大学生求职说谎行为倾向研究

采用实验的方法对当前大学生在求职过程中的说谎行为现象进行了研究。将来自不同性别、院校性质、学历、学科、家庭来源及不同就业压力感的被试791名随机分配到16种实验处理情境当中。研究发现,不同人口变量的大学生在对说谎行为的选择以及对不同说谎内容的选择上存在着不同程度的差异。     

解析城市中学生的消费心理与消费行为

城市中学生所接受的教育、所处的校园环境以及该年龄特殊的心理特征等因素使得这一阶段的个体有着特殊的消费心理和消费行为。对他们的消费心理和消费行为进行研究,提出相应的建议及对策,是有现实意义的。本文对当代城市中学生的消费水平、消费方式、消费心理的特点及其影响因素作了分析讨论并提出干预的对策。     

归属需要的研究进展

归属需要的概念经历长时间的演化和发展,并有其进化的心理机制。自Baumeister在1995年提出归属需要作为人类的基本动机后,归属需要与认知,情感和行为的相关研究也得到发展,部分结论得到进一步的证实,但也出现不一致的研究结果。同时也开始了对归属需要与行为后果之间内部过程的探讨。对归属需要的测量主要采用量表法,但未出现一个统一的测量工具,易造成测量的差异,剥夺归属需要的研究常采用实验法,未来的研究可注重提高其生态效度。     

Laws,causality and the intentional explanation of action

Whether or not an intentional explanation of action necessarily involves law-like statements is related to another question, namely, is it a causal explanation? The Popper-Hempel Thesis, which answers both questions affirmatively, inevitably faces a dilemma between realistic and universalistic requirements. However, in terms of W.C. Salmon’s concept of causal explanation, intentional explanation can be a causal one even if it does not rely on any laws. Based on this, we are able to refute three characteristic arguments for the claim “reason is not a cause of action,” namely, the “proper logical” argument, the “logical relation” argument, and the “rule-following” argument. This rebuttal suggests that the causal relationship between reason and action can provide a justification for intentional explanations.     

Revisiting schindler and schlinder's list: A group therapist's perspective

Film Reviews

Revisiting schindler and schlinder's list: A group therapist's perspective     

PRESCHOOL ORIGINS OF CROSS-NATIONAL DIFFERENCES IN MATHEMATICAL COMPETENCE:

Abstract— Differences in mathematical competence between U S and Chinese children first emerge during the preschool years, favor Chinese children, and are limited to specific aspects of mathematical competence The base-10 structure of number names is less obvious in English than in Chinese, differences between these languages are reflected in children's difficulties learning count Language differences do not affect other aspects of early mathematics including counting small sets and solving simple numerical problems Because later mathematics increasingly involves manipulation of symbols, this early deficit in apprehending the base-10 structure of number names may provide a basis for previously reported differences in mathematical competence favoring Chinese schoolchildren     

飞机座舱视听告警方式的工效学研究

该研究比较了由话音、灯光和音调信息组成的纯视觉告警、纯听觉告警和不同视听综合告警的效绩 ,以探讨当前在飞机座舱告警系统设计中存在的一些争议较大的问题。实验采用了双重作业法 ,主作业是一维补偿追踪 ,次作业是离散信号反应作业。结果表明 :1以音调信号作为听觉主告警加在话音信号前的方式将使信号反应时增长。但听觉主告警信号对提供告警级别信息可能有一定作用。2警告、注意和提示三级告警采用视觉 (信号灯 )方式优于它们都采用视听双显示方式 ,也优于纯听觉告警方式。3最佳的告警方式是警告信号采用灯光和话音显示 ,其余两类信号采用灯光显示。     

视觉追踪作业心理负荷的多变量评估研究

敏感性是心理负荷测量技术可靠性的基本要求。该研究利用主任务绩效、次任务绩效、主观“加权负荷”评定和心率变异变化率四项指标,在计算机模拟情境下对视觉追踪作业心理负荷进行多变量评估实验。结果发现,以上述四项指标为基础建立的“综合加权评估指数”是一项较有效的评估指标,其敏感性远高于任何单独的评定。     

The influence of self-construals on the ERP response to the rewards for self and mother

Individual self-construal (independent vs. interdependent) could be temporarily modulated by the priming effect. Our previous studies have found that when Chinese participants gambled for mother and for self, outcome feedback evoked comparable neural responses between two conditions. However, it remains unclear if the response to rewards for mother and for self would differ after independence self-construal priming. In this study, we manipulated participants’ self-construal (independent vs. interdependent) before a simple gambling task. The event-related potential (ERP) results reveal that when an interdependent self-construal was primed, the participants exhibited a comparable feedback-related negativity (FRN) elicited by outcome feedback for self and for mother. In contrast, independent self-construal priming resulted in a greater FRN elicited by outcome feedback for self than for mother. Meanwhile, the P3 component was insensitive to self-construal manipulation. These findings indicate the modulation effect of self-construal priming on the response to rewards for others.     

无关言语对阅读的干扰基于内容还是过程？——来自眼动研究的证据

采用眼动追踪技术,考察无关言语对句子材料相同的自然阅读和校对阅读的影响,探讨无关言语对阅读的干扰机制是基于内容还是过程。结果发现,有意义言语显著干扰了正常的阅读行为,而无意义言语与无背景音条件不存在显著差异。并且背景言语类型与任务类型的交互作用显著,表现为言语的语义成分只干扰了自然阅读,而对校对阅读没有影响。实验结果支持过程干扰假说。