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。     

Group problem-solving among teachers: A case study of how to improve a colleague’s teaching

A case study of six teachers cooperating to improve a teacher’s teaching showed the dynamics of the group problem-solving process. An analysis of their verbal interactions showed the importance of shared understanding to successful group problem solving. The cooperative group structure helped members resolve cognitive conflicts and build group understanding. During this process, the members’ past teaching experiences and knowledge contributed to their conceptualization of the teacher’s teaching problems and their proposed solutions to improve the teacher’s teaching. Tsz Cheung Lam graduated from the Department of Educational Psychology at the Chinese University of Hong Kong in 2004 and obtained his Master of Education degree. His research interests lie primarily on cooperative learning and problem solving. As a primary school teacher in practice, he is now studying part-time for another master degree in data science at the Department of Statistics of the Chinese University of Hong Kong.     

Closing the gap? Some questions for neurophenomenology

In his 1996 paper “Neurophenomenology: A methodological remedy for the hard problem,” Francisco Varela called for a union of Husserlian phenomenology and cognitive science. Varela's call hasn't gone unanswered, and recent years have seen the development of a small but growing literature intent on exploring the interface between phenomenology and cognitive science. But despite these developments, there is still some obscurity about what exactly neurophenomenology is. What are neurophenomenologists trying to do, and how are they trying to do it? To what extent is neurophenomenology a distinctive and unified research programme? In this paper I attempt to shed some light on these questions.     

人类行为遗传学的伦理问题

行为遗传学是试图定位与行为特性有关的特殊基因或基因组及了解基因与环境之间复杂关系的一种研究.行为遗传学是研究正常范围内的非病理变化,与人类疾病遗传学存在差异.行为遗传学研究面临许多伦理学问题,诸如,智力的遗传性,基因能否决定一切,生物社会学与人类文化评估,生命伦理学与行为遗传学的关系等,因此,对行为遗传学研究结果的阐述必须十分谨慎.     

Effects of Emotional Factors Upon Recall

Bendig's (1) Pittsburgh Scales of Social Extraversion-Introversion (SEI) and Emotionality (Em) were translated so that they were of appropriate reading difficulty for children as well as for adults. The revised scales correlated highly (both .90) with the Pittsburgh scales, and they had high test-retest reliabilities (.92 and .89). Data from samples representing third grade to college ages were presented for the revised scales. SEI-Em correlations were nonsignificant for most subsamples, indicating that the revised SEI-Em scales are independent. Scale means were stable across ages. The revised scales should be considered as research instruments, since more representative normative data and validity data are still required. The scales should, though, facilitate developmental research in extraversion and emotionality.     

关于假设检验的争议:问题的澄清与解决

对传统的假设检验作为心理学实验的数据分析工具的评价涉及两个标准:首先是它是否合法,其次是它是否有用。置于频率学派统计学框架中的传统假设检验在逻辑上实际上是合法的;但它在效用性方面则有着备择假设不可证伪以及只能提供定性结论这两方面的缺陷。置信区间能够集中地改进和弥补这些缺陷。对传统假设检验使用中错误的澄清也使得研究者们开始重视PSI问题,这使得心理学实验的设计和数据分析从关注总体转向关注个体。     

成人期人际性问题解决的策略取向研究

采用开放式问卷,考察252名25至75岁的成人解决人际性问题的策略取向。结果表明：总体上中国成人偏重于二级控制取向;成人前期个体较其他年龄段成人表现出更多的一级控制取向;情境因素对成人的策略取向有较大影响,并且这种影响对不同年龄段成人所产生的效应存在明显差异。     

Engagement organisationnel,coping, et affects en contexte organisationnel : test d’un modèle intégrateur

This study examines a model relating components of organizational commitment to positive and negative affect through the partial mediation of problem solving coping. The results of a study conducted among a sample of 647 employees from various organizations show that affective commitment relates positively to positive affect and negatively to negative affect, with the relation to positive affect being partially mediated by problem solving coping. Normative commitment was positively related to negative affect. Finally, continuance commitment based on few alternatives was negatively related to positive affect and positively related to negative affect, with the relation to positive affect being partially mediated by a weaker problem solving coping. Continuance commitment based on perceived sacrifice had no effects.     

青少年异性交往心理问题研究综述

异性交往对青少年的成长与发展具有极其积傲的功能：(1)能够促进自我同一感的发展;(2)有利于增进心理健康;(3)有助于增进友谊．并为日后获得成熟爱情积累经验：同时．青少年异性交往存在不少心理问题。并且．对青少年的异性交往仍存在着教育误区．主要表现为不当的教育观念和教育方式,当前．有关青少年异性交往的研究主要集中在：e3q青a少年异性交往的发展阶段、特点、影响因素和教育构想,缺乏对青少年异性交往心理问题的研究,研究领域较为狭窄;理论研究多．实证研究少;缺乏专门、科学的测量工具。     

Enhancing the effects of extinction on attention-maintained behavior through noncontingent delivery of attention or stimuli identified via a competing stimulus assessment

Recent research has shown that the noncontingent delivery of competing stimuli can effectively reduce rates of destructive behavior maintained by social-positive reinforcement, even when the contingency for destructive behavior remains intact. It may be useful, therefore, to have a systematic means for predicting which reinforcers do and do not compete successfully with the reinforcer that is maintaining destructive behavior. In the present study, we conducted a brief competing stimulus assessment in which noncontingent access to a variety of tangible stimuli (one toy per trial) was superimposed on a fixed-ratio 1 schedule of attention for destructive behavior for individuals whose behavior was found to be reinforced by attention during a functional analysis. Tangible stimuli that resulted in the lowest rates of destructive behavior and highest percentages of engagement during the competing stimulus assessment were subsequently used in a noncontingent tangible items plus extinction treatment package and were compared to noncontingent attention plus extinction and extinction alone. Results indicated that both treatments resulted in greater reductions in the target behavior than did extinction alone and suggested that the competing stimulus assessment may be helpful in predicting stimuli that can enhance the effects of extinction when noncontingent attention is unavailable. DESCRIPTORS: Attention-maintained problem behavior, competing stimuli, extinction, functional analysis, noncontingent reinforcement