元认知视野中的气候变化风险研究

气候变化已经成为全球面临的最紧迫问题之一。近期研究发现,个体对于气候变化风险的元认知和其亲环境行为之间关系密切。对元认知知识、元认知来源、元认知确定性及元认知重要性四个维度相关研究的分析表明,公众元认知知识与实际知识的偏离、以分析系统为主导的风险认知来源、对气候变化后果确定性的低估以及对气候变化重要性的忽视都会抑制环境友好行为的发生,并指出了气候变化风险元认知研究的未来趋势。     

父母物质惩罚对儿童睡眠质量的影响：主观幸福感的中介作用及友谊质量的调节作用

摘 要：为探讨父母物质惩罚与儿童睡眠质量的关系及其作用机制,采用问卷法对438名小学生进行调查。结果发现：（1）父母物质惩罚与儿童主观幸福感、睡眠质量之间呈现显著相关;（2）物质惩罚既能直接预测儿童睡眠质量,也能通过主观幸福感的中介作用预测睡眠质量;（3）友谊质量能在物质惩罚对儿童睡眠质量的中介中起到调节,对高友谊质量的儿童来说,物质惩罚对幸福感的作用不显著。研究结果揭示了作为物质型教养行为之一的物质惩罚对儿童睡眠质量的影响及其作用机制,能为提高儿童的幸福感及睡眠质量提供有效启示。     

高一学生学校适应与教师领导行为关系之初探

采用整群抽样的方法,选取538名学生被试,然后运用“学生在校行为问卷”和“教师领导行为问卷”考察学生的学校适应状况同他们感知到教师领导行为的关系,并分析了不同领导模式下学生学校适应状况的差异及性别因素的影响。结果发现学生的学校适应与其感知到的教师民主行为是正相关,而与权威和放任行为是负相关;民主型的领导模式明显好于权威和放任型的领导模式,而权威和放任之间的差距不明显,该结果不受学生和教师性别因素的影响。     

Capturing excellence in applied settings: A participant conceptualizer and praxis explicator role for community psychologists

Community psychology faces a crisis of personpower similar to that which Albee identified in the clinical field four decades ago. It is clear that there are not, and likely never will be, a sufficient number of community psychologists to be able to provide assessment, consultation, and planned change toward facilitating an inclusive psychological sense of community and sound health and prosocial development in all settings that could benefit from such assistance. To help resolve this crisis, an expanded role for community psychologists is proposed: that of participant conceptualizer and praxis explicator. A participant conceptualizer and praxis explicator has the role not only of working within settings to understand and help conceptualize change processes but also of reflecting on action processes that are a part of the setting, of reflecting on theory, and of generating products that share relevant learnings. How action research serves as the methodology that allows the flow and interplay of theory and action to take place also is discussed. Illustrations are drawn from the work of Leonard Bernstein, Jim Henson and Kermit the Frog, and the author's work in area of school-based social competence promotion. This article is based on much further reflection after my Distinguished Contribution to Practice in Community Psychology award address at APA in Toronto, August 1993. The latter was designed as a talk and featured musical excepts from Leonard Bernstein and Kermit the Frog, who also made an appearance at the talk and spoke briefly. A tape of the talk can be obtained from APA, for the curious. I think of my work as a public corporation, shares of which belong to many colleagues, friends, and mentors, far too numerous to mention. I give special thanks to Jim Kelly and Ed Trickett, to Irma Serrano-Garcia and Jim Dalton, to Emory Cowen and Roger Weissberg, to George Spivack and Myrna Shure, to Jack Chinsky and George Allen, to Tom Schuyler and to my parents, to those who generously shared selective truths about me that Jim Kelly compiled into marvelous and deeply appreciated introductory comments, and to my chief shareholders, my family, Ellen, Sara, and Samara, whose daily love, patience, and support I am honored to receive.     

Extending the Three- and Four-Headed Eagles: The Foreign Policy Orientations of American Elites During the 80s and 90s

With the breakdown of the foreign policy consensus of the Cold War years, there has been a resurgence in examining the beliefs of the public and their role in U.S. foreign policy. The most extensive of these studies has been conducted by Holsti and Rosenau who have found first three and then four competing schools of thought. Our purpose is to build off Holsti and Rosenau's analyses and extend their argument. Research based on the content analysis of foreign policy and national opinion journals from 1980 to 1989 demonstrates that there is more diversity and complexity in the range and content of beliefs held by American leaders than Holsti and Rosenau have yet been able to capture through their "three-" and "four-headed eagles." Although the three-headed eagle serves as a useful scheme for categorizing the broad foreign policy perspectives of American leaders, it de-emphasizes important differences in beliefs and ignores at least two foreign policy orientations that exist within their general categories. This is not a mere academic exercise, for it sheds light on the level of diversity and complexity of elite beliefs, which enriches an understanding of the politics of U.S. foreign policy since Vietnam. A preliminary examination of foreign policy and national opinion journals from 1990 to 1994 indicates that American elites are changing and adapting while at the same time, they are absorbing profound global changes into their prevailing belief systems, as predicted by the political psychological literature. This suggests that the diversity and complexity present in the 80s is likely to persist and grow throughout the 90s. Our research also suggests the importance of developing alternative methods to complement reliance on survey research in order to capture more fully the diversity and complexity of the foreign policy beliefs of Americans.     

