环境光照的认知功效及其调节因素与作用机理

自人类视网膜上发现存在新型的内在光敏感神经节细胞以来, 环境光照对个体生理心理功能的非视觉作用备受研究者青睐, 其中环境光照对认知功能的非视觉作用结果并不十分一致且内在机理尚不明确。环境光照的认知功效会受到光学参数、光照模式、时间因素、个体差异以及任务特征等的共同调节。未来的研究需要从环境光对心理认知功能的作用模式, 动态办公照明系统的开发, 面向特殊群体的个性化照明以及光照非视觉作用产生的分子生物学机制等视角进行扩展和深化。     

青少年学习倦怠量表的多元概化分析

运用多元概化理论考察青少年学习倦怠量表（ASBI）的测量学属性。结果发现,ASBI各因子以及全量表的概化系数和可靠性指数均达到较好水平,既可用于常模参照测验,也可用于标准参照测验;各因子的分量比例还不尽完善,低成就感对全域总分的贡献略低于在全量表中的分值比重,对相对误差方差贡献最大的是低成就感,学业疏离对绝对误差方差的贡献最大;今后ASBI的修订工作,可考虑对学业疏离和低成就感因子条目质量的改进,同时适当增加身心耗竭因子的条目数以提高其测量信度。     

小学生的师生关系特点与学生因素的关系研究

采用师生关系教师评定量表,由14名班主任教师对498名3—6年级学生与教师的关系进行评价,旨在了解学生因素对其师生关系的影响.结果表明:(1)小学生的年级与其师生关系有显著的联系.五年级学生表现出高亲密、高反应和高冲突的特点,而六年级则表现出低亲密、低反应和低冲突的特点.(2)男女学生在师生关系的亲密性和反应性上有显著差异,女生的师生关系比男生更为积极.(3)学生的学业表现与师生关系特点有显著的联系,学业表现好的学生有更积极的师生关系.(4)运用分层回归分析的结果表明,学生的年级、性别、学业表现对师生关系均有显著的回归效应.     

《成唯识论》的美学意蕴

《成唯识论》的哲学本位埋设两大主题:法相与法果。在法相谱系中,以触为核心的一系列心所所表现的心理现象沾溉了与审美体验相类似的思维胚胎,具备可能萌发审美体验论的逻辑生长点。另外,法果的本质是一种绝对的美。审视法果就是审美,审视法果之美中涵摄两条根本线索:直观人的美和领略佛的美。     

Chinese children's effortful control and dispositional anger/frustration: relations to parenting styles and children's social functioning

Relations among authoritative and authoritarian parenting styles, children's effortful control and dispositional anger/frustration, and children's social functioning were examined for 425 first and second graders (7-10 years old) in Beijing, China. Parents reported on parenting styles; parents and teachers rated children's effortful control, anger/frustration, externalizing problems, and socially appropriate behaviors: and peers rated aggression and leadership/sociability. High effortful control and low dispositional anger/frustration uniquely predicted Chinese children's high social functioning, and the relation of anger/frustration to social functioning was moderated by effortful control. Authoritarian parenting was associated with children's low effortful control and high dispositional anger/frustration, which (especially effortful control) mediated the negative relation between authoritarian parenting and children's social functioning. Effortful control weakly mediated the positive relation of authoritative parenting to social functioning.     

视觉空间指令条件下SOAs变化对数字-空间联结编码的影响:来自ERP的证据

采用数字奇偶判断任务,以数字1-9(5除外)及汉字标签(左、右)作为实验材料,在视觉空间任务指令下探讨系统改变SOAs对数字-空间联结编码方式的影响。行为结果发现,SNARC效应以视觉空间编码方式为主,SOA为0ms并未出现SNARC效应; ERP结果发现,物理一致性在早期成分N1上的主效应显著。表明任务指导语影响SNARC效应的编码方式,其本质受词语信息标签加工程度的影响,且对SNARC效应的编码出现早期感觉阶段,SOAs与目标数字的特性影响SNARC效应的产生。     

Investigating whether maternal memory specificity is indirectly associated with child memory specificity through maternal reminiscing

Maternal reminiscing and remembering has a profound influence on the development of children’s autobiographical remembering skills. The current study investigated the relationships between maternal memory specificity, maternal reminiscing and child memory specificity. Participants consisted of 40 mother–child dyads. Children’s age ranged between 3.5 and 6 years. Mothers and children participated in individual assessments of autobiographical memory specificity. Dyads participated in a joint reminiscing task about three past emotional (happy, sad, stressful) events. A positive moderate association was found between maternal autobiographical memory specificity and child autobiographical memory specificity. Maternal autobiographical memory specificity was significantly correlated with mothers’ focus on the task, involvement and reciprocity, resolution of negative feelings, and structuring of narratives in the mother–child reminiscing task. Moderate positive associations were found between maternal focus and structuring and child memory specificity. There was no evidence to suggest maternal elaborative reminiscing style was significantly positively correlated with mother or child memory specificity. Finally, there was support for an indirect pathway between maternal memory specificity and child memory specificity through quality of support and guidance provided by the mother in maternal reminiscing. Theoretical and clinical implications are considered.     

‘It’s OK to feel totally confused’: reflection without practice by preservice teachers in an introductory education course

In the following article, we describe our research with preservice teachers (PSTs) engaged in an introductory course in curriculum, instruction, and technology. Typically, efforts to engage PSTs in reflection focus on the student-teaching experience. We assert there is potential for PSTs to think deeply about their identities prior to actual classroom experience. Our research concerns the development of reflective pedagogical thinking by PSTs, stimulated by a variety of curricular, instructional, and technological learning experiences. We will highlight the pedagogical innovations we employed to stimulate PSTs to engage in meaningful reflection prior to their student-teaching experiences. We will describe our learning experiences and nontraditional grading scheme in the course, and examine the impact of those practices on PST reflective writing.     

消费者拍照行为影响消费体验的双刃剑效应

拍照是消费者对体验进行视觉记录的手段。虽然拍照“打卡”成为人们的日常生活和企业营销的重要工具,但目前未发现有文章系统介绍拍照行为对消费体验的影响。拍照行为通过调整注意资源和认知参与对消费体验产生双刃剑效应。具体而言,拍照行为会给消费者带来以“视觉体验红利”为主的红利效应;还会因缺失其他感官(嗅觉、味觉、听觉或触觉)的真实体验产生“匮乏效应”。个人因素和情景因素是拍照行为影响消费体验的重要边界条件。未来研究可以从比较不同拍照内容的效应差异、研究环境变量在拍照效应中的影响、拓展拍照的双刃剑效应在企业营销层面的研究等方面展开。     

12种少数民族大学生成就动机与成功恐惧的研究

运用成就动机问卷和投射测验研究了12种447名少数民族大学生的成就动机与成功恐惧。结果表明:少数民族男大学生的成就动机和追求成功的动机强于女生,避免失败的动机弱于女生。其成功恐惧主要与人际关系、家庭、学业和事业有关。性别未对其成功恐惧产生显著影响。其避免失败的动机与成功恐惧呈显著负相关。