高师生心理健康教育实验研究

本文采用自然教学实验的研究方法,探讨心理健康教育对高师生健康信念、健康行为和健康水平的影响,以高师９５级大学三年级学生１２６个为实验组,进行５４个课时的心理健康课程教学,并以同校同级学生１０９个对照组。采用健康信念和健康行为调查表和Ｃａｗｔｅ健康量表,对实验组和控制组被试进行调查和测试。结果表明,心理健康教育不仅明显改善了高师生的健康信念和健康行为,而且提高了他们的身心健康水平。     

学前教育年限与母亲受教育水平对农村一年级 小学生学校适应的影响

研究采用同伴提名法、教师和家长报告法,对农村135名一年级小学生进行了为期一年的追踪调查,在此基础上,考察了学前教育年限、母亲受教育水平与学校适应之间的关系。结果表明:(1)学前教育年限越长,小学生越多地表现出积极社会行为,但这种优势仅体现在小学入学初期;(2)母亲受教育水平越低,小学生越多地表现出敏感退缩行为和受拒绝同伴关系;(3)对于母亲受教育水平较低的小学生,学前教育年限越长,其攻击冒犯行为越多;而对于母亲受教育水平较高的小学生,学前教育年限越长,其攻击冒犯行为越少。可见,母亲受教育水平与学前教育年限相互作用,共同影响儿童发展结果,且母亲受教育水平的影响作用更为明显。     

提取练习在记忆保持与迁移中的优势效应：基于认知负荷理论的解释

提取练习比建构概念图更有利于记忆保持和迁移的研究结果尚存在争议。依据认知负荷的3个成分,设计两个实验探究前期知识水平与策略复杂性对以上两种学习策略有效性的影响。结果表明：(1)前期知识水平的主效应不显著,但是与学习策略之间存在交互作用：在提取练习策略条件下,高前期知识水平的被试与低前期知识水平的被试在记忆保持和迁移上的正确率没有显著差异,但是在建构概念图策略条件下,高前期知识水平的被试在记忆保持和迁移上的正确率显著地高于低前期知识水平的被试;(2)当降低概念图的难度后,被试使用建构部分概念图策略产生的认知负荷与使用提取练习策略相比显著降低,并且其在学习阶段学习到的知识量显著地高于使用提取练习策略的结果,但是在最终测试上,其记忆保持与迁移的正确率与使用提取练习策略并没有显著差异,策略的复杂性增加了学习者的额外负荷,但是对策略有效性的发挥却不具有决定性影响。以上结果说明提取练习策略之所以比建构概念图策略更具优势,不是因为其策略本身更易掌握,而是因为其与建构概念图策略相比不受学习者前期知识水平的影响。这意味着认知负荷理论可以很好地解释提取练习在记忆保持与迁移中产生优势效应的内部机制,并进一步证实提取练习与精细编码不同,具有独特的加工机制。     

Internet addiction,self-esteem and the validation of the Italian version of the Internet Related Experiences Questionnaire

IntroductionThe continued progression of the digital age raises the question of Internet and social media abuse among adolescents and of the need for more specific assessment instruments to measure the phenomenon.ObjectiveThe purpose of the current study was to explore the role of intrapersonal and interpersonal factors influencing Internet addiction, as well as to evaluate the psychometric properties of the Internet Related Experiences Questionnaire (IREQ-I) in relation to a sample of Italian adolescents.MethodTwo studies were designed. In study 1, a school-based sample of 838 Italian adolescents was recruited to test the psychometric properties of the IREQ-I by using a robust Confirmatory Factor Analysis (CFA). In study 2, a total of 438 Italian adolescents were recruited to investigate the concurrent validity of the instrument.ResultsWe found that intrapersonal rather than interpersonal factors were associated with Internet abuse. The final version of the IREQ-I showed a good level of fit and the bi-factorial solution was consistent with the previous findings.ConclusionThe results of this study suggest that the IREQ-I is a valuable bifactorial instrument for measuring Internet abuse, including both intrapersonal and interpersonal factors as theoretically relevant constructs.     

Simultaneous auditory discrimination.

