计算机显示终端CRT亮度对比度对视觉功能的影响

本实验用作业效绩与眼肌调节时间变化率作指标,研究了计算机终端CRT显示的亮度对比度对视觉功能的影响。结果表明,在屏面背景亮度20cd/m~2左右时,8:1—12:1范围的对比度具有最佳的视觉功能。对比度偏离这个范围时,视觉功能水平随偏离程度而降低。4:1—18:1是CRT亮度对比的宽容度范围。     

Gastric pathology and feeding deficits induced by hypothalamic damage in rats: effects of lesion type, size, and placement.

Three doses each of cathodal or anodal direct current were delivered to coagulate lateral hypothalamic tissue bilaterally in rats. Increases in hypothalamic tissue damage were associated with more instances of aphagia, greater amounts of glandular, but not rumenal, gastric pathology, and greater weight loss. Both anodal and cathodal lesions produced aphagia and similar amounts of gastric pathology, but anodal lesions also appeared to facilitate weight loss independently of the tissue damage. Extensive chromatolysis surrounding anodal lesion cavities may be importantly related to the postoperative effects. In additional experiments, anodal electrolytic lesions or cortical suction ablations were used to vary the location of neural damage. Fedding deficits and gastric pathology resulted from the destruction of several brain areas. In particular, eating of dry food in the presence of high gastric pathology was observed in rats with lesions ventral and medial to an area in the dorsolateral hypothalamus that was associated with aphagia. When aphagia was accompained by severe gastric pathology, the brain lesions typically encroached extensively on more ventromedial areas. Moreover, aphagia sometimes was observed with only negligible gastric pathology. It is suggested that gastric pathology is not primary to the expression of the aphagia that follows lateral hypothalamic damage.     

解决几何问题的思惟过程

本研究探讨了初中学生解几何题的思惟过程。所用的方法是要求被试证题时出声想,收集他们证题时的口语材料,并对这些材料作了初步的分析。 结果表明: 一、几何问题解决过程往往包含有假设验证的过程。其中,被试如果能从问题的情境中正确地辨认出某种模式,就能唤起与解题有关的知识。 二、两组被试在解题的时间和过程方面有一些差异。甲组被试(解题经验较多)解题的平均时间是乙组被试的三分之一。甲组被试能很快地把他原来熟悉的模式辨认出来。乙组被试(相当于初学者)多半要作一些无效的尝试才有可能正确地认出模式。甲组被试比乙组被试善于交替运用逆推和顺推的搜索策略以及其他有效的策略和办法。     

再认能力最佳年龄的研究——试用信号检测论分析

本实验取8个年龄组(多数年龄组又分正常实验组和暗示实验组,各组12名被试),用具体图形,抽象图形和词等三种材料,进行信号检测论的再认实验。 结果表明,各年龄阶段再认具体图形,小学高年级学生成绩最佳;再认抽象图形和词,初中学生最佳。我们认为,这是教育心理学中一个值得注意的问题。 在研究方法上,我们觉得信号检测论用于再认实验具有如下优越性:(1)信号检测论具有二个独立的指标d’和c,有利于分析人们的心理因素;(2)信号检测论把再认错误划分为二类,有助于分析错误原因;(3)信号检测论指标d’比传统再认法指标灵敏。     

小学生字词概念综合性分类能力的实验研究

分类是人类思维活动的重要方法之一。本研究通过小学生对字词概念进行综合性分类,考察他们思维的概括能力发展的年龄特点,并探讨分类材料、文化背景、个体经验、教学状况等对分类水平的影响。 研究结果表明:小学生对字词概念的综合性分类能力有明显的年龄特点。他们说明分类根据的能力,远远落后于分类能力。小学五年级中有少数学生具有初步的组合分析分类能力。分类材料,文化背景,个体经验,教学状况的差异,均对分类水平产生一定的影响。     

Differential effects of oral reading to improve comprehension with severe learning disabled and educable mentally handicapped students

The purpose of this study was to evaluate the effectiveness of oral reading as a teaching technique for improving reading comprehension of 11 Educable Mentally Handicapped or Severe Learning Disabled adolescents. Students were tested on their ability to answer comprehension questions from a short factual article. Comprehension improved following the oral reading for students with a reading grade equivalent of less than 5.5 (measured from the Wide Range Achievement Test) but not for those students having a grade equivalent of greater than 5.5. This association was statistically significant (p = less than .01). Oral reading appeared to improve comprehension among the poorer readers but not for readers with moderately high ability.