"情绪智力量表(EIS)"的多元概化理论分析

本文运用多元概化理论对情绪智力量表(EIS)的测量信度进行探讨,得到以下研究结论:(1)EIS的整体测量信度较高,它既可用于常模参照测验,也可用于标准参照测验;在它的四个维度中,感知情绪、自我调控情绪和调控他人情绪维度有较好的测量信度,而运用情绪维度的测量信度稍差,需要改善;(2)EIS在决定各因子的分量比例方面不尽完善;(3)要想提高运用情绪因子的测量信度,除了增加运用情绪分量表的题目数外,还得改进题目的质量.     

字表法定向遗忘对内隐记忆测验的影响

字表法定向遗忘是否影响内隐记忆测验,一直是记忆心理学家关注的焦点.本研究选取低频词语作为实验材料,引入指示符变量(记住、遗忘).以词干回忆和词干补笔分别作为外显和内隐记忆测验,考察字表法定向遗忘对内隐记忆测验的影响.结果发现:(1)内隐和外显记忆测验中都出现了显著的字表法定向遗忘效应;(2)字表法定向遗忘效应的机制应该是提取抑制,即要求遗忘的项目在提取时受到抑制而使记住项目的成绩更为突出,而不是偏好对记住项目复述的结果.     

道学话语的形成、发展与转折——以宋代"定性说"的展开为中心

The formation of the discourse of Neo-Confucianism¹ in the Song period was a result of the interactions between many social and cultural trends. In the development of the Neo-Confucian discourse, the Cheng brothers (Cheng Hao and Cheng Yi) played key roles with their charismatic thoughts and impelling personalities, while Zhu Xi pushed Neo-Confucian thought and discourse to a pinnacle with his broad knowledge and precise reasoning. In the warm discussions and debates between different schools and thoughts, the Neo-Confucian discourse proceeded towards completion and perfection, and evolved as contemporary topics and thinking modes changed. The essay argues that “ding xing 定性 (stilling the nature)” was an important Neo-Confucian topic during the Song period. The doctrine of “stilling the nature” involves much central Neo-Confucian discourse such as the definition of xing 性 (human nature), the interior and exterior aspects of human nature, nature and qing 情 (feelings, sentiments), nature and xin 心 (mind, heart), nature and ren 仁 (benevolence, humanity, humaneness) and yi 义 (righteousness), nature and shi 事 (affair) or wu 物 (thing, object), the practice of preservation and cultivation, etc. Therefore, an examination of the formation, development and evolution of Neo-Confucianism is of great importance to the study of its early history. __________ Translated by Liu Huawei from Zhexue yanjiu 哲学研究 (Philosophical Researches), 2008, (1): 47–55     

高中生学习力的探索研究

采用自编学习力问卷,对3245名高中生进行问卷调查,以探明高中生学习力的基本结构和特征。结果发现：（1）高中生的学习力可以4个维度表征,即：学习方法运用力、学习态度调控力、学习自控力和提问互惠力。（2）高中生的学习力与学业成绩关联显著,学业成绩优秀的同学具有较高水平的学习力测评得分;在学习力的4个维度上,成绩较差同学的学习力测评得分显著低于优秀与中等同学。（3）高二学生的学习态度调控力测评分显著高于高一学生,女生的提问互惠力测评分显著高于男生。（4）成绩优秀的高二学生学习方法运用力测评分显著高于高一学生,成绩优秀和中等的高二学生的学习态度调控力测评分显著高于高一学生。     

Selective Association Between Tetris Game Play and Visuospatial Working Memory: A Preliminary Investigation

Recent experimental and clinical research has suggested that Tetris game play can disrupt maladaptive forms of mental imagery because Tetris competes for limited cognitive resources within visuospatial working memory (WM) that contribute to imagery. Whether or not Tetris performance is selectively associated with visuospatial WM remains to be tested. In this study, young adults (N = 46) completed six standardized measures indexing verbal and non‐verbal reasoning, verbal and visuospatial short‐term memory, and verbal and visuospatial WM. They also played Tetris. Consistent with the hypothesis that visuospatial WM resources support Tetris game play, there was a significant moderate positive relationship between Tetris scores and visuospatial WM performance but no association with other cognitive ability measures. Findings suggest that Tetris game play involves both storage and processing resources within visuospatial WM. These preliminary results can inform interventions involving computer games to disrupt the development of maladaptive visual imagery, for example, intrusive memories of trauma. © 2017 The Authors. Applied Cognitive Psychology Published by John Wiley & Sons Ltd.     