Stimuli in many visual stimulus control studies typically are presented simultaneously; in contrast the stimuli in auditory discrimination studies are presented successively. Many everyday auditory stimuli that control responding occur simultaneously. This suggests that simultaneous auditory discriminations should be readily acquired. The purpose of the present experiment was to train rats in a simultaneous auditory discrimination. The apparatus consisted of a cage with two response levers mounted on one wall and a speaker mounted adjacent to each lever. A feeder was mounted on the opposite wall. In a go-right/go-left procedure, two stimuli were presented on each trial, a wide-band noise burst through one speaker and a 2-kHz complex signal through the other. The stimuli alternated randomly from side to side across trials, and the stimulus correlated with reinforcement for presses varied across subjects. The rats acquired the discrimination in 400 to 700 trials, and no response position preference developed during acquisition. The ease with which the simultaneous discrimination was acquired suggests that procedures, such as matching to sample, that require simultaneous presentation of stimuli can be used with auditory stimuli in animals having poor vision.     

学生提问与语文阅读理解能力的关系研究

随机选取北京市某中学初一-高二学生169名,以问卷法研究了他们对文章的提问能力与其阅读理解能力的关系,结果发现:(1)学生提问频次变化范围较广,不同水平提问数量存在显著的差异;(2)从分水平的角度来看,被试个体提问最高频次和总频次,由多到少都呈现出第二、第三、第一水平的顺序;(3)学生第三水平提问总数对第二水平阅读理解能力有显著预测作用;(4)学生第三水平提问总数对第三水平阅读理解能力有一定的显著预测作用。     

幼儿从电视中学单词──项伴随学习的研究

对幼儿从电视中伴随学习单词的可能性及其影响因素进行了初步的探讨。４０名小班幼儿和４６名大班幼儿参加了实验,他们在接近自然的状态下观看有字幕的动画片。结果发现：幼儿在无任何指导的情况下观看有字幕的动画片,能伴随学习到汉字,这表明,电视对幼儿的词汇发展有着积极的影响;不同性别的儿童都能同等程度地从电视中伴随学习到单词;词义的伴随学习受幼儿原有的词汇水平和幼儿对目标词熟悉程度的影响;词音的伴随学习只发生在词汇水平较高的幼儿当中,并且随着幼儿对目标词熟悉程度的增加而增加;词音和词义的伴随学习存在频度效应。     

时间距离对于验证性信息加工的影响

研究基于解释水平理论考察时间距离对于验证性信息加工的影响, 即在个体和组织决策情境中, 人们倾向于偏好选择和高估与自身观点和决策相一致的信息, 而不是非一致性信息。通过4个情境决策实验, 研究结果一致表明近期决策会提高信息搜寻和评估中的验证偏差, 而远期决策会降低它们的验证偏差, 知觉到的决策确定性在其中起到部分中介作用(实验1b)。解释水平(实验2)和期许性/可行性表征(实验3)分别在时间距离对验证性信息加工的影响中起到调节作用, 结果依次表明在低解释水平(高可行性-低期许性特征)条件下, 时间距离与验证性信息加工的负相关关系会得到显著增强, 而在高解释水平(高期许性-低可行性特征)条件下, 时间距离与验证性信息加工的负相关关系会得到显著降低。     

Relationships between perfectionistic strivings,perfectionistic concerns,and competitive sport level

ObjectiveTo determine if the level of competitive sport in which people participate is related to levels of perfectionistic strivings and perfectionistic concerns in sport.DesignA cross-sectional correlational design was employed.MethodA total of 383 (245 female, 138 male) undergraduate students (M age = 20.99 years, SD = 3.40) identified the level of competitive sport in which they were currently involved (i.e., no sport, recreational sport, moderately competitive sport, and highly competitive sport). Participants also completed a domain-specific measure of perfectionism that assessed perfectionistic strivings and perfectionistic concerns in sport.ResultsResults from sequential regression analyses indicated that competitive sport level explained a significant amount of variance in perfectionistic strivings (p < .001) when the overlap between perfectionistic strivings and perfectionistic concerns was controlled. Competitive sport level did not explain a significant amount of variance in perfectionistic concerns when the overlap between perfectionistic strivings and perfectionistic concerns was controlled.ConclusionsFindings indicate that higher (more competitive/serious) levels of competitive sport are associated with higher perfectionistic strivings in sport. Discussion focusses on the potential roles that (a) the competitive sport environment may have upon the development of perfectionistic strivings in sport, and (b) perfectionistic strivings may play in enabling athletes to compete at higher levels of competitive sport.