Effects of a ‘Learn to Think’ intervention programme on primary school students

Background. Methods for teaching thinking may be described as out‐of‐context or infusion. Both approaches have potential to raise students’ general cognitive processing ability and so raise academic achievement, but each has disadvantages. Aims. To describe and evaluate a theory‐based learn to think (LTT) curriculum for primary school students, which draws on the strengths of both out‐of‐context and infusion approaches. Sample. One‐hundred and sixty‐six students in three classes of Grade 1 (6+ years old), Grade 2 (7+ years old), and Grade 3 (8+ years old) in a primary school in Shanxi province, China, randomly ascribed to experimental (90) and control (76) groups. Methods. All students were pre‐tested for non‐verbal intelligence and academic achievement. Experimental students followed the LTT curriculum (one activity every 2 weeks) for 4 school years. All were post‐tested on three occasions for thinking ability and four times for academic achievement. Results. Grade 1 and Grade 2 students showed effects of LTT from 1 year after their start and increasing: on thinking ability d= .78–1.45; on Chinese d= .68–1.07; on maths .58–.87. Grade 3 students showed effects from 6 months after their start: on thinking ability .90–1.37; Chinese .77–1.32; maths .65–1.29. The effects were concentrated in students in the middle band of initial ability. Conclusions. A curriculum for teaching thinking based on a structured theoretical model that combines elements of out‐of‐context and infusion methods has been shown to have long‐term far transfer effects on students’ thinking ability and academic achievement. More work is needed to meet the needs of a wider range of abilities.     

Extreme response style as a cultural response to climato‐economic deprivation

We investigated the effects of climato‐economic harshness on extreme response style. Climato‐economic theorising postulates that a more threatening climate in poorer countries, in contrast to countries with a more comforting climate and richer countries with a more challenging climate, triggers intolerance of ambiguity and uncertainty avoidance inherent to conservatism, in‐group favouritism and autocracy. Scores of extreme response style at country level, a proxy of this cluster of cultural characteristics, were extracted from students' responses in the Programme for International Student Assessment to test the hypothesis. In a series of hierarchical regression analysis across 64 countries, cold demands, heat demands and GDP per capita showed a highly significant interaction effect on extreme response style, predicting in total 30.7% of the variance. Extreme response style was highest in poorer countries with higher climatic demands, and lowest in richer countries with lower climate demands. Implications are discussed.     

小学生调节聚焦对生活满意度的影响:压力应对方式的中介作用

采用调节聚焦问卷、压力应对方式问卷和生活满意度问卷对北京市五所学校1174名小学生进行调查, 考察调节聚焦对小学生压力应对方式、生活满意度的影响, 并检验应对方式在调节聚焦和生活满意度之间的中介作用。结果发现:(1)促进定向对小学生生活满意度有显著正向预测作用, 预防定向对生活满意度有显著负向预测作用;(2)积极应对和促进定向更相关, 消极应对和预防定向更相关;(3)积极应对在促进定向和生活满意度之间起着完全中介的作用, 积极应对、消极应对均在预防定向和生活满意度之间起着部分中介的作用。     

解释学的后现代转向及其对后现代心理学的意义

随着后现代思潮的兴起,解释学领域出现了后现代转向,在对解释本身及解释模式的阐释、对成见的看法以及真理观等方面有许多转变,这些转变对后现代心理学产生很大影响,表现在:对研究对象的分析水平由个体中心转向对关系的研究;研究方法上由唯一客观的实证方法转向多元方法论;研究原则上由价值中立转向强调历史文化因素的影响;知识观上由追求知识的客观性、普适性转向知识的社会建构性。同时,后现代解释学对心理现象和实践应用的认识,对克服后现代心理学认识论和方法论上的相对主义也很有启发。     

中国近代启蒙的伦理向度

启蒙既有其因相似的时代大背景而形成的共性,又有其与具体的文化、历史、民族相联系而产生的个性。中国近代的启蒙思潮与西方的启蒙运动相似,都是以理性思考启迪民智反对蒙昧主义,以个性解放反对禁欲主义、专制主义。但是,中国的启蒙需要摆脱的枷锁来自封建伦理的桎梏,其特征是“伦理启蒙”。它始于明末清初对德性主义人性论的批判,其锋芒触及了封建专制的理论基石。     

中外高等医学教育学制与学位的研究与思考

依据WHO<世界医学院指南>,研究了目前世界各国高等医学教育学制与学位的状况,在分析我国医学学制与学位现状及存在问题的基础上,提出了改革我国高等医学教育学制与学位的思考及建议.     

手辅助电视胸腔镜食管癌切除术的诞生

2002年山东省立医院发明了手辅助电视胸腔镜食管癌切除术.在这个创新过程中运用科学的思维方法解决了一系列问题,探索出一条微创技术治疗食管癌的新途径,这个新的手术方式也是在不断改进的.     

从生态自然观的角度探讨抗生素的应用与细菌耐药性的产生

抗生素的不合理使用和细菌耐药性是当今医学界所面临的严重问题,危害着人类的健康和生存.从生态自然观的角度,剖析了抗生素的应用与细菌耐药性产生的辩证关系,目的是使人们突破传统的思维局限,认清细菌耐药性问题的实质,为制定出合理使用抗生素的原则和预防细菌耐药性的措施提供一些理论依据.     

SARS突发病害与大学生信任感的变化历程

用问卷法在SARS期间对北京大学生信任感进行了调查,研究了SARS突发病害对大学生信任感的影响。结果表明：SARS爆发初期,大学生的信任感有所下降,尤其对政府、媒体和学校的信任感下降较明显;SARS冲击下大学生信任感呈现了动态平衡的特点;影响信任感的主要因素是政府;制度制定和信息传递是引发社会态度转变的根本因素。