物体相似性对空间表征的影响：来自眼动的证据

以三维场景图片为实验材料,采用眼动追踪技术,通过两个实验考察了对称场景中物体相似性对空间表征的影响。结果表明：（1）无相似物体条件下,场景本身的内在结构对空间表征有重要影响,对称轴方向可以作为空间表征参照方向;（2）存在部分相似物体条件下,物体的相似性会影响空间表征参照方向的选择,并且相似物体方向也是空间表征的参照方向之一。     

有意遗忘的脑机制

有意遗忘是指个体主动忘记无用和过时的信息,本质是记忆的主动抑制,包括定向遗忘和压抑遗忘。在定向遗忘中,记忆抑制既发生在编码阶段也发生在提取阶段,脑机制研究支持编码抑制理论和提取抑制理论;在压抑遗忘中,think和No-think所激活的脑区不同,No-think引起前额区域的激活增强和海马的激活减弱。未来应开展定向遗忘和压抑遗忘的脑机制差异研究,注重记忆抑制和其他心理活动抑制之间的差异研究,关注创伤个体的有意遗忘研究,拓展记忆控制神经网络的可塑性研究。     

Predicting Chinese international students’ acculturation strategies from socio‐demographic variables and social ties

Different acculturation strategies (i.e. integration, assimilation, separation and marginalization) tend to contribute to different adaptation outcomes for international students. The current study examines Chinese international students’ acculturation strategies under the influence of sociodemographic variables and social ties they developed in the host country. A group of Chinese international students in Belgium (N = 183) participated in an online survey. The results indicate that integration was the most commonly adopted strategy among Chinese international students in Belgium, followed by separation, marginalization and assimilation. The results from three separate multiple regressions show that English proficiency, local language proficiency, prior adaptation experience and female were significant predictors of Chinese students’ social ties (i.e. host‐national ties, international ties and co‐national ties). The discriminant analysis identified host‐national ties, international ties, co‐national ties, local language proficiency and prior adaptation experience as important variables that can distinguish Chinese students’ acculturation strategies.     

The effect of motivation and positive affect on ego depletion: Replenishment versus release mechanism

In this study, 2 experiments were conducted to investigate whether motivation and positive affect can alleviate ego depletion and to elucidate their possible mechanisms. In Experiment 1, a crossing‐out‐letter task was adapted to reach an ego depletion state for Chinese participants. Participants were then randomly assigned to the extrinsic motivation group, the positive affect group or the depletion control group. After the experimental treatment, a dumbbell task was used to measure participants' remaining self‐regulatory resources. The results showed that participants in the motivation and positive affect groups performed better on the dumbbell task than participants in the depletion control group. Experiment 2 was similar to Experiment 1 except that participants were asked to perform an additional unexpected dumbbell task after a neutral video following the above procedure. The results of Experiment 1 were replicated; however, participants' performance on the additional dumbbell task differed. The positive affect group performed better than the depletion control group, indicating an increase in self‐regulatory resources and thus supporting the replenishment effect of positive affect. No significant difference was found between the motivation group and the depletion control group.     

高中生学习力的影响因素研究*

采用自编学习力及学习力影响因素问卷,对3056名高中生进行调查,建构学习力与影响因素的数学模型,探究各影响因素对高中生学习力的影响路径。结果发现,（1）影响高中生学习力的因素有六个,分别是认知能力、动机水平、精神状态、人际协调、身心优势感和学习氛围。（2）对学习力解释的贡献率大小排列依次为：精神状态、动机水平、学习氛围、认知能力、身心优势感和人际协调。（3）学习方法运用力主要受动机水平、精神状态、学习氛围、认知能力等4因素的影响;学习态度调控力主要受到精神状态、动机水平、学习氛围及认知能力等4因素的影响;学习自控力主要受精神状态的影响;提问互惠力主要受认知能力、精神状态、动机水平及学习氛围的影响。