小学儿童规则发现的类比迁移研究

本研究以小学儿童为被试,证实了在策略提示条件下解决规则发现(合取规则和析取规则)的类比问题时,任务难度和表面相似性是影响策略的迁移的重要因素,并且发现小学儿童的思维能力存在着较大的个体差异.他们在问题解决时主要使用单维检验策略,多数小学儿童缺乏较强的元认知监控.     

The Argument from Design: What Is at Stake Theologically?

This article offers a brief overview of the argument for God's existence grounded in the evidence of design. It gives particular attention to the way the argument has evolved over time and in relation to changing scientific perspectives. The argument from de-sign has in fact been formulated and reformulated in response to the discoveries and challenges it has encountered from the field of science. The conclusion of the article explores the theological importance of this argument—its extent and its limits.     

青少年感恩与问题行为的关系:学校联结的中介作用

采用青少年感恩量表、学校联结量表、青少年外化问题行为调查表和焦虑抑郁量表对1217名中学生进行调查,考察了青少年感恩与其问题行为的关系,以及学校联结的同学支持、教师支持和学校归属感三大成分在其中的系列中介作用。结果表明:(1)青少年感恩与其外化问题行为和内化问题行为(以焦虑抑郁为指标)均显著负相关;(2)学校联结三大成分在感恩与其外化和内化问题行为之间均起着系列中介作用,即感恩对青少年学校归属感既有直接影响,也通过增强同学支持和教师支持间接促进其发展,进而学校联结的三成分共同作用减少青少年的外化和内化问题行为。     

Integrated Support from Problem Structuring through to Alternative Evaluation Using COPE and V·I·S·A

Work in the field of multiple criteria analysis has generally focused on evaluation procedures, taking as its starting point a well-defined problem with specified alternatives and criteria. However, in reality, problems are rarely so well-structured; hence, in order to usefully support decision making in practice, multiple criteria analysts need to address the issue of problem structuring. In this respect, much can be learned from the body of work stemming from operational research and systems in the U.K., known collectively as problem-structuring methods. In this paper we describe a study which sought to integrate one of these approaches, SODA (strategic options development and analysis), using the COPE software for cognitive mapping, with multiple criteria evaluation based on a multi-attribute value function using V·I·S·A. The study took the form of a 2 day action research workshop to explore the strategic direction of the Supplies and Commercial Services Department of a large U.K. NHS Hospital Trust and to develop an action plan consistent with the agreed direction. Even though the workshop was intended to be exploratory, from the point of view of both the facilitators and the participants, it enabled the group to make progress towards the definition of a strategic direction and led to an increased understanding and awareness of the issues. Drawing on this experience, we comment in general on the potential benefits arising from the integration of these two approaches and suggest fruitful areas for future research and development of the software tools and associated methodologies. © 1997 by John Wiley & Sons, Ltd. J. Multi-Crit. Decis. Anal. 6 : 115–130 (1997) No. of Figures: 9. No. of Tables: 0. No. of References: 37.     

On the assessment of procedural knowledge: From problem spaces to knowledge spaces

By generalizing and completing the work initiated by Stefanutti and Albert (2003, Journal of Universal Computer Science, 9, 1455), this article provides the mathematical foundations of a theoretical approach whose primary goal is to construct a bridge between problem solving, as initially conceived by Newell and Simon (1972, Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.), and knowledge assessment (Doignon and Falmagne, 1985, International Journal of Man-Machine Studies, 23, 175; Doignon and Falmagne, 1999, Knowledge spaces. Berlin, Germany: Springer-Verlag.; Falmagne et al., 2013, Knowledge spaces: Applications in education. New York, NY: Springer-Verlag; Falmagne and Doignon, 2011, Learning spaces: Interdisciplinary applied mathematics. Berlin, Germany: Springer-Verlag.). It is shown that the collection of all possible knowledge states for a given problem space is a learning space. An algorithm for deriving a learning space from a problem space is illustrated. As an example, the algorithm is used to derive the learning space of a neuropsychological test whose problem space is well known: the Tower of London (TOL; Shallice, 1982, Philosophical Transactions of the Royal Society of London B: Biological Sciences, 298, 199). The derived learning space could then be used for adaptively assessing individual planning skills with the TOL.     

