Dealing with Big Numbers: Representation and Understanding of Magnitudes Outside of Human Experience

Being able to estimate quantity is important in everyday life and for success in the STEM disciplines. However, people have difficulty reasoning about magnitudes outside of human perception (e.g., nanoseconds, geologic time). This study examines patterns of estimation errors across temporal and spatial magnitudes at large scales. We evaluated the effectiveness of hierarchical alignment in improving estimations, and transfer across dimensions. The activity was successful in increasing accuracy for temporal and spatial magnitudes, and learning transferred to the estimation of numeric magnitudes associated with events and objects. However, there were also a number of informative differences in performance on temporal, spatial, and numeric magnitude measures, suggesting that participants possess different categorical information for these scales. Educational implications are discussed.     

初中生应对方式、压力对社会适应的影响:纵向中介模型

青春期的适应问题及其影响因素历来是研究者关注的焦点。本研究对369名初中生从初一到初三的应对方式、压力、社会适应进行了四次调查,通过纵向中介模型考察应对方式、压力对社会适应的影响。结果表明：初一时期的积极应对方式能够直接提高初三时期的积极适应水平,直接降低消极适应水平;初一时期的消极应对方式会通过提高后期的压力间接提高初三时期的消极适应水平。     

共同冗思的概念、测量和理论解释

共同冗思指个体在双向关系中过度讨论个人问题的行为。共同冗思对个体产生适应权衡效应,即它不仅与积极的友谊属性有关,还与抑郁和焦虑等内化问题相关。以往研究主要分析共同冗思的性别差异、发展特点及其在不同亲密关系中的表现。结果发现共同冗思的适应权衡效应在女性群体中比在男性群体中更为突出,在青少年群体中比在儿童群体中更为突出。研究者主要从同伴传染、压力生成、共情痛苦以及生理机制等角度解释共同冗思与内化问题的关系。友谊等亲密关系中的共同冗思对个体适应的负面影响难以察觉,它可以作为个体抑郁和焦虑等内化问题的危险信号。后续研究可以从考察共同冗思的人格以及环境影响因素等角度深化对该主题的理解。     

母亲元情绪理念与学前儿童社会适应的相互作用关系

采用追踪设计对438名学前儿童母亲进行问卷调查研究,主要探讨了母亲元情绪理念与学前儿童社会适应的相互作用关系。交叉滞后分析结果表明：（1）相邻两次测量的母亲各元情绪理念之间,社会适应各指标之间均具有中等程度的稳定性;（2）同一时间点的母亲各元情绪理念与儿童社会适应各指标之间均显著相关;（3）母亲元情绪理念与儿童社会适应之间部分存在着相互作用关系：控制了变量自身的连续性后,前测的母亲情绪教导显著正向预测后测的儿童敏感合作;前测的母亲情绪不干涉显著正向预测后测的儿童愤怒攻击、焦虑退缩行为;反过来,前测的儿童敏感合作能正向预测后测的母亲情绪教导,显著负向预测情绪不干涉、情绪摒除和情绪紊乱;前测的焦虑退缩能显著正向预测后测的母亲情绪摒除和情绪紊乱。     

当代中国医患关系的合理重构--论我国社会转型期医患利益的调节与平衡

我国社会转型,为当代中国医患关系的合理重构提供了平台,但社会转型期中出现的诸多医患利益冲突也向人们提出了严峻的挑战,亟需对其加以调节和平衡.这种调节与平衡,不能完全甚至不能主要地交由市场这双"看不见的手"去运作,不能完全任凭甚至不能主要地任凭医患双方自由地去博弈;政府必须明确并履行自己的职责,为正确调节与平衡我国社会转型期的医患利益创立一个全方位的合理的框架,使医患之间在有控制的理性的双赢的利益博弈中合理地重构当代中国医患关系的基本格局.     

Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes

Data gathered from a short term longitudinal study within fifth grade classrooms (n = 378) were used to evaluate two process-oriented models linking peer rejection and negative peer treatment to children's self-concept, school engagement and adjustment. Both structural models linked peer rejection, victimization, and exclusion to children's self-concept, classroom engagement, and change in achievement (fall of fifth grade to the spring). The model evaluations indicated that peer rejection predicted both exclusion and victimization and that these forms of peer treatment, in turn, predicted academic self-competence. Academic self-competence, however, only partially mediated linkages to achievement change. Parallel (i.e. direct) linkages from exclusion and victimization to both academic self-competence and engagement were required for adequate model fit, as were direct links from academic self-concept and engagement to achievement change. An alternative model representing the hypothesis that academic self-concept fully mediated the relationships between the forms of negative peer treatment and children's engagement and achievement did not fit the data well.     

The effects of social desirability bias on applied measures of goal orientation

This research examined the extent to which social desirability responding influences two measures of goal orientation tailored to work (VandeWalle, 1997) and academic (Midgley et al., 1998) domains. Method bias analyses indicated a significant negative influence of social desirability on responses to learning goal items, and a significant positive influence of social desirability responding on performance-avoid goal items, with the VandeWalle scale showing larger effects than the Midgley et al. scale. Performance-approach goal items showed minimal effects of social desirability responding. Results are discussed with respect to the use of these measures in larger models of motivation and performance.     

一个基于综合印象评分法的作文分事后调整模型

对大学英语四、六级考试作文评分进行了详细的描述,重点介绍了作文分的事后调整的原理和方法,并且给出了一个基于线性等值原理的数学推导。认为其数学模型主要是一个运用了“极大似然估计法”和“正态分”概念的统计模型。“评分标准的制定”、“用参照样卷来校准阅卷员对作文评分标准的掌握尺度”以及“阅卷员的培训和考核”构成了大学英语四、六级考试作文信度的基石;而作文分调整中基于“随机分发作文卷”、“客观题分数与作文分相关”以及“评分前后一致性”的统计方法则对出现系统性误差的阅卷员的评分结果进行了事后的校正。还提出如果拥有往次考试总体作文分均值数据,使用“加权移动平均法”可以实现对作文分的跨考次平衡。     

How does preference reversal appear and disappear? Effects of the evaluation mode

Preference reversal is a systematic change in the preference order between options when different response methods are used (e.g., choice vs. judgment). The present study focuses on procedures used to elicit preferences according to an evaluability hypothesis. Two experiments compared joint vs. separate evaluations and explicit vs. non‐explicit joint evaluations. Subjects had to express preferences between high‐variance gambles (HVGs) and low‐variance gambles (LVGs) either by choosing one gamble to play in a lottery or by assigning gambles minimum selling prices. We show that HVGs are preferred in both choice and pricing conditions when gambles are evaluated separately, and LVGs are preferred in both choice and selling conditions when gambles are evaluated in pairs: i.e., when the evaluation mode is held constant, classic preference reversal disappears. These results support the evaluability hypothesis, and suggest that preferences depend on whether subjects are allowed to compare the options they are asked to choose from or judge, independently of the nature of the scale (i.e., attractiveness vs. minimum selling price) they are required to adopt. Copyright © 2004 John Wiley & Sons, Ltd.     

中学生自我提升的特点及其与人际适应的关系

采用自编自我提升领域问卷考察中学生自我提升的特点,并探讨自我提升与同伴接纳和友谊状况的关系。结果发现:(1)中学生在个体领域和人际领域(除道德行为维度)表现出自我提升倾向。(2)男生比女生、初中生比高中生表现更强的自我提升倾向。(3)同伴接纳度低的中学生身体与运动技能和一般认知能力维度自我提升程度较高,互选好朋友数量较少的中学生一般认知能力、个体心理特质、人际心理特质和道德行为维度的自我提升较高。