Caveats of non-ipsatization of basic values: A review of issues and a simulation study

Ipsatization, or a correction of variables by their common component, is routinely applied to measures of basic values. Although ipsatization has been criticized, the consequences of non-ipsatization are rarely discussed. We show that the ipsatization of values is intertwined with their definition. A common factor involved in ipsatization was suggested to represent a nuisance variable, a response style, social desirability, or other constructs. A simulation study illustrated that within-individual centering revealed more accurate value scores when the common factor was in the data, with exception of the situation when values were consistently and positively correlated with each other. We conclude that in different conditions both applying and failing to apply ipsatization can cause bias. Therefore, no general advice in regard to ipsatization can be provided.     

汉语发展性阅读障碍儿童视觉同时性加工技能子成分的发展及其与阅读的关系

通过分别以高频汉字(实验1)和图形非言语材料(实验2)为刺激的两个联合视觉注意任务, 并采用基于Budensen视觉注意理论的参数估计方法, 系统地探查小学三~六年级汉语发展性阅读障碍儿童的视觉同时性加工技能缺陷的内在机制。以43名汉语发展性阅读障碍儿童和46名生理年龄匹配典型发展儿童为被试, 每类被试均被分为小学中年级组(三、四年级)和高年级组(五、六年级)。两个实验均发现不同年级组的阅读障碍儿童在知觉加工速度参数上显著小于控制组儿童。在空间注意分布权重参数上, 实验1的结果显示, 不同于控制组儿童向左侧化发展的注意分布模式, 两个年级组的阅读障碍儿童均表现为无偏的注意分布; 而实验2未发现显著组别差异。且这两种同时性加工子技能分别与不同水平的汉语阅读技能密切相关。结果表明, 汉语阅读障碍儿童在同时加工多个视觉刺激时存在持续的知觉加工速度缓慢的问题, 在同时加工言语类刺激时还表现出异常的空间注意分布模式。本研究有助于从基础认知层面揭示汉语发展性阅读障碍儿童的缺陷机理, 为进一步设计相关的提高阅读效率的干预方案提供理论依据。     

中国人社会善念的心理结构

为探究中国人社会善念的心理结构, 研究采用人格词汇法, 在开放调查收集的词汇中选取代表社会善念的心理词语, 确立了社会善念词库。通过两次探索性因素分析和验证性因素分析, 得到包含18个人格特质词的社会善念词汇评定量表和包含17项描述的社会善念自陈量表。研究表明, 中国人的社会善念是一种具有二阶四因素结构的人际特质, 二阶是指宜人特质和外倾特质, 四因素分别是善良尊重、谦和恭逊、包容理解和积极开放。     

自我-朋友冲突情境下智慧推理的文化差异及其机制

相对于面对自己的人际冲突, 以独立自我为主的西方人在面对朋友的人际冲突时表现更智慧(所罗门悖论)。在以互依自我为主的中国人身上所罗门悖论是否会有不同特点?研究1通过在线平台招募中美两国被试, 随机分配到自我与朋友冲突组考察其智慧推理水平, 并考察自我类型的影响。对齐法与方差分析的结果均显示美国文化下朋友组智慧推理显著高于自我组, 而中国文化下两组差异不显著, 进一步分析发现中国文化下独立自我与冲突类型的交互项显著预测智慧推理。在此基础上, 研究2~4在中国文化背景下, 通过启动不同自我类型, 考察个体在自我或朋友冲突组中的智慧推理差异, 结果显示启动独立自我的朋友组显著高于自我组, 而启动互依自我的两组差异不显著。研究表明所罗门悖论可能只存在独立自我高的人身上, 并不具有普适性。可见心理学研究除了关注样本多样性问题外, 更需关注使用单一样本却默认结论具有文化普适性的研究者。     

