婴儿气质及母亲的养育态度与亲子日常活动的关系

本研究以430名母亲及其婴儿作为研究对象,应用婴儿气质行为评定量表(Infant Behavior Questionnaires,IBQ)、养育压力量表(ParentingStress Index,PSI)及母亲与婴儿的日常活动问卷对6个月婴儿气质、母亲的养育态度及母亲与婴儿的日常活动进行调查。结果表明婴儿气质中的积极情绪与母亲-婴儿日常活动有显著的正相关关系;母亲的养育态度,主要是母亲对养育困扰的评价,与亲子日常活动中的认知刺激活动呈显著的负相关性;多元回归分析表明母亲的受教育水平在婴儿气质、母亲的养育态度与亲子日常认知刺激活动之间的关系中具有调节作用。     

小学教师课堂信息加工策略的研究

本研究采用测验法测量了不同学科的小学教师对课堂信息的选择注意、洞察力和表征策略发展状况,考察了选择注意、洞察力和表征策略的关系,建立了小学教师课堂信息加工策略构成的验证性因素分析模型,结果表明:不同策略发展水平具有一致性,且不存在学科差异,选择注意、洞察力和表征策略是小学教师课堂信息加工策略的重要构成成分.     

Family and work predictors of parenting role stress among two‐earner families of children with disabilities

Family resources (i.e. household income and spouse support), parenting challenges (i.e. number of children, difficulty finding reliable child care, and child characteristics), work rewards (i.e. work interest) and work demands (i.e. hours and work overload) were tested as predictors of parenting role stress among mothers and fathers in two‐earner families of five‐year old children with disabilities. The two‐level hierarchical model was adapted to assess mothers and fathers as nested within married couples. Both common and unique predictors of maternal and paternal parenting role stress were found. Having fewer children in the family predicted less stress for both parents. Household income and an interaction between child behaviour problems and work interest were significant predictors of maternal parenting role stress. In contrast, greater difficulty in finding reliable child care predicted higher levels of parenting role stress for fathers but not mothers. The policy and research implications of these findings are discussed. Copyright © 2005 John Wiley & Sons, Ltd.     

父母、教师在3～4岁儿童气质与行为问题相关性上的系统性认知差异

为探究父母和教师在儿童气质与行为问题相关性上的认知差异,本研究采用问卷法对114名3～4岁儿童的父母和所在班教师分别进行施测,结果发现：（1）相对父母问卷,教师问卷结果中,活动水平维度与诸行为问题因子系统性地产生了更强烈的相关;（2）教师问卷结果中,反应阈维度与活动水平、多动、不注意-被动等因子显著相关,而父母问卷结果中则不显著。     

Violence in sports and among sportsmen: a single or two‐track issue?

The object of this study is to find our whether there are differences between the forms of violence exerted by sportsmen and those represented within sports areas. Three hundred competitors from five sports disciplines (karate, basketball, table tennis, swimming and shooting) were approached and filled out a questionnaire. Results showed (1) sportsmen do not exert the same forms of violence depending on the sport and that there are similarities between the forms of violence in sports and those represented in the sporting field which supports the “homological assumption” [Bourdieu, 1979 ]; (2) the frequency and degree of the forms of violence relate to one another and differentiate sports significantly, thus confirming the influence of their level; and (3) a cross‐matching of the forms of violence and their level shows an uneven distribution of the sports in three “classes”. Therefore, these overall results show that the forms of violence, their frequency and their degree are particularly effective variables when accounting for differences in “relations” violence in sports and among sportsmen. Aggr. Behav. 32:1–10, 2006. © 2006 Wiley‐Liss, Inc.     

Can Implicit Theory Influence Construal Level?

Beliefs about stability and change are captured by individuals’ implicit theories. Incremental‐theorists believe that human traits and world‐dispositions are malleable and can change through effort, whereas entity‐theorists believe that human traits and world‐dispositions are fixed. In this research we find that the implicit theory an individual holds influences an important aspect of the cognitive process, namely, the level of construal at which information is processed. In three studies we demonstrate that, compared to entity‐theorists, incremental‐theorists adopt a more abstract level of information construal, and the increased cognitive flexibility afforded by an incremental‐theory mindset explains this effect.     

Judging credibility: Can spaced lessons help students think more critically online?

Despite the prevalence of the spacing effect in the psychological literature, the impact of lesson timing has not yet been fully explored in real classrooms. The current study examined whether spacing could improve long‐term retention of both factual and critical thinking curriculum‐based teaching materials for children. Students 9 to 12 years old were taught to judge the credibility of websites in either three consecutive days of lessons or one lesson per week. Thirty‐five days after the final lesson, students were tested on factual knowledge and applied their knowledge to evaluating a new website. Students in the spaced condition remembered more facts from the lessons and were better able to explain their website ratings than students in the massed group.     

两种类型数学困难儿童的执行水平

使用Crack the Code任务考察单纯型与混合型数学困难小学儿童的执行水平,结果发现:单纯型数学困难儿童在对认知资源要求较高的任务上的执行水平显著低于数学优良生,但在认知要求较低的任务上二者之间没有显著差异;混合型数学困难儿童执行水平最低,在两个难度水平执行任务上的表现均显著差于数学优良生、单纯型数学困难儿童.小学儿童执行水平年级差异似乎主要表现在认知负荷较高的任务上,1年级学生与3、5年级学生的执行水平存在显著差异.     

解释水平理论完善过程中的四个问题

经过多年发展,解释水平理论的理论基础、理论机制、理论应用都得到了系统的总结。但是,在解释水平理论的完善过程中,还存在一些问题。第一,解释水平的变化是否完全基于心理距离的变化;第二,解释水平与心理距离的因果关系问题;第三,解释水平的变量属性界定问题;第四,解释水平间接操纵与直接操纵的效果比较。这些问题都涉及到了解释水平理论中的概念和作用机制,需研究者们进一步探讨。     

注意水平对视觉工作记忆客体表征的影响

运用单探测的变化检测范式和注意分配程序,两个实验分别考察了由相同维度特征组成的客体和由不同维度特征组成的客体在工作记忆中的表征方式,以及注意对其的作用。实验1用双色框作为客体,实验2用不同颜色的形状作为客体。被试为27名大学生。结果发现,由相同维度特征组成的客体在工作记忆中只能以单一特征为储存单元,且这种储存不受注意水平的影响,可能是一种自动化的过程;由不同维度特征组成的客体在工作记忆中能以整合形式表征,但是这种表征需要集中性注意的参与。该结果表明,在知觉过程中整合起来的信息在储存到工作记忆的过程中时,仍需要消耗注意资源。