中小学生学业成就与非智力因素的相关研究

本研究对1250名中小学生非智力因素的发展水平进行了调查,共得到有效问卷1186份,目的在于了解非智力因素与学业成就的相关程度。结果表明：就全体被试而言,我们问卷中所涉及的11种非智力因素及总量表分数与被试的学习成绩存在着非常显著的正相关;非智力因素与被试学习成绩的相关程度存在着一定的年龄、学校类型和性别差异。     

材料的几何属性差异对3—7岁儿童分类标准影响的研究

以７３名３—７岁儿童为被试,通过变换分类材料的几何属性（形状或大小）的差异程度,采用自由分类方法,探讨材料差异程度的变换对儿童分类标准的影响。结果表明：３—７岁儿童的分类标准均受分类材料几何属性差异变化的影响。３岁儿童的分类标准几乎完全随分类材料的变换而改变;４—５岁儿童的分类标准主要表现为随分类材料的变换而改变;６—７岁儿童的分类标准虽然有随分类材料的变换而改变的趋势,但已经表现出比较稳定的按形状分类;５—６岁是儿童分类能力发展的质的飞跃阶段。     

关于我国学生汉语阅读困难的研究

旨在探讨在我国学生的汉语学习中是否存在阅读困难问题。研究分别采用了目前国外较常使用的两种阅读困难操作定义和新近提出的截点法,对我国学生汉语学习中的阅读困难问题进行了考查。结果揭示出阅读困难在汉语学习者中同样存在,检出率分别为４．５５％和７．９６％．中国学生的阅读困难既表现在词汇上也表现在理解上;研究还发现同为阅读困难者男生和女生呈现出不同的特点。     

Exploring the Role of Normative-and Performance-Based Feedback in Motivational Processes1

We investigated the role of multiple forms of feedback and of alternative measures of motivation in feedback-goal-performance processes. Results indicated that when performance-based and normative-based feedback are both provided, the two forms of feedback have differential effects on personal goals and intrinsic motivation, supporting our predictions. Moreover, measures of self-efficacy and personal goals worded in relation to performance were more strongly related to performance-based feedback, while self-efficacy and personal goals measures worded in relation to normative information were more strongly related to normative-based feedback, as predicted. These results highlight the importance of investigating more complex feedback environments and examining the role of alternative measures of motivational variables to increase our understanding of motivational processes.     

血管平滑肌细胞——祸首还是福星

长期以来血管平滑肌细胞（ＶＳＭＣ）增殖被认为是动脉粥样硬化（ＡＳ）发生的绝对必要条件和介入性治疗后血管再狭窄（ＲＳ）的主要原因。许多搞ＲＳ的策略始终盯住抑制ＶＳＭＣ这一环节。然而这些方法在临床试验中很少邮到或基本没有益处。近来的临床和实验研究提示抑制ＶＳＭＣ可以导和脆弱的ＡＳ斑块不稳定而发生裂缝,破裂、血栓形成,引起心肌 死等急性冠状动脉症候群,因为ＶＳＭＣ合成释放的胶原等可以增加斑块的生物力学强     

关于医学与理工科学的比较及其结合

生物医学工程是医学与理工科学之间的一门交叉学科,近年发展十分迅速,但理工科学与医学具有非常不同的学科特点,充分认识其间的差异是非常必要和重要的。本文从认识论与方法论的角度讨论了医学研究与理工科学的不同特点及相应的问题,分析了医工结合的主要困难,提出了加强与改进医学与理工科学结合的途径。     

学生的认知风格与教师的教学策略之间关系的研究

本研究对２５５名初二学生认知风格测验与教师教学策略调查结果表明,初中学生存在着认知风格差异,属场依存性学生多于场独立性学生,认知风格与性别差异之间并不存在显著差异,表明初中学生在认知风格方面是总体上的平衡性与发展上的不平衡性的统一,教师的教学策略与教学方法对学生信知风梧的形成和发展具有一定的影响教学上应采取与初中学生认知风各相适应的教学方式,以促进学习能力的提高。     

Lens on International Clinical Supervision: Lessons Learned from a Cross-National Comparison of Supervision

Journal of Contemporary Psychotherapy - Clinical supervision is an essential mechanism for training psychologists internationally. But although it is performed globally, scholarship has primarily...     

Social networking sites addiction and FoMO: The mediating role of envy and the moderating role of need to belong

Previous research has documented that social networking sites (SNS) addiction is positively related to FoMO (Fear of Missing Out). However, little is known about the mediating and moderating mechanisms underlying this relation. The current study tested the mediating effect of envy in the association between SNS addiction and FoMO, and whether this mediating process was moderated by need to belong. The model in this study was examined with 704 Chinese adolescents (mean age = 16.80 years, SD = 0.92). The participants completed questionnaires regarding SNS addiction, envy, FoMO, and need to belong. The results showed that SNS addiction was positively associated with FoMO. Mediation analysis indicated that envy mediated the association between SNS addiction and FoMO. Moderated mediation analysis further revealed that the mediated path was stronger for adolescents with higher degrees of need to belong. These findings highlight the significance of confirming the mechanisms that moderate the mediated paths between SNS addiction and FoMO. Besides, the findings provide a potential way to understand the consequences of SNS addiction better and help to reduce the negative impact of high levels of FOMO on adolescents.

     

上下文熟悉效应对元记忆监测和记忆的影响

在认知任务中,伴随编码和检索的外围信息被称为上下文,其本身并不是编码或检索的目标。如果学习时的上下文在其后进行提取时重复出现,不管是否对应之前的学习项目,都会增加个体再认正确的概率。这种由于上下文增强项目熟悉感而促进记忆效果的现象就称为上下文熟悉效应。本研究通过两个实验探究上下文熟悉效应对元记忆监测及记忆的影响机制。其中,元记忆监测是以学习判断和信心判断为指标。记忆成绩则是以再认正确率为指标。研究结果显示:第一,上下文熟悉效应影响元记忆监测:学习判断等级上,恢复条件显著高于新条件,且不受任务难度影响; 信心判断等级上,简单任务时恢复条件与新条件无显著差异,困难任务时恢复条件显著高于新条件。第二,上下文熟悉效应影响记忆成绩:再认成绩上,简单任务时新条件显著高于恢复条件; 困难任务时恢复条件显著高于新条件。研究得出结论:上下文熟悉效应对元记忆监测和记忆都有显著影响,任务难度起调节作用。