直接经验对自主学习意愿的影响：基于计划行为理论的应用

基于计划行为理论,自编直接经验、自主学习意愿等量表,以武汉地区402名中学生为被试,系统分析直接经验对自主学习意愿的影响。结果发现：直接经验的积累可增强学习主体参与自主学习活动的意愿;直接经验对自主学习意愿的积极影响可通过行为态度等核心变量发挥间接效应实现,也可通过直接路径实现;直接经验与自主学习意愿的关系不受行为态度等核心变量调节。这些结果表明,直接经验是自主学习意愿的重要影响因子,对培养和提高学生自主学习意识具有重要价值。     

情绪智力与工作相关变量关系的元分析：以中国样本为例

以中国样本为例,运用元分析方法对个体和团队层面情绪智力与工作相关变量的关系进行了探讨。来源于46项研究的59个独立样本满足了元分析标准(N=11578)。元分析结果发现,个体情绪智力与领导行为有高度正相关,与任务绩效、背景绩效、自我效能感有中高度正相关,与工作满意、组织承诺、创新行为有中低度正相关,与工作倦怠有中高度负相关,与工作压力有中低度负相关,与员工离职和凝聚力的相关不显著。团队情绪智力与团队绩效高度正相关。结果表明,情绪智力是工作场所有价值的变量,它对有效的工作变量有不同程度的预测性。     

美军EPAS系统对我军士兵职业分类研究的启示

EPAS（Enlisted Personnel Allocation System）是美军新开发的军人选拔分配系统。该系统采用最优线性匹配程序,通过预测绩效最大化,提高应征人员岗位匹配的有效性,以满足部队兵员分配的需求。本文从美军应征人员分配标准出发,介绍了该系统的历史沿革、主要原理,并阐明了对我军士兵职业分类研究的启迪。     

Parent and Teacher Ratings of Attention-Deficit/Hyperactivity Disorder in Preschool: The ADHD Rating Scale-IV Preschool Version

Efforts for early identification and intervention for children with AD/HD have necessitated the development of rating scales of behavior for the preschool population. The standardization, reliability, and validity data were presented for the ADHD Rating Scale-IV Preschool Version. Parent and teacher ratings were collected on 902 and 977 children 3 to 5 years of age, respectively. Raw scores for the Inattention, Hyperactivity/Impulsivity and Total scores were converted to T-Scores and percentile ranks. Reliability coefficients ranged from 0.80 to 0.95 indicating good test–retest reliability. Concurrent validity with the Conners Teacher Rating Scales: Revised-Short and Conners Parent Rating Scale: Revised-Short ranged from 0.54 to 0.96. The ADHD-Rating Scale-IV appears to be a reliable, valid and user friendly measure for screening preschoolers with behavior problems. Future research is needed to validate its widespread use as a screening and diagnostic tool.     

Introversion,inhibition, and displayed anxiety: The role of error reactivity processes

Three studies involving 176 undergraduates examined the personality-related correlates of tendencies to slow down following errors in choice reaction time tasks. Such tendencies were hypothesized to tap individual differences in threat reactivity processes and therefore be relevant to the prediction of phobic-like fear (Study 1) and displayed anxiety as rated by informants (Studies 2 and 3). However, on the basis of the idea that high levels of extraversion may suppress threat reactivity processes, it was hypothesized that extraversion and post-error slowing tendencies would interact in predicting the dependent measures. The studies supported the latter interactive hypothesis in that post-error slowing tendencies were predictive of displayed anxiety at low, but not high, levels of extraversion. The discussion focuses on the respective roles of error-reactivity processes and extraversion in predicting behavioral inhibition and displayed anxiety.     

Seasonal variation in pigeon body weight and delayed matching-to-sample performance

The weights of 5 pigeons with free access to food, monitored over 3 calendar years in the laboratory, were found to fluctuate with season. All pigeons were at their heaviest in the winter and were lightest in the summer. Five different pigeons performed a standard delayed matching-to-sample task for 44 weeks from January to November. Their weights were held at 85% of their summer free-feeding weights, making their predicted deprivation level higher in the winter relative to predicted winter free-feeding weights. Slopes of forgetting functions fit to weekly response totals for each pigeon were shallower in winter, showing an improvement in accuracy with longer delays. Thus, delayed matching-to-sample performance may have been affected by the practice of maintaining the pigeons at a constant body weight throughout the calendar year.     

