父母心理攻击：代际传递与配偶对代际传递的调节作用

作为一种常见的父母严厉管教方式, 父母心理攻击是指父母通过言语的或象征性的攻击行为对儿童实施的心理上或情感上的拒绝。国外研究表明, 父母严厉管教表现出代际传递效应。选取793名小学生父母为被试, 采用问卷调查法考察中国文化背景下父母心理攻击的代际传递效应以及配偶对代际传递的调节作用。结果表明：(1)母亲对男孩实施心理攻击的普遍性和频繁性显著高于女孩。(2)父母的心理攻击均具有显著的代际传递效应。(3)父亲对儿童实施的心理攻击对母亲心理攻击的代际传递具有调节作用, 母亲心理攻击的代际传递性随着父亲心理攻击水平的增高而降低。     

不同铆测验设计下多维IRT等值方法的比较

实际应用中测验往往具有多维结构, 如果仍采用单维IRT方法进行等值, 会得到不准确的结果。因此对于多维结构的测验, 需要使用多维IRT等值方法来实现参数的转换。基于共同题设计, 文章通过模拟研究的方法, 考察了不同铆测验设计下几种多维IRT等值方法的表现, 同时考虑了测验长度、两个维度题目数量的比例、铆测验长度、铆测验的选择策略、两个维度之间的相关和等值群体的能力水平差异六个因素的影响。所比较的多维IRT等值方法有：均值/均值(MM)方法, 均值/标准差(MS)方法, Stoking-Lord (SL)方法, Haebara (HB)方法, 最小平方(LS)方法。结果显示：(1) SL, HB和LS方法得到的等值误差均方根最小, 且在各条件下表现较为稳定。(2) MM和MS方法在非等组条件下呈现出很大的误差均方根。(3)铆测验设计对SL, HB和LS方法的等值结果没有显著影响。(4)在两个维度之间的相关较高, 测验长度和铆测验长度较长, 等值群体的能力水平没有差异的条件下, SL, HB和LS方法得到的等值误差均方根最小。     

高中生感知教师支持与学习投入的关系:学业自我效能感和成就目标定向的链式中介作用

采用感知教师支持、学习投入、学业自我效能感和成就目标定向问卷对498名高中生进行问卷调查,探讨感知教师支持对学习投入的影响,以及学业自我效能感和成就目标定向的链式中介效应。结果显示：（1）感知教师支持能通过学业自我效能感间接预测高中生学习投入,感知教师支持可以通过掌握趋近、表现趋近、表现回避间接预测高中生学习投入;（2）学业自我效能感→掌握趋近、学业自我效能感→表现趋近、学业自我效能感→表现回避三者分别在感知教师支持与学习投入之间起链式中介作用,学业自我效能感→掌握回避的中介效应则不显著。上述结果表明,感知教师支持不仅能分别通过学业自我效能感、掌握趋近、表现趋近、表现回避预测高中生学习投入,还能通过学业自我效能感和成就目标定向的链式中介作用间接预测高中生学习投入。     

儿童绘画表现性发展的研究进展

自Goodman提出美的3个性质(表现性、充实性、结构性)以来,发展心理学家们兴起了根据儿童绘画的表现性来探讨儿童认知发展的热潮。该回顾了儿童绘画表现性的发展研究进展,以及对儿童绘画认知的模型探讨。     

Converging evidence for the functional significance of imagery in problem solving

Two kinds of explanations have been offered for the process by which three-term series problems are solved, one in terms of linguistic principles and the other in terms of visual-spatial imagery. Two experiments are reported in which three different classes of operations are brought to bear on the problem: (1) Manipulation of stimulus attributes (characteristics of problems), (2) manipulation of variables that selectively encourage or inhibit the use of imagery (facilitating instructions; the suppression of visualization by reading), and (3) measurement of relevant individual differences (spatial-reasoning ability). All of the results indicate that imagery plays a functional but not a necessary role in the solution of three-term series problems; it is suggested that imaginal representation is functional because it reduces the load on memory. An adequate explanation of problem-solving will have to address certain general issues, such as the diversity of forms of cognitive representation and differences within and between individuals in the choice of problem-solving strategies.     

Generality and topic specificity of cognitive styles

A multitrait-multimethod strategy was used to assess eight structural properties of cognition applied to several classes of objects by 88 university students in Boulder, Colorado, United States, and 80 university students in Kyoto and Otsu, Japan. Each cognitive style was found to display some degree of generality over object classes and also some degree of class specificity. It is concluded that cognitive style depends on the subject, the class of objects considered, and an interaction between the two.     

Subjective ratings of credibility following brief exposure to desensitization and pseudotherapy

Forty-two Ss were selected as if they were to participate in an analogue desensitization experiment. They then listened to taped excerpts of desensitization and pseudotherapy and responded to a questionnaire assessing the relative credibility of the two treatments. Desensitization was found to be more credible than pseudotherapy. The implications of this finding for previous and future research are discussed.