计算机辅助教学对英语阅读能力的影响

通过回顾与总结CAI英语阅读教学程序由普适化向具体阅读技能转化的发展历程,总结了英语阅读中最重要的能力、技能和主要应解决的问题,阐述了CAI程序对于阅读教学的有效性研究成果:发现相关的CAI程序有五大范畴。最后就教学语言、课程设计、教师对CAI程序的运用等问题进行了探讨与展望。     

语言表征的神经生物学理论

神经科学家F．Pulvermüller根据Hebb的“细胞群集”学说和相关性学习原理构建的“语言表征的神经生物学理论”首次试图基于皮层功能网络来解释语音、词汇和句法在大脑皮层的表征机制,不仅能较好地描述语言活动中经典语言脑区与其它参与活动脑区的相互关系,也对语言加工的大脑功能偏侧化与整合现象作了合适的说明。本文介绍了这一理论的主要观点和研究资料,并提出了一些尚需进一步研究的问题。     

审美概念理解对审美感性水平影响的实验探索

通常认为审美理性对审美感性有消极影响。这至少对认知心理学和人工智能的研究与发展形成了一种障碍。本研究以审美概念理解作为审美理性活动的典型式,对二者的实际关系进行探索。实验对象分为A类普通被试和B类艺术专业被试。结果表明：无论是否通过专门的审美概念学习训练,实验组和对照组的审美概念理解与审美感性水平的发展都呈共同上升趋势：通过学习训练,审美概念理解程度有显著提高,且显著有助于AB两类被试审美感受总水平提高;审美概念理解的“合理性”（正确性与精确性）是对审美感性各因素影响的显著因子,而其“事实例举”对于审美感性中的审美感知、审美联想、审美情感等是显著因子。A类小学5年级被试的审美感知和审美情感、B类大学美术专业2年级被试的审美感知,实验前后无显著差异,这表明审美理性对审美感性所具有的积极影响,在一定条件下是有限的。     

处级干部领导品德结构研究

1问题的提出 领导干部在领导活动过程中起主导作用,领导的道德品质如何将对团体的凝聚力,组织的效能,企业的成败存亡起着重要的影响作用。近年来,国内外对领导的研究虽已涉及到领导品德,但以领导品德为专题的研究较少。     

父母离异对子心理发展的影响:计票式文献分析途径的研究

采用计票式文献分析技术对国内1994-2005年间关于离异家庭子女心理特点的35篇研究进行了系统回顾,发现所有研究都报告了父母离异对子女心理发展存在消极影响。他们存在更多躯体化、强迫、焦虑、敌对、孤独、冲动等心理健康问题;行为问题发生率高于完整家庭对照组,主要表现为孤僻、退缩、抑郁、社交不良等行为问题;在人格方面更具神经质特征,表现出更强的掩饰性,人格倾向性容易出现过分内向或过分外向的两极化趋势;在自我意识方面更消极;在学业方面表现较差;知觉到更强的压力而且采用更消极的应对方式,有着更高的犯罪率和自杀意念。对目前研究方法上的不足之处进行了探讨,对国内外研究内容和结果上的差异进行了分析,对未来的研究方向提出了意见和建议。     

个人奋斗及其相关研究

个人奋斗作为个人目标概念中最有代表性的一种,是一种特定的、与情境目标有关的人格意向结构,指的是个体通过日常行为所努力达成的特性生活目标。根据目标理论的层次结构,个人奋斗及类似概念被统称为人格中的“中层”目标单元。文章选取Emmons的个人奋斗理论,从个人奋斗的基本概念及其测评开始,论述其与幸福感、人格特质的相关关系,并简要评述了几种不同的个人目标理论,呈现了一种与传统特质理论不同的人格研究方法     

认知发展领域的抑制研究

认知发展领域的抑制研究在近20年里取得了长足进步。文章总结和分析了抑制研究的理论观点,从解释早期认知能力、解释认知老化、解释一般认知能力差异以及解释异常个体发展四个方面探讨了抑制和认知发展的关系,最后,提出了认知发展领域抑制研究的不足和未来发展趋势     

Supervisor–Subordinate Relationship,Differentiation, and Employee Creativity: A Self‐Categorization Perspective

This study seeks to explore the effect of the quality of supervisor–subordinate relationship (i.e., leader–member exchange; LMX) on employee creativity by examining a moderated‐mediation model. The model focuses on the mediating role of perceived insider status and the moderating role of perceived LMX differentiation in influencing the mediation. Using a time‐lagged research design, we collected data from 358 supervisor–subordinate dyads in a large Chinese diversified company. As predicated, we found that (a) perceived insider status mediated the positive relationship between LMX and employee creativity; and (b) perceived LMX differentiation moderated the strength of the mediated relationship between LMX and employee creativity via perceived insider status, such that the mediated relationship is stronger under high‐perceived LMX differentiation than under low‐perceived LMX differentiation.     

新手考官的工作记忆和人格对其评分有效性的影响——以无领导小组讨论为例

相对于其它评价中心技术而言,在无领导小组讨论中考官因素对评分结果的影响尤为重要.本研究主要探讨无领导小组讨论中新手考官的工作记忆与人格对其评分有效性的影响.结果发现,首先,新手考官的评分者一致性较低,评分准确度较差.其次,工作记忆和人格的部分因素分别从不同方面影响新手考官的评分有效性,具体表现在：（1）利他性越强,新手考官评分总均值的准确性越高,且评分结果越宽松;（2）新手考官的决断性越强,对所有应聘者做出有效区分的准确性越高;（3）新手考官的沉稳性越高,对各维度的区分越有效;（4）注意转换和抑制能力对新手考官的晕轮效应及其在各个维度上进行区分的准确度有抑制作用.     

Action representations activated by task‐irrelevant information: Is it really irrelevant?

Accessing action knowledge is believed to rely on the activation of action representations through the retrieval of functional, manipulative, and spatial information associated with objects. However, it remains unclear whether action representations can be activated in this way when the object information is irrelevant to the current judgment. The present study investigated this question by independently manipulating the correctness of three types of action‐related information: the functional relation between the two objects, the grip applied to the objects, and the orientation of the objects. In each of three tasks in Experiment 1, participants evaluated the correctness of only one of the three information types (function, grip or orientation). Similar results were achieved with all three tasks: “correct” judgments were facilitated when the other dimensions were correct; however, “incorrect” judgments were facilitated when the other two dimensions were both correct and also when they were both incorrect. In Experiment 2, when participants attended to an action‐irrelevant feature (object color), there was no interaction between function, grip, and orientation. These results clearly indicate that action representations can be activated by retrieval of functional, manipulative, and spatial knowledge about objects, even though this is task‐irrelevant information.