经济体制改革中的组织发展研究

“组织发展”在中国还是一门新崛起的学科。在我国的改革的号召下,“组织发展”的实践却领先于理论的研究。农村的改革,给农民带来了自主权,取得了很大的成功,极大地推动了工业改革。开始,我们试行了弹性工时制,接着推行了目标管理,进而扩大到满负荷工作法和预见管理。同时我们又必须克服工人的短期行为,培养他们对企业长期利益的认同感,如今还在研究集中管理和分权管理,即参与管理的问题。我们深信,组织的发展最终还是取决于工人的素质,而训练和教育则是必然的手段。     

Hearing your voice through bone and air: Implications for explanations of stuttering behavior from studies of normal speakers

Cherry and Sayers (1956) reported that stutterers have problems dealing with sound fed back to the ears through bone. Their experimental support for this claim is reexamined. It is shown that their technique does not produce the same bone-conducted feedback as produced by the speaker while speaking. Their results are reinterpreted as showing that stutterers have problems when speaking in the presence of low frequency sound because of its masking properties, rather than because the sound originates in bone-conducted feedback.     

Correlations of glucose metabolism and structural damage to language function in aphasia

Studies of aphasic patients using [18F]fluorodeoxyglucose positron computed tomographs have shown areas of metabolic depression in the left hemisphere larger than the area of infarction noted on CT. To evaluate these metabolic differences in relationship to language abnormalities, 11 patients had metabolic scans, CT, and were administered the Boston Diagnostic Aphasia Battery and the Porch Index of Communicative Ability. Correlation analyses were computed between metabolic, CT, and language data. CT demonstrated reliable correlations of speaking, oral reading, and repetition to Wernicke' area, consistent with current anatomic language models, while metabolic data from areas posterior, inferior, and superior to the traditional Wernicke's area and the head of the caudate nucleus also had reliable correlations with aphasic language function. The utilization of both structural and metabolic brain measures may improve our understanding of the anatomy of language as related to aphasia.     

A general framework for the analysis of concept identification tasks

A general framework is presented for concept identification based on hypothesis-testing theory. It is a modification of the duoprocess theory presented by Chumbley (1972). It is shown how Markov models for various complex concept identification tasks may be derived from this framework and how such models may be analyzed by making use of probability generating functions. Two experiments are described. In experiment 1 three tasks were used: two simple tasks, where the subject either only had to select the relevant dimension in order to solve the problem or only had to learn a short list of paired-associates, and a more complex task, where both processes were needed to reach the solution. The results were in general favorable to the theory. Experiment 2 was designed to test the application of the theory to the four-choice concept problem. The predictions of the theory are compared to those of the subproblem learning theory of trabasso and Bower (1964), modified to include a ‘learning-on-errors’ assumption. The fit of the duoprocess theory was reasonably good and superior to that of the subproblem learning theory.     

Environmental and cognitive factors in social play

The impact of differing play environments, as well as cognitive and social egocentrism factors, on the social play of preschoolers was examined. Fifteen boys and thirteen girls (55 months of age) were allowed free access to two distinctly different environments containing play materials which were aimed at exercising either big or fine muscle coordination. The children's cognitive abilities and social egocentrism were also measured. The results indicate that the play environment strongly influenced the type of social play as well as the size of the play groups. Differences in cognitive level and social egocentrism influenced the children's choice of play environment, suggesting an organism-environment interaction in the children's social play. The results indicate that today's generation of children may not be less social in their play, as Barnes has suggested, but that differences between studies may be a consequence of differing play environments and not generational differences.     

Modality-specific interference with overt mediation by pigeons in a delayed discrimination task

Pigeons were trained on a delayed discrimination task in which they were rewarded for pecking a white terminal stimulus (TS) presented 5 sec after a green initial stimulus (IS) and for not pecking the white TS when it followed a red IS. Each bird bridged the memory interval (MI) with overt mediational behaviors. Nevertheless, sustained retroactive interference (RI) effects were produced by houselight illumination (Experiments 1 and 3), and mild shock pulses (Experiment 5) but not white noise (Experiment 2) presented during the MI. Although the magnitude of the light-induced RI effect was proportional to the duration of houselight illumination (Experiment 4), the beginning-end effect described by W. A. Roberts and D. S. Grant (Journal of Experimental Psychology: Animal Behavior Processes, 1978, 4, 219–236) was not observed. These results not only attest to the between-task robustness of both light-induced RI and modality-specific effects with pigeons, but also support the hypothesis that RI effects result from the disruption of mediational activities possibly analogous to rehearsal. The results further demonstrate that an event interpolated within the MI need not be unexpected or novel to produce RI. Furthermore, the interpolated event can produce modality-specific RI effects even though it effects a different sense than do the IS and TS.