievement. Results. Grade 1 and Grade 2 students showed effects of LTT from 1 year after their start and increasing: on thinking ability d= .78–1.45; on Chinese d= .68–1.07; on maths .58–.87. Grade 3 students showed effects from 6 months after their start: on thinking ability .90–1.37; Chinese .77–1.32; maths .65–1.29. The effects were concentrated in students in the middle band of initial ability. Conclusions. A curriculum for teaching thinking based on a structured theoretical model that combines elements of out‐of‐context and infusion methods has been shown to have long‐term far transfer effects on students’ thinking ability and academic achievement. More work is needed to meet the needs of a wider range of abilities.     

The effects of autonomy and empowerment on employee turnover: test of a multilevel model in teams

Extending research on voluntary turnover in the team setting, this study adopts a multilevel self-determination theoretical approach to examine the unique roles of individual and social-contextual motivational precursors, autonomy orientation and autonomy support, in reducing team member voluntary turnover. Analysis of multilevel time-lagged data collected from 817 employees on 115 teams indicates that psychological empowerment mediates the main effect of autonomy orientation and the interactive effect of autonomy support and its differentiation on a team member's voluntary turnover. The findings have meaningful implications for the turnover and self-determination literatures as well as for managers who endeavor to prevent voluntary turnover in teams.     

The weight of time: affordances for an integrated magnitude system

In five experiments we explored the effects of weight on time in different action contexts to test the hypothesis that an integrated magnitude system is tuned to affordances. Larger magnitudes generally seem longer; however, Lu and colleagues (2009) found that if numbers were presented as weights in a range heavy enough to affect lifting, the "larger seems longer" effect was enhanced, but it was eliminated with weights too light to affect lifting. Experiments 1 and 2 revealed that actually lifting kilogram and gram weights had effects parallel to symbolized weights, suggesting that Lu et al.'s task implicitly evoked a lifting context. Experiments 3 and 4 showed that weights too heavy (e.g., tons) or too light to be discriminated by lifting, but relevant to other affordances (e.g., grams of a toxin) had effects on time as large or larger than for kilograms. Experiment 5 showed that the effect for grams in a toxicology context did not generalize to the lifting task of Experiment 2. Weight appears to integrate with other magnitudes when it is relevant to meaningful actions, including but not limited to lifting.     

PTSD青少年执行功能缺陷的情绪特异性

已有研究表明PTSD青少年存在执行功能缺陷,但尚不清楚这种缺陷是否具有情绪特异性。以2008年汶川地震重灾区汉旺中学PTSD、非PTSD以及非灾区青少年各28名为被试,探讨震后PTSD青少年执行功能缺陷是否具有情绪特异性。实验1采用经典Stroop范式,结果发现3组被试的Stroop效应量无显著差异;实验2采用情绪Stroop范式,结果发现PTSD组对地震信息的Stroop效应量显著大于非PTSD组和控制组。整个研究表明,震后PTSD青少年的执行功能缺陷具有情绪特异性。     

教师组织公平感与组织公民行为:工作倦怠的中介作用

采用问卷调查法,检验教师组织公平感与组织公民行为之间关系以及教师工作倦怠在二者之间的作用。通过对来自重庆和湖南郴州共32所中小学1325名教师的调查数据进行层次回归分析、中介效应检验和优势分析,结果显示:学校组织程序公平是教师组织公民行为的显著正向预测变量;教师工作倦怠是教师组织公民行为的显著负向预测变量;教师工作倦怠在教师组织公平感与其组织公民行为关系之间有显著的中介作用,其中热情枯竭和成就丧失的中介效应更为显著。     

略论禅与心理治疗相关的几个主题

探讨禅宗与现代心理治疗的关系,从治疗理论基础--人性假设观、治疗的目标追求观与治疗的技术方法观等三方面挖掘禅宗心理治疗主题,希望能将我国禅学中的心理治疗思想更好地运用到现代心理疗法中,探索出人们理想的存在状态,指导人们认识自我的本性,完善人格,自我超越,顺应自然,以一颗平常心生活.     

Investigating the relationship between item exposure and test overlap: Item sharing and item pooling

To date, exposure control procedures that are designed to control item exposure and test overlap simultaneously are based on the assumption of item sharing between pairs of examinees. However, examinees may obtain test information from more than one examinee in practice. This larger scope of information sharing needs to be taken into account in refining exposure control procedures. To control item exposure and test overlap among a group of examinees larger than two, the relationship between the two indices needs to be identified first. The purpose of this paper is to analytically derive the relationships between item exposure rate and each of the two forms of test overlap, item sharing and item pooling, for fixed‐length computerized adaptive tests. Item sharing is defined as the number of common items shared by all examinees in a group, while item pooling is the number of overlapping items that an examinee has with a group of examinees. The accuracy of the derived relationships was verified using numerical examples. The relationships derived will lay the foundation for future development of procedures to simultaneously control item exposure and item sharing or item pooling among a group of examinees larger than two.     

王夫之元神论心理学思想浅议

王夫之是明清时期无神论心理学思想的集大成者,其无神论心理学思想的形成与他的家庭成长背景、社会生活背景和学术思想背景有着密切联系。他的无神论心理学思想的主要内容是：不仅在自然领域里阐明了他的无神论立场,更在社会历史领域中给予有神论有力的打击。王夫之的无神论心理学思想也有其自身的贡献和局限性。     

苏联无神论教育的成果——农村青年东正教信仰的变化

在苏联建国后的10余年历史中,随着国家体制的变化,人们的文化思想和价值观念也在发生变化,尤其是青年农民的思想和信仰也发生了根本的转变。从青年农民信仰的变化透视出苏联政府无神论宣传的成功,体现了社会主义意识形态的先进性被大多数青年农民所接受。有关问题的研究在我国还比较薄弱,因此探讨这一问题具有很大的现实意义,尤其是如何对我国青少年进行宗教教育和无神论宣传问题有很大的启示与借鉴。