How children make language out of gesture: morphological structure in gesture systems developed by American and Chinese deaf children

When children learn language, they apply their language-learning skills to the linguistic input they receive. But what happens if children are not exposed to input from a conventional language? Do they engage their language-learning skills nonetheless, applying them to whatever unconventional input they have? We address this question by examining gesture systems created by four American and four Chinese deaf children. The children's profound hearing losses prevented them from learning spoken language, and their hearing parents had not exposed them to sign language. Nevertheless, the children in both cultures invented gesture systems that were structured at the morphological/word level. Interestingly, the differences between the children's systems were no bigger across cultures than within cultures. The children's morphemes could not be traced to their hearing mothers' gestures; however, they were built out of forms and meanings shared with their mothers. The findings suggest that children construct morphological structure out of the input that is handed to them, even if that input is not linguistic in form.     

Effects of perceived criticism on anxiety and depression during behavioral treatment of anxiety disorders

The present study explored the effect of perceived criticism (PC) on levels of anxiety and depression during behavioral treatment among patients diagnosed with obsessive-compulsive disorder (OCD) or panic disorder with agoraphobia (PDA). We posited that patients' perceptions of relatives' criticism and the degree to which they were upset by the criticism (UC) would be related to negative affect and discomfort during exposure. The sample included 75 patients with a primary diagnosis of OCD (n=43) or PDA (n=32) and their participating relatives. Measures of patients' weekly ratings of PC and upset about the criticism, anxious and depressed mood, and subjective discomfort during exposure treatment were analyzed using a mixed model regression approach (SAS Proc Mixed). Patients' anxious and depressed mood predicted greater discomfort during exposure. Patients who were more UC also had higher weekly ratings of anxiety and depression, and more discomfort during exposure sessions. Findings suggest that treatment outcome may be improved by attention to patients' reactions to their interpersonal environment.     

Embedding an identity-matching task within a prompting hierarchy to facilitate acquisition of conditional discriminations in children with autism

Least-to-most prompting hierarchies (e.g., progressing from verbal to modeled to physical prompts until the target response occurs) may be ineffective when the prompts do not cue the individual to attend to the relevant stimulus dimensions. In such cases, emission of the target response persistently requires one or more of the higher level prompts, a condition called prompt dependence (Clark & Green, 2004). Reinforcement of differential observing responses (DORs) has sometimes been used to ensure that participants attend to the relevant stimulus dimensions in matching-to-sample (MTS) tasks (e.g., Dube & McIlvane, 1999). For 2 participants with autism, we embedded an identity-matching task within a prompting hierarchy as a DOR to increase the likelihood that the participants attended to and discriminated the relevant features of the comparison stimuli in an MTS task. This procedure was compared with a traditional least-to-most prompting hierarchy and a no-reinforcement control condition in a multielement design. Results for both participants indicated that mastery-level acquisition of spoken-word-to-picture relations occurred only under the identity-matching condition. Findings are discussed relative to the use of DORs to facilitate acquisition of conditional discriminations in persons with autism or other conditions who do not attend to the comparison stimuli.     

An application of the matching law to social dynamics

Using a procedure similar to the one described by Conger and Killeen (1974), we evaluated levels of attending for 25 college students who participated in either a 20-min (n = 12) or 30-min (n = 13) discussion on juvenile delinquency. Confederates delivered statements of agreement (e.g., "I agree with that point") according to independent variable-interval schedules. Pooled results were evaluated using three generalized formulations of the matching law, and showed that matching was more likely during the first 5 min of the discussion than during the last 5 min. Individual data for 7 of 9 participants were better described by the generalized response-rate matching equation than by the generalized time-allocation matching equation when response allocation was characterized in terms of frequency rather than duration.