多动症儿童的心理评定和家庭因素的关系

本研究结果显示多动症儿童在行为评定量表、注意划消测验、本德尔视觉运动格式塔测验、本统视觉保持测验及智力测验等心理评定项目中,与正常儿童有着明显的差异。多动症儿童父母对待子女的态度及家庭教育方式和儿童的认知、行为、学习有明显的关系。家庭因素对多动症的发生和发展有重要的影响。心理评定为多动症的诊断提供客观的参考依据。     

中学生科技创造力和课外科技活动关系的测查研究

运用创造性能力测验与中学生课外科技活动调查表,对初中预备班,初二及高二年级学生共２７５名作测查,结果表明：中学生的科技创造力和课外科技活动存在很显著的相关;中学生的科技创造力水平受学校、年级、性别的影响：重点中学优于非重点中学,高二优于初中预备班及初二,男优于女。     

在中文阅读中字音、字形的作用及其发展转换

采用接近正常阅读的校对任务,探讨字音,字形在中文阅读中的作用及其发展变化,结果表彰词识别能力随着年级,语文能力的提高而增强。（２）在中文的字词识别过程中,确实存在着发展转换,初学阅读者在阅读中主要依靠的是字音;而成人熟练读者则主要依靠的是字形,在同一年级内,能力高的儿童首先向下一阶段转换。     

Melancholy,Acculturation, and Relief: A Brief Essay on the Religion of Ordinarity

Han is not an idiosyncratic, psychological experience that is peculiar to Koreans, but a multifaceted mode of melancholy experienced by many and various people. What makes this psychological experience particularly familiar to Koreans, however, is that this phenomenon is colored by various, macroscopic factors common in the Korean context, such as sociocultural rigidness, historical instability, political feudality, and economic vulnerability. In this sense, han is an acculturated, multifaceted melancholy. Not only that, it has developed its own religiousness, the goal of which is the restoration of ordinarity, because the state of han premises extraordinary, abnormal, or tension-provoking situations. The explicit and implicit religious idioms developing in the religion of han, such as tongsung-kido and wishing-for-blessing, evolve around this religious telos, helping individuals in Korea restore and live ordinarity.     

Is the Association of ADHD with Socio-Economic Disadvantage Explained by Child Comorbid Externalizing Problems or Parent ADHD?

It has been unclear whether an associations of child ADHD with socio-economic disadvantage (SES) could be accounted for by (a) parental ADHD explaining both low SES and child ADHD, and/or (b) the joint overlap of ODD or CD with low SES and ADHD. Study 1 used a community-recruited case-control sample with detailed evaluation of SES indicators, child ADHD, child externalizing, and parent ADHD symptoms (n = 931 children, 521 ADHD, 577 boys, 354 girls) in a path modeling analysis with latent variables. Study 2 evaluated ADHD and externalizing behavior in a regression model using a poverty index for SES, in 70,927 children (48.2% female) aged 5–17 years from the US 2011–2012 National Survey of Children’s Health (NSCH). In Study 1, lower SES was related to the ADHD latent variable, β = ?.18, p < .001; 95%CI [?.25,-.12]. This effect held when parent ADHD and child ODD and CD were in the model, β = ?.11, p < .01, 95% CI [?.09,-.03], equivalent to OR = 1.50, 95% CI[1.12–2.04]). In Study 2, these results replicated. Adjusting only for age and sex, children from families who were below 200% of the federal poverty line were more likely to have moderate or severe ADHD than no ADHD, versus children above that line, OR = 2.13, 95% CI[1.79,2.54], p < .001. The effect held after adjusting for disruptive/externalizing problems, OR = 1.61, p < .01, 95%CI [1.32,1.96]. The effect size for comparable models was similar across both studies, lending higher confidence to the results. It is concluded that the SES association with child ADHD is not explained by artifact and requires a mechanistic explanation.     

Individual Differences in Affective Priming Effects: Any Links with Personality and Trait Affectivity?

Processing tendencies refer to individual differences in the automatic processing of affective stimuli. Using the affective priming paradigm one can tap these processing tendencies and differentiate positive and negative affective priming scores. In this study we used a classical evaluative decision task with nouns as primes and adjectives as targets to assess individual differences in positive and negative affective priming in two time points. Using Steyer’s (Steyer et al. in Methods of Psychological Research Online 2(1), 21–33, 1997) true intraindividual change modeling approach, the positive and negative priming scores were defined on a latent level. No significant relationships were found between positive affective priming and trait positive affect nor extraversion, as well as between negative affective priming and trait negative affect and neuroticism. As these findings are not in line with previous research (Robinson et al. in Emotion 10(5), 615–626, 2010; Robinson et al. in Personality and Individual Differences 42(7), 1221–1231, 2007) possible moderating influences are discussed.     

The Dimensions of Generalized Prejudice within the Dual-Process Model: the Mediating Role of Moral Foundations

In our study we investigated how individualizing and binding moral foundations partially mediate the relationship between the attitudinal clusters of right-wing authoritarianism (RWA) and social dominance orientation (SDO), and the dimensions of generalized prejudice. We found that binding moral foundations partially mediate the association between RWA and negative attitudes towards dissident and dangerous groups, while individualizing moral foundations had a positive relationship with the evaluations of all three clusters of dissident, dangerous, and derogated outgroups, and partially mediated the effects of both SDO and RWA. Based on these results we claim that intergroup attitudes are at least partly determined by moral concerns, and different personal needs activate or inhibit different moral concerns. Furthermore, while individualizing moral foundations seem to have a universal prejudice reducing effect, the effect of binding foundations is selective, increasing prejudice principally against dangerous and derogated outgroups that threaten one’s personal need for security and certainty.     

On Detecting a Minimal Important Difference among Standardized Means

As a generalization of the standardized mean difference between two independent populations, two different effect size measures have been proposed to represent the degree of disparity among several treatment groups. One index relies on the standard deviation of the standardized means and the second formula is the range of the standardized means. Despite the obvious usage of the two measures, the associated test procedures for detecting a minimal important difference among standardized means have not been well explicated. This article reviews and compares the two approaches to testing the hypothesis that treatments have negligible effects rather than that of no difference. The primary emphasis is to reveal the underlying properties of the two methods with regard to power behavior and sample size requirement across a variety of design configurations. To enhance the practical usefulness, a complete set of computer algorithms for calculating the critical values, p-values, power levels, and sample sizes is also developed.     

Using Motivational Strategies in L2 Classrooms: Does Culture Have a Role?

The present study employed a sequential explanatory mixed-methods design to examine the use of motivational strategies by Iranian English teachers and to see whether there were any culture-specific strategies. For the quantitative phase of the study, Cheng and Dörnyei’s (2007) motivational strategies questionnaire was distributed among 185 teachers to investigate their attached importance to and actual frequency of use of motivational macro strategies. In the qualitative phase, in order to explore a deep picture of the salient and specific motivational strategies and the reasons behind them, a set of semi-structured interviews with 10 volunteer teachers were conducted. Although results generally endorsed the findings of the original study and other similar ones, some culture-specific differences in strategy importance and use were traced, particularly in terms of promoting learners’ autonomy and goal-orientedness. The teachers devalued the motivational load of these variables due to the authoritarian sense of respect in their local context.