(Emotion-centered) problem-solving therapy: An update

Problem-solving therapy (PST) is a psychosocial intervention, typically considered to be a member of the cognitive and behaviour therapies family, and is based on a biopsychosocial, diathesis-stress model of psychopathology. The overarching goal of this approach is to promote the successful adoption of adaptive problem-solving attitudes and the effective implementation of certain behaviours as a means of coping with life stressors in order to attenuate the negative effects of such events on physical and mental well-being. Over the past several decades, in addition to accumulating strong support for its efficacy as a clinical intervention, similar to many other forms of psychotherapy, PST has undergone various evolutionary changes. Developed primarily as a more cognitive-based approach, due to the large body of literature in the field of affective neuroscience that underscores the importance of the impact of affect on problem solving, PST has evolved into emotion-centered problem-solving therapy (EC-PST). This article provides for a brief excursion into the historical roots of PST and why it has evolved into EC-PST, as well as providing support for its characterisation as a transdiagnostic approach. In addition, several meta-analyses that underscore its efficacy are described, as well as the most recent clinical guidelines that comprise EC-PST.     

A Self‐Report Measure of Productive Thinking in Solving Insight Problems

There is broad agreement among executives on the importance of innovation and creativity in organizations. The paper aimed to provide information on the effectiveness of a new cognitive style inventory, the Productive‐Reproductive Thinking Inventory (P‐R), in identifying people with creative problem‐solving potential. Participants completed the P‐R Inventory, Kirton's Adaption‐Innovation Inventory (KAI), the Assimilator‐Explorer Inventory, self‐rating of insight problem‐solving, and a battery of insight problem‐solving tasks under controlled conditions. The P‐R scale was a significant predictor of problem‐solving performance and insight self‐ratings and correlated significantly with KAI and AE scores. In addition, the results supported distinguishing two types of reproductive thinking which are differentially associated with insight performance. The distinction was supported by confirmatory factor analysis and structural equation models. Using controlled conditions may limit the generality of the findings and further research should be carried out in applied settings. The P‐R inventory is short and easily administered and may provide HR professionals with a useful screening tool for assessing creative problem‐solving potential. The measure differs from the KAI in several ways that may offer advantages for creativity researchers in that it is non‐proprietary, based on well‐established psychological constructs, and is more particularly applicable to insight problem‐solving.     

Accumulated reinforcers increase academic responding and suppress problem behavior for students with Attention‐Deficit Hyperactivity Disorder

We compared rates of academic responses and problem behavior during mathematics with distributed and accumulated reinforcer arrangements for 3 students with Attention‐Deficit Hyperactivity Disorder who engaged in chronic, severe problem behavior. All 3 students engaged in more academic responding and less problem behavior when reinforcers accumulated throughout the session, relative to conditions in which reinforcers were distributed throughout the session or withheld completely. We then conducted concurrent‐chain analyses to evaluate student preference for the reinforcer arrangements. Two students preferred distributed reinforcers, even though this arrangement continued to produce problem behavior. One student preferred accumulated reinforcers. Our data replicate previous findings regarding the efficacy of accumulated‐reinforcer arrangements, but suggest that students do not always prefer the most efficacious reinforcer arrangement.     

Investigating the interplay between adolescent personality,parental control,and externalizing problem behavior across adolescence

This study explored transactional associations among adolescent personality (i.e., conscientiousness, agreeableness), parental control (i.e., proactive, punitive, psychological control), and externalizing problem behavior (i.e., aggressive or rule-breaking behavior). A three-wave longitudinal study across a two-year time span provided questionnaire data from 1,116 adolescents (M_age Wave 1 = 13.79, 51% boys), 841 mothers, and 724 fathers that was used in random intercept cross-lagged panel models. At the between-person level, adolescent personality, parental control, and externalizing problem behavior were significantly associated. Concerning the within-person level, conscientiousness showed reciprocal associations with externalizing problem behavior (negative), with agreeableness (positive) and punitive control (negative). Our findings observed a reciprocity between adolescent personality and externalizing problem behavior, but also suggest a role for parental control in this interplay.