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871.
提高学生解决问题能力已经成为现代教育的一个重要目标。问题解决就是由一定情境引起的,按照一定的目标,应用各种认知活动、技能等,经过一系列思维操作,使问题得以解决的过程。本文界定了问题和问题解决的概念内涵,构建了问题解决的过程模型,进而提出了问题解决的教学模式和教学策略。 相似文献
872.
Ling-ling Wu 《Acta psychologica》2009,132(2):173-189
In three experiments, participants received nouns or noun phrases for objects and verbally generated their properties (“feature listing”). Several sources of evidence indicated that participants constructed perceptual simulations to generate properties for the noun phrases during conceptual combination. First, the production of object properties for noun phrases depended on occlusion, with unoccluded properties being generated more often than occluded properties. Because a perceptual variable affected conceptual combination, perceptual simulations appeared central to combining the concepts for modifiers and head nouns. Second, neutral participants produced the same distributions of properties as participants instructed to describe images, suggesting that the conceptual representations used by neutral participants were similar to the mental images used by imagery participants. Furthermore, the property distributions for neutral and imagery participants differed from those for participants instructed to produce word associations. Third, participants produced large amounts of information about background situations associated with the object cues, suggesting that the simulations used to generate properties were situated. The experiments ruled out alternative explanations that simulation effects occur only for familiar noun phrases associated with perceptual memories and that rules associated with modifiers produce occlusion effects. A process model of the property generation task grounded in simulation mechanisms is presented. The possibility of integrating the simulation account of conceptual combination with traditional accounts and well-established findings is explored. 相似文献
873.
通过整群抽样方法抽取了576名大学生,对其施测父母养育方式量表、亲密关系体验量表和心理困扰量表,运用结构方程模型技术,分别考察了父母养育方式的蒙汉族差异以及成人依恋模式在父母养育方式和心理困扰间的中介作用。结果表明:(1) 蒙古族父母对孩子的关爱程度和给孩子的自主性要显著高于汉族;(2) 汉族的成人依恋模式在父母过度保护与抑郁-焦虑-压力之间起着部分中介作用,而蒙古族成人依恋的中介作用不明显,但母亲的冷漠拒绝和过度保护会导致个体依恋回避和依恋焦虑,父亲的冷漠拒绝和过度保护会影响个体的抑郁和焦虑,母亲的过度保护和父亲的冷漠拒绝会影响个体的压力。 相似文献
874.
对703名初中生(平均年龄14.30岁)进行问卷调查, 探讨了青少年歧视知觉、亲子依恋在家庭经济压力与青少年抑郁关系中的中介和调节作用。结果表明:(1)在控制了性别、年级后, 家庭经济压力对青少年抑郁具有显著的正向预测作用;(2)在家庭经济压力对抑郁的正向预测关系中, 歧视知觉起中介作用;(3)家庭经济压力通过歧视知觉对抑郁的中介作用受到亲子依恋的调节, 相对于亲子依恋水平较高的青少年, 中介效应仅在亲子依恋水平较低的青少年中显著。 相似文献
875.
Motivational cues: The role of perceived senders' self‐control ability in raters' deception judgements 下载免费PDF全文
Song Wu Hong Zou Wei Cai Xue Wang Shenghua Jin 《International journal of psychology》2014,49(2):123-130
Previous studies have found that senders' personal traits may be used by others to make judgements about the senders' truthfulness. Two studies were conducted to examine whether perceived self‐control ability has an effect on deception judgement. Perceived self‐control was hypothesized to act as a motivational cue that participants would use to assess the sender's motivation to lie, which in turn would influence their deception judgement. Results revealed that when participants assessed the sender as having higher self‐control ability, they would consider the sender to be less motivated to lie in daily life (Study 1), and judge the sender more truthful in a text‐based deception judgement task (Study 2). However, the effect of perceived self‐control ability disappeared in a video‐based task (Study 2), likely due to the multitude of various cues available in audio‐visual stimuli. The theoretical and applied implications of the results are discussed. 相似文献
876.
877.
This study experimentally investigated how empathy moderated the influence of external emotional stimuli on preschoolers’ subsequent sharing behaviour. Children aged 4–6 (N = 218) were randomly presented with one of the video clips that elicited sad, happy, or neutral emotion, and were then asked to play a dictator game with puppet partners. Results revealed that compared to the neutral condition, children with higher empathy increased sharing after induced happiness but did not change sharing after induced sadness; by contrast, children with lower empathy decreased sharing after induced sadness. It appears that empathy may enhance the positive effect of happiness while reducing the negative effect of sadness on sharing behaviour. These findings provide experimental evidence in early childhood to support approaches that emphasize the role of immediate emotions in moral decision-making; critically, such emotional effects vary with individual differences in dispositional empathy. 相似文献
878.
879.
以往研究显示,知觉组织影响时序知觉,采用ERP技术拟探讨知觉组织影响时序知觉的认知机制。采集23名被试完成同时判断任务的脑电数据。行为结果发现,知觉组织影响时序知觉,具体表现为知觉组织条件的同时判断频率显著高于非知觉组织条件。ERPs结果发现,在P1和P2成分上,知觉组织条件与非知觉组织条件引发的波幅没有显著差异; 而在N1成分上,知觉组织条件诱发的N1波幅显著大于非知觉组织条件。这表明,知觉组织对时序知觉的影响可能发生在视觉刺激加工的早期阶段,视觉刺激的知觉组织先于时序信息加工。 相似文献
880.
This study aimed to examine how different forms (still pictures vs. animations) of seductive illustrations impact text‐and‐graphic learning processes, perceptions, and outcomes. An eye‐tracking experiment of three groups (static, dynamic, and control) was conducted with 60 college and graduate students while learning with PowerPoint slides about infant motor development milestones. Prior knowledge, learning performance, learning perception, and visual attention were assessed by achievement tests, self‐rated scales, and eye‐tracking measures. Analysis of variance and t test results showed that, under a low task‐load condition, no seductive details effect was found for learning achievement but was found for learning process and perception. Decreased attention was found in the relevant pictures in both experimental groups. With more deeply and intensively processing on the seductive animations, the dynamic group perceived more distractions than the static group. Lag sequential analysis results revealed different visual transitional patterns for the groups, providing deep understandings about the process of seductive details effects. 相似文献