问题学生内隐自尊的初步研究

研究结果表明：(1)问题学生和普通学生一样,存在显著的内隐自尊效应。两类学生的内隐自尊效应存在显著的年级差异,但不存在性别差异;(2)总体上问题学生的内隐自尊效应显著高于普通学生,初三阶段,两类学生的内隐自尊的差异显著;(3)问题学生的内隐自尊和外显自尊是相对独立的两个自我评价系统。两类学生内隐自尊和外显自尊的组合状况不同,内隐自尊和外显自尊的分离状况差异显著;(4)问题学生内隐自尊与外显自尊的分离程度与其状态焦虑、特质焦虑和心理健康其他指标存在非常显著相关。     

精益生产向心理学提出的新课题

精益生产是一种先进的生产管理技术,该技术在企业中的实施向心理学提出了诸多的新课题,包括思维模式的转变、员工的激励和团队精神的培养、对于知识丰富领域问题解决的研究、专门知识的作用和获取、人性论的研究、以及工业心理学、社会心理学和心理测验的应用等。     

Noncontingent reinforcement for the treatment of severe problem behavior: An analysis of 27 consecutive applications

Noncontingent reinforcement (NCR) is a commonly used treatment for severe problem behavior displayed by individuals with intellectual and developmental disabilities. The current study sought to extend the literature by reporting outcomes achieved with 27 consecutive applications of NCR as the primary treatment for severe problem behavior. All applications of NCR were included regardless of treatment outcome to minimize selection bias favoring successful cases. Participants ranged in age from 5 to 33 years. We analyzed the results across behavioral function and with regard to the use of functional versus alternative reinforcers. NCR effectively treated problem behavior maintained by social reinforcement in 14 of 15 applications, using either the functional reinforcer or alternative reinforcers. When we implemented NCR to treat problem behavior maintained by automatic reinforcement, we often had to add other treatment components to produce clinically significant effects (five of nine applications). Results provide information on the effectiveness and limitations of NCR as treatment for severe problem behavior.     

The effects of preference assessment type on problem behavior

Individuals with intellectual and developmental disabilities who engage in problem behavior maintained by access to tangibles may exhibit more problem behavior during certain preference assessments. We compared three common preference assessments to determine which resulted in fewer problem behaviors. The paired stimulus and multiple‐stimulus without replacement assessments produced higher rates of problem behavior than the free operant (FO) assessment, suggesting that the FO assessment may be the most appropriate assessment for individuals who engage in problem behavior maintained by access to tangibles.     

Noncontingent reinforcement without extinction plus differential reinforcement of alternative behavior during treatment of problem behavior

The effects of noncontingent reinforcement (NCR) without extinction during treatment of problem behavior maintained by social positive reinforcement were evaluated for five individuals diagnosed with autism spectrum disorder. A continuous NCR schedule was gradually thinned to a fixed‐time 5‐min schedule. If problem behavior increased during NCR schedule thinning, a continuous NCR schedule was reinstated and NCR schedule thinning was repeated with differential reinforcement of alternative behavior (DRA) included. Results showed an immediate decrease in all participants’ problem behavior during continuous NCR, and problem behavior maintained at low levels during NCR schedule thinning for three participants. Problem behavior increased and maintained at higher rates during NCR schedule thinning for two other participants; however, the addition of DRA to the intervention resulted in decreased problem behavior and increased mands.     

From the Dawn of Humanity to the 21st Century: Creativity as an Enduring Survival Skill

While the scientific investigation into creativity is a recent phenomenon, creative thinking has always been a crucial feature of humanity. The ability to creatively solve problems enabled early humans to survive and laid the foundation for the creative imagination that has resulted in our modern society. While most humans no longer face physical threats, life and work in the 21st century demands heightened creativity skills. To meet these demands, educational practices must leverage the insights and strategies gained through research into the trainability of creative thinking.     

CAN WE STILL TALK ABOUT “TRUTH” AND “PROGRESS” IN INTERDISCIPLINARY THINKING TODAY?

On a cultural level, and for Christian theology as part of a long tradition in the evolution of religion, evolutionary epistemology “sets the stage,” as it were, for understanding the deep evolutionary impact of our ancestral history on the evolution of culture, and eventually on the evolution of disciplinary and interdisciplinary reflection. In the process of the evolution of human knowledge, our interpreted experiences and expectations of the world (and of the ultimate questions we humans typically pose to the world) have a central role to play. What evolutionary epistemology also shows us is that we humans can indeed take on cognitive goals and ideals that cannot be explained or justified in terms of survival‐promotion or reproductive advantage only. Therefore, once the capacities for rational knowledge, moral sensibility, aesthetic appreciation of beauty, and the propensity for religious belief have emerged in our biological history, they cannot be explained only in biological/evolutionary terms. Finally, in this way a door is opened for seeing problem solving as a central activity of our research traditions. As philosophers of science have argued, one of the most important shared rational resources between even widely divergent disciplines is problem solving as the most central and defining activity of all research traditions. As will become clear, the very diverse reasoning strategies of theology and the sciences clearly overlap in their shared quests for intelligible problem solving, including problem solving on an empirical, experiential, and conceptual level.     

Decoding dyadic interactive nonverbal behaviour in Chinese and Australian cohorts: A novel dyadic puzzle‐solving task

The current study used a novel problem‐solving task in which the solution could only be reached via interactions between members of dyads. The study aimed to systematically examine how nonverbal interactive behaviour was related to the cultural background of the dyads, the participant's role in the dyad (viz., instructor, problem solver) and task repetition. Twenty‐one Australian dyads and 32 Chinese dyads performed the dyadic puzzle‐solving task while their interactions were video‐recorded. In each dyad, one instructor and one problem solver worked together to solve a seven‐piece puzzle. Six trials, each comprising a different puzzle, were completed. Results indicate that the Australian instructors engaged in significantly more eye gazing and displayed more hand gestures but smiled less than the Chinese instructors. The Australian problem solvers maintained longer eye gazing, displayed more hand gestures and more echoing than their Chinese counterparts. Over trials, the Chinese instructors reduced their total talking time, hand gestures, nodding behaviour and smiling during self‐talking more than the Australian instructors. Moreover, the problem solvers in the dyads from both countries significantly reduced their smiling across trials. The current study shows that nonverbal behaviours during dyadic interactions are related to one's cultural background, role in the task and task repetition.     

认知抑制——问题解决研究的新视角

抑制是一种领域一般(domain-general)的认知过程,它使儿童和成人能够抗拒习惯、自动化、诱惑、分心物或干扰从而适应存在冲突的情境(Diamond,2013)。抑制控制模型认为儿童或成人在问题解决中的失败并非是缺少相关知识与概念,而是抑制控制失败造成的。研究者采用负启动研究范式和脑成像技术在类皮杰任务、数学和科学问题解决中证实了认知抑制的作用。未来研究应把认知抑制与元认知的研究结合起来,探究认知抑制的发展轨迹及二者在问题解决中的相对重要性。同时,针对认知抑制训练的干预研究也值得重视。