对变化/分割模型的检验(I)

用两个实验对变化／分割模型进行了检验。实验１控制目标时距和该时距内的填充数字系列,操纵数字系列的分割段数;实验２控制目标时距内的填充数字系列的间距,操纵目标时距及其中填充数字系列的分割段数,要求被试用再现法和多数估计法分别复制目标时距,并进行立即估计和延迟估计。结果显示：与存储容量模型和加工时间模型相比较,变化／分割模型对时间估计的解释具有更高的预测效度     

Component Integrity of Teacher Intervention Management Behavior Using a Student Self-Monitoring Treatment: An Experimental Analysis

This investigation was undertaken to determine the effects of differing levels of treatment integrity resulting from implementation of varying numbers of intervention components. The self-monitoring program was conducted over 4 weeks and targeted positive and negative classroom behaviors. The independent variable included three levels: 100% integrity, that included reward and graphing of behavior; 83.3% integrity, that included the reward component; and 66.7% integrity, that employed self-monitoring with recording only. Participants included 49 elementary school students, mean age of 10.4 years, 36.7% female, 93.9% Anglo. Results of treatment on teacher and student ratings from the Social Skills Rating System, teacher ratings from the Abbreviated Symptom Questionnaire, ratings of the child-specific target behaviors, and student frequency counts of target behaviors were analyzed using Multivariate Analyses of Variance. The changes in rating measures from pre-test to post-test did not significantly differ between groups. Students in the two more inclusive treatment programs recorded more positive behaviors.     

On the relation between preference and resistance to change

Nevin (1979) noted that preference in concurrent chains and resistance to change in multiple schedules were correlated, in that both measures were affected similarly by variations in parameters of reinforcement such as rate, immediacy, and magnitude. To investigate the relationship between preference and resistance to change directly, we used a within-session procedure that arranged concurrent chains in one half of the session and a multiple schedule in the other half. The same variable-interval schedules served as terminal links in concurrent chains and as the components of the multiple schedule, and were signaled by the same stimuli. After performances had stabilized, responding in the multiple schedule was disrupted by delivering response-independent reinforcement during the blackout periods between components. Both preference in concurrent chains and relative resistance to change of multiple-schedule responding were well described as power functions of relative reinforcement rate, as predicted by current quantitative models (Grace, 1994; Nevin, 1992b). In addition, unsystematic variation in preference and resistance to change was positively correlated, which suggests that preference and resistance to change are independent measures of a single construct. That construct could be described as the learning that occurs regarding the prevailing conditions of reinforcement in a distinctive stimulus situation.     

EFFECTS OF REINFORCER QUALITY ON BEHAVIORAL MOMENTUM: COORDINATED APPLIED AND BASIC RESEARCH

The high-probability (high-p) instructional sequence has been an effective treatment for noncompliance. However, treatment failures have also been reported. We hypothesized that the efficacy of the high-p treatment may be improved by using higher quality reinforcers for compliance to high-p instructions. The resistance of compliance to change was tested by varying reinforcer quality in two applied studies and a basic laboratory experiment. Experiment 1 tested the hypothesis that an increase in reinforcer quality for high-p compliance will increase the effectiveness of the high-p treatment when it fails to increase compliance. Experiment 2 assessed the effects of reinforcer quality on resistance of compliance to change by presenting successive low-p requests following the high-p treatment. A basic laboratory study (Experiment 3) was conducted to further isolate the relation between reinforcer quality and behavioral momentum. Two different liquid reinforcers (sucrose and citric acid solutions) were presented in a two-component multiple variable-interval variable-interval schedule followed by a single extinction test session. Results of all three experiments showed a generally consistent relationship between reinforcer quality and behavioral momentum.     

Behavioral momentum in college basketball

Three classes of events were scored from videotapes of 14 college basketball games during the 1989 National Collegiate Athletic Association tournament: reinforcers (such as points and favorable turnovers), adversities (such as missed shots, unfavorable turnovers, and fouls), and responses to adversities (favorable or unfavorable outcomes of the first possession of the ball following an adversity). Within-game and within-team analyses of these data supported three findings. First, a team's favorable response to an adversity generally increased as the rate of reinforcement increased 3 min preceding the adversity. Second, basketball coaches called time-out from play when being outscored by their opponents an average of 2.63 to 1.0. Third, calling time-outs from play appeared to be an effective intervention for reducing an opponent's rate of reinforcement. Rates of reinforcement during the 3 min immediately after a time-out were nearly equal for both teams. Results are discussed within a behavioral momentum framework.