The effect of study time distribution on learning and retention: a Goldilocks principle for presentation rate

In 2 experiments, we investigated the effect of presentation rate on both immediate (5 min) and delayed (2 days) cued recall of paired associates. Word pairs were presented for a total of 16 s per pair, with presentation duration of individual presentations varying from 1 to 16 s. In Experiment 1, participants studied word pairs with presentation rates of 16 × 1 s, 8 × 2 s, 4 × 4 s, 2 × 8 s, or 1 × 16 s. A nonmonotonic relationship was found between presentation rate and cued recall performance. Both short (e.g., 1 s) and long (e.g., 16 s) presentation durations resulted in poor immediate and delayed recall, compared with intermediate presentation durations. In Experiment 2, we replicated these general findings. Moreover, we showed that the 4 s condition resulted in less proportional forgetting than the 1 s and the 16 s conditions.     

运动员情绪调节心率变异性的特点

该研究采用实验法,以183名大学生运动员为被试,以心率变异性为指标,在情绪诱发和认知任务的两种情况下,系统考察了不同情绪状态、不同情绪调节策略下运动员自主神经反应的特点,结果表明:情绪诱发情况下,运动员心率变异性分别受情绪状态和情绪调节策略影响.正性情绪的情绪稳定性小于负性情绪,认知重评策略更为有效;认知任务情况下,运动员心率变异性受情绪状态和情绪调节策略的共同影响.负性情绪条件下表达抑制策略的效果减弱,正性情绪条件下认知重评策略更为有效.     

心理健康素质测评系统·中国成年人一般自我概念量表的编制

旨在编制适合中国成年人的一般自我概念测量工具。通过理论分析,建构了一般自我概念的四个维度,包括积极性、清晰性、悦纳性和调节性,并据此编制了中国成年人一般自我概念量表。分别选取北京地区450名和400名大学生进行预试和正式测试：验证性因素分析表明,建构的一般自我概念四维测量模型结构合理,拟合良好;项目及信效度分析表明,量表各项目区分度良好,信、效度符合心理测量学要求。因此,该量表可作为成年人一般自我概念和自我心理健康素质的测量工具。     

Decomposing the interaction between retention interval and study/test practice: the role of retrievability

Even without feedback, test practice enhances delayed performance compared to study practice, but the size of the effect is variable across studies. We investigated the benefit of testing, separating initially retrievable items from initially nonretrievable items. In two experiments, an initial test determined item retrievability. Retrievable or nonretrievable items were subsequently presented for repeated study or test practice. Collapsing across items, in Experiment 1, we obtained the typical cross-over interaction between retention interval and practice type. For retrievable items, however, the cross-over interaction was quantitatively different, with a small study benefit for an immediate test and a larger testing benefit after a delay. For nonretrievable items, there was a large study benefit for an immediate test, but one week later there was no difference between the study and test practice conditions. In Experiment 2, initially nonretrievable items were given additional study followed by either an immediate test or even more additional study, and one week later performance did not differ between the two conditions. These results indicate that the effect size of study/test practice is due to the relative contribution of retrievable and nonretrievable items.     

回归内在疗法原理及其应用

回归内在疗法是一种源于心理动力学的心理治疗技术,以提升来访者自尊与自我价值感、减少自怨自恨、增强自爱与自我抚慰的能力为工作目标,强调自我关爱是心理成长与康复的重要机制。很适合在中国应用。     

试论如何运用系统论原理认识细胞

运用系统论的原理分析了细胞的形态、结构与功能。细胞是生物体结构和功能的基本单位,具有多样性和统一性。细胞系统是复杂的物质系统,具有层次性、整体性、动态性及开放性等特征。应用唯物辩证法系统论的原理可以对细胞系统做出更新、更全面的诠释。     

道德判断的分级现象

Blair(1996)发现即使没有心理理论的孤独症儿童,也具备道德判断能力。而Kahn(2004)认为没有心理理论就不可能完成道德判断。已有研究表明,道德判断可能需要一定程度的心理理论。孤独症儿童心理理论存在困难,影响他们理解道德情景并进行正确的道德判断,但这是否与任务的要求道德判断能力的程度不同有关呢?研究增加道德情景的复杂程度,进一步考察儿童道德判断规律。结果发现,道德判断有分级现象,第一级是直接对道德行为进行判断,孤独症和正常儿童都能完成该任务,可能是以原始情绪为基础的;第二级道德判断是对简单道德情景进行判断,需要以心理理论为基础,只有正常儿童才能完成;而对行为与意图不一致的复杂道德判断则需要以更加丰富的经历或者经验为基础,但其属于三级道德判断还是二级道德判断的高级形式还需要进一步的研究。     

不同时距加工机制的比较:来自ERP的证据(Ⅰ)

采用事件相关电位的方法分析了不同时距加工机制的差异。实验采用时间两分任务,要求被试形成短(400ms)和长(1600ms)的时间判断标准,然后对7个刺激系列进行短、长的判断。结果表明时间知觉过程可以诱发出一种类似于CNV的慢性负波。对于400ms的短时距加工存在显著的半球效应,右半球的波幅显著高于左半球。1600ms的时距加工没有表现出明显的半球效应。不同时距的加工存在显著的差异。1600ms比400ms加工诱发出更大的CNV波幅。     

自闭症儿童的中心信息整合及其与心理理论的关系

研究用积木测验和镶嵌图形测验测量中心信息整合,用5个信念任务测量心理理论能力,比较了12名自闭症儿童和同等言语能力的28名正常儿童的表现,并分析了心理理论和中心信息整合的相关。结果表明:(1)中心信息整合的测量指标积木测验和镶嵌图形测验成绩保持中高度相关;(2)自闭症儿童中心信息整合显著弱于正常儿童;(3)心理理论和中心信息整合成绩相互独立。     

初中生友谊认知的类型特点

本研究在已有理论及开放式问卷基础上首先确定友谊认知的初步结构,采用探索性因素分析调整结构并筛选题目,最终确定友谊认知问卷的4个维度。验证性因素分析表明,自编的友谊认知问卷具有较好的结构效度,其他各项信效度指标也均达到心理测量学的要求。另外,聚类分析表明可以把初中生的友谊认知划分为重情感-重兴趣、重情感-轻兴趣和情感淡漠-轻兴趣3种类型。