Engagement Attentional Bias toward Value-Associated Stimuli

Recent evidence has shown that learning to associate the value of behavioral outcomes with specific stimuli (i.e., value learning/association) can induce attentional capture in a subsequent visual search task. Here we investigated the component of attentional bias toward value-associated stimuli in the dot-probe paradigm. In the training phase, participants learned to associate nonsense shape outlines with monetary wins or losses. The shapes were then used as cues in an explicit no feedback dot-probe task. Probe appeared at either the salient (congruent trial) or nonsalient location (incongruent trial). Results indicate attentional bias toward value-associated stimuli, futher more this attentional bias is driven by an engagement bias.     

2岁幼儿移情反应的特点:与自发帮助、气质、亲子互动的关系

1引言 在儿童早期的社会发展中,社会情绪及其相应的社会行为发展最为关键。由社会动因驱使的人际互动行为,如爱抚、安全、舒适等需要的满足将导致社会情绪状态的重组和发展。在诸多的社会情绪中,移情能力的发展对于幼儿来说尤为重要。移情是对另一个人产生同感的情感反应（Hoffman,2003）,它是一种复杂的情绪沟通能力,是在条件反射基础上,在人际互动过程中,通过模仿、强化逐渐形成的。     

员工自我调节学习影响因素之研究

通过问卷研究法,研究了影响企业员工自我调节学习的个体因素,包括人口统计学变量、自我效能、成就动机、成败归因、目标定向、职业生涯规划和工作特征。先通过对6家企业的208名被试的研究,确立了研究所使用的相关问卷的项目和信度、效度。然后再通过对11家企业所搜集的603份有效问卷进行分析,结果表明：单位的性质、行业、地域及员工的年龄、工龄、职业生涯规划、自我效能、对员工的自我调节学习有积极的影响。     

员工自我调节学习的实证研究

本研究以沿海和中原地区的国有、合资和私营企业的603名员工为被试,通过探索性因素分析和验证性因素分析,探讨了员工自我调节学习的心理机制。研究结果表明,员工自我调节学习的基本结构包括学习动力调节和策略调节两个方面。研究结果为提高员工的自我调节学习水平提供了科学依据。     

中学生偶像崇拜特征及其与自我评价关系研究

以233名中学生为调查对象,测查了他们偶像崇拜的结构特征、类型,及其与自我评价的关系。结果发现:①中学生偶像崇拜结构的3个因素从高到低依次为:认同、情感、行为。三因素在性别和年级上存在差异;②中学生偶像崇拜结构内部各因素之间、崇拜特征与自我评价在许多因素上存在显著相关;③中学生偶像崇拜可分为3种类型:感性型崇拜者(21.00%)、中间型崇拜者(32.88%)、理性型崇拜者(46.12%),按积极性排序依次为理性型崇拜者、感性型崇拜者、中间型崇拜者。     

时-空整合影响图形识别的眼动研究

采用眼动追踪的方法对在不同方向(上、下、左与右)及距离(2.0°‘和4.0°视角)上先后出现的特征组合不同的图形识别过程进行了研究。结果表明。首先,对由不同颜色和形状构成的图形的识别受到图形特征组合的影响,视觉系统对颜色和形状的加工存在明显差异,与颜色加工相比,视觉系统需要更多的时间才能完成形状识别。此外,虽然图形识别的速度和准确性受运动方向与距离的影响较小,但在不同运动方向和距离上,视觉系统是通过改变眼动的时间和空间特性来完成识别任务的,视觉系统在识别过程中的这种时间与空间的整合特点还有待于进一步研究。     

职业经理人素质测评系统研究

在职业经理人素质结构理论模型的基础上,研制了职业经理人素质测评系统。对486名被试进行了测试．统计分析的结果表明：(1)81,3％的测验项目其区分度在O．30以上,显示出了良好的鉴别力;(2)重测信度、内在一致性信度系数表现都较好;(3)内容效度、结构效度和实证效度都较好;(4)验证性因素分析表明,由基本潜能、核心能力及个性构成的职业经理人素质结构模型与实测数据拟合良好;(5)在实际经营管理活动中表现水平不同的被试的测验结果具有显著性差异。     

刻板印象激活效应对社会分类的影响

采用改进的flanker范式,探讨了刻板印象激活效应对社会分类的影响,并考察了匹配刺激出现概率对刻板印象激活效应影响社会分类的调节作用。实验一发现,性别刻板印象激活后,按性别分类时,匹配刺激中和不匹配刺激中面孔分类反应时之间的差异是显著的,但按年龄分类时,二者间的差异不显著。实验二表明,匹配刺激出现概率为80%时和50%时,匹配刺激中和不匹配刺激中面孔分类反应时之间的差异是显著的;但当匹配刺激出现概率为20%时,二者间的差异不显著。结果表明,刻板印象激活效应对与该刻板印象对应的社会分类有显著的影响,对与该刻板印象无关社会分类不会产生影响。刻板印象激活效应对社会分类的影响受匹配刺激出现概率的调节。     

Confirmatory factor analysis of the WAIS-IV/WMS-IV

The Wechsler Adult Intelligence Scale-fourth edition (WAIS-IV) and the Wechsler Memory Scale-fourth edition (WMS-IV) were co-developed to be used individually or as a combined battery of tests. The independent factor structure of each of the tests has been identified; however, the combined factor structure has yet to be determined. Confirmatory factor analysis was applied to the WAIS-IV/WMS-IV Adult battery (i.e., age 16-69 years) co-norming sample (n = 900) to test 13 measurement models. The results indicated that two models fit the data equally well. One model is a seven-factor solution without a hierarchical general ability factor: Verbal Comprehension, Perceptual Reasoning, Processing Speed, Auditory Working Memory, Visual Working Memory, Auditory Memory, and Visual Memory. The second model is a five-factor model composed of Verbal Comprehension, Perceptual Reasoning, Processing Speed, Working Memory, and Memory with a hierarchical general ability factor. Interpretative implications for each model are discussed.     

Zhu Xi��s choice, historical criticism and influence��An analysis of Zhu Xi��s relationship with Confucianism and Buddhism

As a great synthesist for the School of Principles of the Northern and Southern Song dynasties, Zhu Xi’s influence over the School of Principles was demonstrated not only through his positive theoretical creation, but also through his choice and critical awareness. Zhu’s relationship with Confucianism and Buddhism is a typical case; and his activities, ranging from his research of Buddhism (the Chan School) in his early days to his farewell to the Chan School as a student of Li Dong from Yanping and then to his critical awareness of the Chan School, developed in his association with Wang Yingchen, set the entire course of his relationship with Confucianism and Buddhism. It fostered his antagonistic attitude towards the Chan School, which lasted his entire life. Zhu approached the Chan School mainly as an objective social and cultural phenomenon; his discrimination between Confucianism and Buddhism was from an epistemological point of view; and his refutation of the Chan School was mainly from the point of view of language and methodology, an antagonistic attitude of how to face learning. Therefore, his opposition to the Chan School not only directly fostered an awareness of the Confucians of the Ming dynasty against Buddhism, who simply viewed the latter as an external and objective existence, but to a certain extent resulted in the disappearance of the transcendence of the School of Principles, and caused a total change in academic direction during the Ming and Qing dynasties and the formation of the Qianjia Hanxue. What is more, such an opposition to Buddhism continues to influence people’s understanding of the School of Principles.