类别标签在类别特征推理中的极化效应

采用学习—测试二阶段实验范式,对比了类别标签与类别特征在类别特征推理中的极化效应.研究结果表明,在类别标签组,标签匹配项目上的特征推理分数显著高于标签不匹配项目上的特征推理分数;在特征标签组,标签匹配项目上的特征推理分数与标签不匹配项目上的特征推理分数之间差异不显著.类别标签组的失匹配分数显著高于特征标签组.即在类别特征推理任务中,类别标签的极化效应显著高于类别特征的极化效应,因此,类别标签与类别特征存在本质差异,类别标签在类别特征推理中起主导作用.而且,本研究还发现,高前提概率条件下的特征推理分数都显著高于低前提概率条件下的特征推理分数,所以,前提概率也影响类别特征推理任务.     

Belief in altruistic human nature and prosocial behavior: a serial mediation analysis

According to the theory of internal working model, belief in altruistic human nature positively influences prosocial behavior. However, the precise influencing mechanism remains unclear. Based on the determinants of human behavior theory and self-efficacy theory, we hypothesized that belief in altruistic human nature indirectly influences prosocial behavior through causally linked multiple mediators of prosocial attitude and prosocial self-efficacy. The results of the current research supported our hypothesis and demonstrated that this serial mediation model could be generalized across individualistic and collectivistic cultures.     

从集中制到民主集中制:论列宁组织思想的转变

在列宁的全部思想之中,革命和组织是其基本内容,而在他的组织思想中,集中制和民主集中制又是两座高耸的山峰。列宁在1 899年首先提出集中制,1 90 5年1 2月又接受孟什维克提出的民主集中制。促使列宁组织思想产生重大转变的历史原因概有五点:(1 )党内不具备贯彻集中制的组织基础。(2 )国际上不具备贯彻集中制的基本条件。(3) 1 90 5年革命改变了贯彻集中制的前提性条件。(4 )党内统一的大趋势要求革新集中制的组织原则。(5)罗莎·卢森堡的理性批评为改造集中制指明了正确的方向     

HIV-related stigma among market workers in China.

HIV-related stigma was examined among 209 employees and owners of stalls in 5 markets in an eastern coastal city in China. Of the participants 53% were women and 47% were men; 100% were Han. Ages ranged from 18 to 49 years (M=35, SD=8.1). Half of the participants believed that punishment was an appropriate response toward those living with HIV (50%). Over half (56%) were unwilling to be friends with infected individuals. The majority thought that those living with HIV should be isolated (73%). They agreed that persons living with HIV should not take care of other people's children (85%). Punishing beliefs toward persons living with HIV were related to being male, older, married, less educated, and unwilling to be tested for HIV.     

教学条件下中学生物学概念形成的实验研究

本实验借助假设检验模型对学生在习得条件下生物学概念形成过程进行探究,实验结果表明:1、学生生物学概念的形成存在高起点、缓增长、平台振荡的特点,没有突破现象;2、探究教学更有利于概念的形成.尤其利于发掘学生后程的学习潜力;3、学生对概念的掌握可能存在一个统计学意义上的阈值,相同条件下探究教学比讲授法较更利于学生达到该阈值.