类别学习中分类学习与推理学习的对比研究

本研究对类别学习中分类学习与推理学习进行了对比.实验中要求被试从成对呈现的项目中选择一个更典型的A,并且要求被试将典型的A和典型的B画出来.测试中所呈现项目诊断性程度或典型性程度不同.研究结果表明,分类学习者主要受诊断性信息的影响,而推理学习者主要受典型性信息的影响.即,分类学习者关注类别间信息,而推理学习者关注类别内信息.     

The cultural shaping of depression: somatic symptoms in China, psychological symptoms in North America?

The expectation that Chinese people present distress somatically is a central prediction of cultural psychopathology and has been the subject of considerable theoretical speculation. At the same time, empirical studies have been infrequent and have yielded mixed results. The authors examined symptom presentation in Chinese (n=175) and Euro-Canadian (n=107) outpatients, using spontaneous problem report, structured clinical interview, and symptom questionnaire methods. All 3 methods yielded cross-culturally equivalent somatic and psychological symptom subscales. Chinese outpatients reported more somatic symptoms on spontaneous problem report and structured clinical interview compared with Euro-Canadians, who in turn reported more psychological symptoms on all 3 methods. The relation between culture and somatic symptom presentation was mediated by a tendency toward externally oriented thinking. Difficulties with identifying emotions or describing them to others did not differ significantly across cultures, supporting a nonpathological interpretation of observed differences. Psychological symptom effects were larger and more consistent than somatic symptom effects; because other studies have confirmed the ubiquity of somatic presentations worldwide, these results suggest that Western psychologization may be more culturally specific than is Chinese somatization.     

当代北京大学生工作价值观结构研究

本研究旨在考察当代北京大学生的工作价值观。研究使用作者自编的调查问卷调查了北京4所大学的350名学生。调查结果揭示,当代大学生看重的工作价值观呈现4因子的结构模型,分别是:经济报酬与工作环境,个人成长与发展,组织文化与管理方式,社会地位与企业发展。与10年前的大学生需要结构相比,当代北京大学生已经从绝对个体观念转为集体中的个体观念,能够更加全方位地考虑个人的工作价值观。     

3、4岁儿童数数的规则及其策略运用的研究

数数能力是儿童用于建构其数学知识系统的重要工具,是儿童早期获得的最基本的数认知能力之一。本研究以234名3、4岁儿童为被试,采用个别测查法对儿童数数的规则及其策略运用进行了考察。研究发现：(1)随着数列数目的增大,3、4岁儿童数数精确性呈下降趋势,但4岁儿童在各项任务上的数数精确性显着高于3岁儿童;(2)3、4岁儿童在数7、10、15、30任务上的错误表现有显着差别;(3）3、4岁儿童数数策略运用存在显着差别．协方差分析显示。策略使用在数7和数10任务上具有显着效应。     

不同程度尿蛋白患者血清甲状腺激素水平变化及其临床意义

探讨不同程度蛋白尿患者血清甲状腺激素水平的变化及其临床意义。66例不同程度蛋白尿患者,肾病综合征组28例,非肾病综合征组38例,健康对照组60例。发现蛋白尿水平与甲状腺激素水平尤其是FT3水平关系密切。在肾病综合征患者,主要表现为FT3显著降低,提示肾病综合征是正常甲状腺病态综合征的一种。     

Characteristics of 12th-grade students seriously deficient in spatial ability

When spatial ability was regressed on a measure of general intelligence in a large national sample of 12th-graders, there was a distinct downturn in the regression line at about -2 SD units. A bimodal distribution of spatial ability was found among these low scoring students, suggesting 2 qualitatively different types of individuals. Relative to students of expected spatial ability, those below expected in spatial ability were high on verbal skills and low on performance skills. Students unexpectedly low in spatial ability performed relatively well on cognitive tests that required answering unambiguous questions by retrieving information directly from long term memory, whereas they performed relatively poorly on tests requiring inference and perception of relations among novel stimuli. Students unexpectedly low in spatial ability performed especially poorly at tests involving visual-spatial perception skills. Results were similar for both sexes. The relatively poor performance of those unexpectedly low in spatial ability does not appear to be related to health problems, personality, interest differences, or biographical data. An organic impairment possibly related to lateralization represents a reasonable causal hypothesis for these data.     

Counting knowledge and skill in cognitive addition: a comparison of normal and mathematically disabled children.

The relationship between counting knowledge and computational skills (i.e., skill at counting to solve addition problems) was assessed for groups of first-grade normal and mathematically disabled (MD) children. Twenty-four normal and 13 MD children were administered a series of counting tasks and solved 40 computer-administered addition problems. For the addition task, problem-solving strategies were recorded on a trial-by-trial basis. Performance on the counting tasks suggested that the MD children were developmentally delayed in the understanding of essential and unessential features of counting and were relatively unskilled in the detection of certain forms of counting error. On the addition task, the MD children committed many more computational errors and tended to use developmentally immature counting procedures. The immature counting knowledge of the MD children, combined with their relatively poor skills at detecting counting errors, appeared to underlie their poor computational skills on the addition task. Suggestions for future research are presented.     

Owning leads to valuing: Meta-analysis of the mere ownership effect

Mere ownership effect is the phenomenon that people tend to value what they own more than what they do not own. This classic effect is considered robust, yet effect sizes vary across studies, and the effect is often confused for or confounded with other classic phenomena, such as endowment or mere exposure effects. We conducted a pre-registered meta-analysis of 26 samples published before 2019 (N = 3024), which resulted in psychological ownership on valuing effect of g ∼ 0.57 [0.46, 0.69]. Suggestive moderator analyses supported the use of replica as the strongest moderators. Mere ownership effects were different from the null across all moderator categories and in most publication bias adjustments. We consider this as suggestive evidence that psychological owning leads to valuing, yet caution that much more research is needed. All materials, data, and codes are available on https://osf.io/fdyqw/ .     

Self‐construction and identity: The Confucian self in relation to some western perceptions

In contrast to the metaphysical, epistemological and psychological understandings of the self traditionally held and today still extensively considered in the West, the self in Confucianism is essentially an ethical concept, representing a holistic view of humanhood and a continuingly constructive process driven by self‐cultivation and moral orientations. This paper first examines what is literally and philosophically meant by the self in these two traditions, then examines the contrasts or comparisons between the Confucian conception of the self and the self as perceived in some strands of Western philosophy; and finally, interprets and analyses the constructively organic theory of the Confucian self, which is clearly differentiated from the self perceived in mainstream philosophy in traditional Europe and yet is being echoed in the more recent developments of Western philosophy and in the strong current of postmodernism. [1]     

幼儿记忆回涨实验研究

以哈尔滨师范大学幼儿园全体幼儿为对象（未经筛选）,采用录音机播放识记材料的方法,对幼儿记忆回涨现象进行了研究。结果发现：幼儿确实存在着不同于艾宾洁斯遗忘曲线的记忆回涨现象,而且年龄不同记忆回涨高峰时间亦不相同;复习与回涨高峰的关系实验结果发现,幼儿记忆回涨高峰期间复习效果最好。