价值观的稳定性与可变性

价值观是人们区分好坏、善恶、美丑、损益、是非的信念系统,通常是充满情感的。价值观具有稳定性与可变性的特点。价值观的稳定性表现为:基本价值观具有跨时间的稳定性和跨情境的一致性; 特别是保护性价值观和人生价值观具有较强的稳定性。个人的发展、经历重大事件以及实验干预可导致价值观的改变,可变性主要表现为价值观的重要性发生变化。从我国的实际出发,探讨个人的核心价值观问题、以及价值观研究中国化、价值观研究对价值观教育的启示,乃是我们今后研究的关注点。     

Selfish power and unselfish status in Chinese work situations

The present research explored the selfishness of power and status as well as the mechanism in Chinese work situations. By using experimental and survey methods, two studies were designed to investigate the relationships among power, status, and self‐interested behaviour (SIB) as well as the mediating effect of perspective‐taking (PT). Results of the two studies consistently indicated that power increases whereas status reduces SIB. These opposing behavioural effects are partially attributed to the fact that power reduces whereas status increases PT. In addition, our results showed an interaction between power and status on SIB in Study 1 (interaction as a mental function), and a positive correlation between perceived power and status in Study 2 (correlation as a mental perception). Through the discussion from the perspective of the self/other‐orientation trait, as well as the stable effects of power and status on SIB in the two studies, we conclude that power is selfish and status is unselfish in Chinese work situations.     

听觉线索与个体差异对音乐紧张感加工的影响

音乐无他, 张弛而已。音乐紧张感架起了客观音响与主观体验之间的桥梁, 是音乐情绪产生的前提和基础。音乐紧张感加工的影响因素主要来自客体与主体两方面。研究发现, 声学要素与调性结构是影响音乐紧张感诱发的声音线索, 而文化背景与音乐能力是影响听者对紧张感加工的个体因素。未来需要对时间结构与长时程调性结构诱发的紧张感及其机制进行深入探究, 这将有助于深化我们对音乐紧张感与情绪加工的认识。     

从个体到集体：心理学视角下的集体记忆

基于拓展思维的社会互动主义视角, 采用流行病学研究思路, 记忆的形成与维护构成了集体记忆心理学研究的核心问题。相关研究一方面以“对话”为研究语境, 系统阐释了集体记忆形成中的社会传染、检索诱发遗忘、共享现实和网络聚合等心理机制; 另一方面, 聚焦于既存的记忆, 阐释了集体记忆有效性的心理原则, 同时, 记忆的身份关联性得到了确证。集体记忆心理学研究仍需拓展视野, 加强对文化记忆的有效性研究, 密切关注媒介技术变革引发的记忆变化, 积极推进本土化研究。     

语素意识、快速命名对汉字听写和抄写的作用

书写是小学阶段书面语发展的重要目标之一,受到多种认知技能的影响。采用追踪研究考察了127名小学五年级儿童的语素意识和快速命名对其五、六年级时的汉字听写和抄写的影响。控制了非言语智力、语音意识后,结果发现：(1)儿童汉字听写和抄写能力随时间发展均有显著增长;(2)五年级语素意识显著预测了五、六年级两个时间点的听写,五年级快速命名仅显著预测了五年级听写;(3)五年级语素意识和快速命名预测了五年级抄写。研究表明语素意识和快速命名对汉字听写和抄写存在不同的影响作用。     

Being student leaders or ‘ordinary’ students: Children's emotional experiences of relationships with others in a Chinese school

The student leader system is commonly used in Chinese schools. Student leaders are children who are elected by classmates, then assigned by teachers, to be responsible for monitoring classmates' behaviour. Based on the data collected through an intensive ethnographic study in a rural primary boarding school in China in 2016, this article discusses emotional experiences in peer relationships reported by both student leaders and other ‘ordinary’ students, who were not student leaders. The article argues that China's student leader system is likely to create hierarchical relationships between student leaders and ‘ordinary’ students, and exposes ‘ordinary’ students to the potential risk of being exploited by student leaders. The article also argues that because of this student leader system and relevant student evaluation values, student leaders and ‘ordinary’ students all feel stressed when they are building up and maintaining peer relationships, such as friendships, with each other.