中国和澳大利亚父母报告的儿童社会性发展

采用作者编制的《３－９岁儿童社会性发展量表》的英译本,在２８４名澳大利亚儿童中进行测试。结果表明,对于社会文化背景差异巨大的中国和澳大利亚,本量表具有较好的稳定性和跨文化适用性。儿童社会性发展的各个方面,在中澳父母心目中占有不同地位：中国父母重视自我意识、社会技能、意志品质,而澳大利亚父母更重视社会技能和社会情绪的发展。在中澳两个样本中,女孩的社会性发展量表得分均高于男孩。     

单眼视剥夺2小时对雏鸡记忆保持的影响

以2日龄雏鸡为研究对象,采用一次性被动回避学习模型,以不透明胶纸封贴一侧眼的方法,研究2日龄雏鸡单侧眼视剥夺2小时后对视觉学习记忆的影响,并与双眼学习条件下的记忆情况进行比较;试图探讨雏鸡在视觉信息加工过程中左、右半球的作用。实验结果表明：剥夺一侧眼（无论左或右）2小时后对雏鸡的短时记忆无影响,明显干扰雏鸡的中期和长时记忆,特别是剥夺左眼干扰更明显。     

四卡问题的内容促进效应的实验研究

本研究设计了２种抽象材料和４种具体材料的四卡问题,对４３６名大学生进行测试,以考察被试解决四卡问题时所采用的思维方式并检验命题内容对推理的影响。结果表明,四卡问题十分困难,具体内容的四卡问题并不能产生促进效应,大学生的推理表现出“匹配偏向”的特点。     

6 15岁儿童对友谊特性的认知发展

研究目的：（１）考察我国儿童、青少年的友谊特性的认知发展规律和特点;（２）探讨儿童友谊特性的认知结构。研究采用结构访谈法,被试为来自北京市普通幼儿园、小学和中学的６岁、８岁、１０岁、１２岁和１５岁儿童共１００名（每个年龄组２０名,男女各半）。结果发现：（１）６—１５岁儿童对友谊特性的认知结构由５个维度组成,即：个人交流和冲突解决,榜样和竞争,互相欣赏,共同活动和互相帮助,亲密交往。（２）对６—１５岁儿童,友谊特性中的５个维度的重要性次序为：共同活动和互相帮助,个人交流和冲突解决,榜样和竞争,互相欣赏,亲密交往。（３）从发展上来看,对友谊特性不同维度的认知发展趋势有很大年龄差异。６—８岁儿童只能认识到友谊特性中一些外在的、行为的特征;以后才能逐渐认识到那些内在的、情感性的特征。但是,原来那些外在的特征并没有随着儿童年龄的增长而被取代,而是与内在的、情感性的特性结合在一起,在认识中逐渐深化。（４）小学六年级儿童在共同活动和游戏上表现出性别差异（男生高于女生）;而在冲突解决上,女生的认知水平高于男生。此外,初中三年级学生在互相欣赏方面,男生的认识水平高于女生     

先秦时期管理心理思想研究

本文首次对我国先秦时期丰富的管理心理思想予以概论,涉及的方面有人性假设、管理策略、管理者的人格等。同时兼与西方现代有关管理心理思想进行比较。     

Deconstructing Dispositional Bias in Clinical Inference: Two Interventions

In this study, the authors examined the effectiveness of instruction in attribution processes and practice in empathic perspective taking in deconstructing dispositional bias of counselor trainees. Videotaped stimulus cases and a clinical attribution scale were used to assess the treatment effects when compared with a placebo control condition. Results revealed significant differences among groups. Counselor trainees receiving either of the 2 interventions showed significantly lower dispositional bias in responding to videotaped clinical cases than did their counterparts in the placebo condition. The study points to a need for a paradigm shift from a person-focused to a system-focused approach in counseling practice. Implications also point to the need for including critical thinking and empathic experiencing in clinical training     

汉字内隐记忆的实验研究（Ⅱ）：任务分离和反应倾向

在实验Ｉ的基础上,操纵学习时的呈现时间（２５０ｍｓ,５００ｍｓ,７５０ｍｓ）和注意变量（目标和非目标字）,运用任务分离方法及间接证明逻辑,比较了再认测验和整字偏好测验在不同条件下的辨别力（Ａ′）和反应倾向（Ｂ″）。结果：（１）双向功能分离的出现表明再认测验和偏好测验存在本质差异。根据“过程纯净”假设,可以推证内隐记忆存在于偏好测验中。此时,匹配比较法的标准未满足。（２）偏好测验中,５００ｍｓ呈现目标字时,有显著正向启动效应：７５０ｍｓ呈现非目标字时,有显著负向启动效应。（３）内隐记忆和外显记忆发生时,都具有稳定的心理状态。但是前者的报告标准较松宽,而后者的较严格。     

Analogical transfer: From schematic pictures to problem solving

A series of experiments was conducted to explore whether individuals can solve problems by transferring conceptual information gained from schematic pictures and to examine the mechanisms involved in this transfer process. Subjects viewed a schematic picture and then attempted to solve an insight problem to which the conceptual information from the picture could be applied. The results indicate that the degree of similarity—specifically, superficial and procedural similarity—between a source schematic picture and the target problem determined transfer performance. Discussion focuses on the relationship between these two types of similarity and the two key cognitive components involved in transferring pictorial analogies to solve problems: accessing the pictorial analogues and executing the solutions. Portions of this research were presented at the 33rd meeting of the Psychonomic Society in St. Louis, November 1992.     

RESPONSE STYLE AND CROSS-CULTURAL COMPARISONS OF RATING SCALES AMONG EAST ASIAN AND NORTH AMERICAN STUDENTS

Abstract— This report examines cross-cultural differences in response style regarding the use of rating scales Subjects were high school students 944 from Sendai (Japan), 1,357 from Taipei (Taiwan), 687 from Edmonton and Calgary (Canada), and 2,174 from the Minneapolis metropolitan area and Fairfax County, Virginia Responses to fifty-seven 7-point Likert-type scales were analyzed The Japanese and Chinese students were more likely than the two North American groups to use the midpoint on the scales, the U S subjects were more likely than the other three groups to use the extreme values Within each cultural group, endorsement of individualism was positively related to the use of extreme values and negatively related to the use of the midpoint These small, albeit statistically significant, differences in response styles generally did not alter cross-cultural comparisons of item means.     

Counseling applications of RET in a Chinese cultural context

To explore the potential of Rational Emotive Therapy (RET) with clients of Chinese background, a brief review is conducted with respect to parallels between RET philosophy and some key components of Chinese culture and ways in which Chinese think. Arguments are advanced as to why RET is particularly suitable for use within a Chinese cultural context. Issues involved in using RET with Chinese clients are addressed including the appreciation many Chinese have for the logical and rational aspects of RET, the most appropriate type of client-counselor relationship to facilitate RET therapeutic progress, appropriate ways to dispute, and some cautionary words on the use of “emotive methods”. Areas where the RET counselor needs to be particularly sensitive to the cultural background of the client are highlighted. Charles P. Chen holds a master's degree in educational counseling and is currently a Ph.D. student and instructor in the Department of Counselling Psychology at the University of British Columbia in Vancouver, Canada. His interests include cross-cultural and multi-cultural counseling, career counseling, and group counseling.