Perceiving Multiple Affordances for Objects

Researchers (Gilden &; Proffitt, 1989; Runeson &; Vedeler, 1993; Todd &; Warren, 1982) have tested Runeson's (1977) claim that the relation between a collision . . event's dynamics and kinematics might support perception of the relative mass of colliding objects. Results have been inconsistent; however, these studies employed computer-generated collisions as stimuli. The present research assessed observer's ability to report relative mass in the context of physical objects involved in physical collisions. The results indicate greater sensitivity to relative mass than had been found with animations-based studies. Implications of these data for the kinematic specification of dynamics (KSD) principle of dynamics perception (Runeson &; Frykholm, 1983) and a cue-heuristics theory of dynamics perception (Gilden &; Proffitt, 1989) are discussed.     

论班图拉观察学习理论的特征及其历史地位

该文从以下三个方面分析了班图拉观察学习理论的特征：（１）强化与认知的结合,（２）行为主义的建构论,（３）交互决定论。作者认为,班图拉对心理学的杰出贡献是他发掘了观察学习这一前人所忽视的学习形式,给了观察学习以应有的地位。作者认为,班图拉在其观察学习的研究中,注重社会因素的影响。以认知的术语阐述观察学习的过程与作用,且注重以人为被试的实验,因而对学习心理学的发展产生重要影响。     

当代积极心理学运动存在的几个问题

积极心理学运动是当代心理学发展的一个重要趋势,但它并不是对传统以问题为核心的病理性心理学的取代而只是一种补充。积极心理学强调心理学不仅要研究人或社会所存在的问题,同时还要研究人的积极力量和积极品质。由于积极心理学运动兴起的时间较短,因而在其发展过程中还存在一些问题,这些问题主要包括：表现出一定的话语霸权、研究对象不够全面、缺少有说服力的纵向研究、和早期心理学的一些相关研究存在一定的脱节     

头部朝向在社会性注意转移中的作用

注视指向是非常重要的社会性注意线索,但是在日常情境中,注视指向往往伴随着头部朝向信息,而且两者都包含空间指向信息.已有研究发现头部朝向会影响注视指向知觉的速度和准确性,为注视指向提供参照系,进而会影响注视指向诱发的社会性注意.头部朝向和注视指向加工的神经机制也存在着广泛的重合.因此,除眼睛注视以外,头部朝向也是建构和完善基于心理模型的社会性注意机制的一个关键因素.未来的研究应关注头部朝向与眼睛注视指向共同影响注意转移的作用机制,并且从功能整合的角度开展神经机制研究.     

初中生人际交往能力、学业成绩及其发展背景系统间的关系

摘 要 采用问卷法调查586名初中生,探讨其人际交往能力、学业水平及发展背景系统的互动关系模式。研究发现初二学生的人际交往能力表现最为突出,女生更善于处理人际问题。高人际交往能力学生的学业成绩明显优于低人际交往能力学生。良好的父母教养方式能有效促进学生的人际交往能力,该能力有助于积极师生关系和同伴关系的发展。人际交往能力受家庭教养背景系统的直接影响,并作用于学校人际背景系统,两大系统以直接或间接的方式影响学业成绩。     

Using Structured Telephone Follow‐up Assessments to Improve Suicide‐Related Adverse Event Detection

Adverse event (AE) detection and reporting practices were compared during the first phase of the Emergency Department Safety Assessment and Follow‐up Evaluation (ED‐SAFE), a suicide intervention study. Data were collected using a combination of chart reviews and structured telephone follow‐up assessments postenrollment. Beyond chart reviews, structured telephone follow‐up assessments identified 45% of the total AEs in our study. Notably, detection of suicide attempts significantly varied by approach with 53 (18%) detected by chart review, 173 (59%) by structured telephone follow‐up assessments, and 69 (23%) marked as duplicates. Findings provide support for utilizing multiple methods for more robust AE detection in suicide research.     

旧唯物主义视域中的人的存在与马克思的超越——解读《神圣家族》的哲学史论评

马克思在<神圣家族>中,专门列出一节系统考察唯物主义的发展史,对唯物主义的不同历史形态关于人的存在的观点进行评论.这一评论标志着马克思在历史观的核心问题上开始超越旧唯物主义.在马克思创立唯物史观过程中,它具有特殊的重要性.本文试图解释马克思的唯物主义哲学史评论,以重现这种特殊重要性.     

Parenting styles and learned resourcefulness of Turkish adolescents

This study investigated the differences among 834 high school students regarding learned resourcefulness in terms of perceived parenting style and gender. The data were gathered by administering the Parenting Style Inventory (PSI) and Rosenbaum's Self-Control Schedule (SCS). The results of ANOVA pertaining to the scores of learned resourcefulness yielded a significant main effect for parenting style groups. Neither the main effect for gender nor the gender and parenting style interaction effect was significant. The findings suggest that those who perceived their parents as authoritative had a relatively high level of learned resourcefulness as compared to those who perceived their parents as neglectful and authoritarian. Findings also indicated that those who perceived their parents as indulgent had a higher level of learned resourcefulness than those who perceived their parents as neglectful and authoritarian.     

初中生英语自我效能感与知觉到的教师期望、英语成绩的关系

研究主要考察初中生英语自我效能感、知觉到的教师期望与英语成绩的关系.探索性和验证性因素分析结果表明,初中生英语自我效能感包括学科能力感、目标自信感、挫折效能感和策略使用感四个维度.研究得出高成绩组学生的英语自我效能感及知觉到的教师期望显著高于低成绩组学生;英语自我效能感具有显著的性别差异、年级差异与学校类型差异;年级、学校类型、英语自我效能感中的能力因子与挫折因子及知觉到的教师期望中的态度因子是英语成绩的显著预测变量.     

大学生生涯成熟状况及与自我同一性关系研究

"职业生涯规划"教育在各高校受到极大关注,但辅导成效甚微,缺少实证研究、缺乏针对性是其深入拓展的障碍.本研究采用自编的<生涯成熟度量表>,测查大学生生涯成熟特点及与自我同一性关系,结果表明:大学生生涯发展的总体水平不是很高;受性别、年级、父母期望、兼职经验等因素影响;不同自我同一性地位大学生的生涯成熟状况存在差异.