高校多媒体教学环境下的教-学-学习绩效关系的建模与分析

本文是在先前建立的多媒体教学环境下教师授课、学生学习和学习绩效的3个因素结构模型基础上,采用路径建模技术,建立了多媒体教学环境下教一学一学习绩效关系模型。基于对该路径模型的分析,获得如下结论：（1）多媒体教学中影响因素的主导作用是沿着学习者认知加工过程中的信息流而展开的;（2）对于学生在课堂中的信息加工,影响最大的因素是教师授课时对学生的能力培养,影响为其次的因素是教师的授课技术;（3）课件的良好界面信息设计对学生的知识掌握起重要作用;（4）诸如授课速度过快、信息量过大等多媒体教学中的易现问题会增加学生的外在认知负荷而降低学习效果;（5）在多媒体教学中,教师与学生都要注意学生学习风格来更好地进行教学或学习。     

A calibration explanation of serial position effects in evaluative judgments

Judges often evaluate stimulus series on dimensions for which no physical scale exists; for example, when judging academic ability in oral examinations. We propose that judges deal with this problem by calibrating an internal judgment scale that maps stimulus input onto available judgment categories. This calibration process implies serial position effects: Judges should initially avoid extreme categories, because using extreme categories reduces judgmental degrees of freedom, thereby increasing the possibility of internal consistency violations. In four experiments, we show that judgments become indeed more extreme later in a series of judgments. Judges evaluated the same good (poor) performances more positive (negative) at the end of a sequence compared to the beginning. Judges’ expertise did not prevent the effect, but allowing end-of-sequence judgments reduced serial position effects. We discuss the implications and possible remedies of these calibration effects on judgment extremity.     

Old Wine in New Bottles? The Case of Self‐compassion and Neuroticism

Research on self‐compassion, which is defined as being understanding and kind to oneself when confronted with negative experiences, has produced an impressive number of articles in recent years. This research shows that individual differences in self‐compassion, as measured by the Self‐Compassion Scale (SCS), are positively related to life satisfaction, health and social functioning. However, a critical and systematic test of self‐compassion from a personality perspective has not yet conducted so far. In the present study (N = 576), we (i) tested the factor structure of the SCS, (ii) examined the distinctiveness of self‐compassion with regard to the five‐factor model of personality, focusing on neuroticism, and (iii) tested the incremental predictive power of self‐compassion beyond the five‐factor model in the context of life satisfaction. Confirmatory factor analyses supported a two‐factor plus six facets solution of self‐compassion (a positive factor and a negative factor). Additional analyses revealed that the negative factor was redundant with facets of neuroticism (rs ≥ .85), whereas the positive factor had some unique variance left. However, neither the negative factor nor the positive factor could explain substantial incremental variance in life satisfaction beyond neuroticism. Recommendations for how to use the SCS are provided, and the future of research on self‐compassion is discussed. Copyright © 2017 European Association of Personality Psychology     

Synchronicity and the I Ching: Jung, Pauli, and the Chinese woman

The capacity of the human mind to discover and invent both imagistic analogies and mathematical structures to represent reality is strikingly juxtaposed in the ancient Chinese text of the I Ching. Its emphasis on containing all sorts of opposites and its plastic appeal to multi-valenced experience has kept it alive through millennia and across cultures. Jung was introduced to its Taoist wisdom by the Sinologist Richard Wilhelm. The Nobel Laureate quantum physicist Wolfgang Pauli became familiar with its philosophy and mathematics through his reading of Schopenhauer and Leibniz. In their correspondence about the nature of the unconscious and synchronicity, Pauli and Jung also exchanged their musings on Pauli's dreams of a Chinese woman, her role in his psyche and his scientific theories(1).     

Representation and working memory in early arithmetic

Working memory has been implicated in the early acquisition of arithmetic skill, but the relations among different components of working memory, performance on different types of arithmetic problems, and development have not been explored. Preschool and Grade 1 children completed measures of phonological, visual-spatial, and central executive working memory, as well as nonverbal and verbal arithmetic problems, some of which included irrelevant information. For preschool children, accuracy was higher on nonverbal problems than on verbal problems, and the best and only unique predictor of performance on the standard nonverbal problems was visual-spatial working memory. This finding is consistent with the view that most preschoolers use a mental model for arithmetic that requires visual-spatial working memory. For Grade 1 children, performance was equivalent on nonverbal and verbal problems, and phonological working memory was the best predictor of performance on standard verbal problems. For both age groups, problems with added irrelevant information were substantially more difficult than standard problems, and in some cases measures of the central executive predicted performance. Assessing performance on different components of working memory in conjunction with different types of arithmetic problems provided new insights into the developing relations between working memory and how children do arithmetic.     

Adolescent Psychopathy and the Big Five: Results from Two Samples

The present study examines the relation between psychopathy and the Big Five dimensions of personality in two samples of adolescents. Specifically, the study tests the hypothesis that the aspect of psychopathy representing selfishness, callousness, and interpersonal manipulation (Factor 1) is most strongly associated with low Agreeableness, whereas the aspect of psychopathy representing impulsivity, instability, and social deviance (Factor 2) is associated with low Agreeableness, low Conscientiousness, and high Neuroticism. Data from 13- and 16-year-old boys and their mothers from two samples of the Pittsburgh Youth Study are used to test these hypotheses. Results were consistent across age and rating source in supporting the initial hypotheses, providing support for the construct of juvenile psychopathy and the interpretation of psychopathy as a constellation of traits drawn from a general model of personality functioning.     

三维空间中不同视野深度位置上的返回抑制

通过虚拟现实构建虚拟三维场景,将二维平面视觉空间返回抑制范式应用到三维空间,通过两个实验操纵了目标深度、线索有效性以及视野位置三个变量,考察注意在三维空间不同视野深度位置上进行定向/重定向产生的返回抑制效应。结果发现,(1)二次线索化位于固定的中央视野时,不论目标出现在近处空间还是出现在远处空间,外周视野条件下的返回抑制大于中央视野条件下的返回抑制;(2)二次线索化位于非固定的中央视野时,近处空间和远处空间的返回抑制存在分离,表现为当目标出现在远处空间时,外周视野条件下的返回抑制效应减小。研究表明,三维空间中外周视野深度位置上的返回抑制与中央视野深度位置上的返回抑制存在差异。     

中国情境下团队伦理决策的过程机制及影响因素

尽管绝大多数商业伦理决策都是由团队而非个人所做出的,但目前对团队伦理决策的研究还很少,尤其缺乏基于理论的深入研究。在前人研究的基础上,借鉴个体伦理决策和团队决策方面的研究成果,结合中国文化强调反省、中庸、威权领导等特点,我们对团队伦理决策的过程机制及影响因素的作用模式展开理论驱动的深入研究。具体来讲,将综合利用多种方法来进行两个方面的4项子研究。在团队伦理决策的过程机制方面,拟开展团队伦理决策的过程机制模型构建研究,然后聚焦于团队伦理决策和个体伦理决策的核心区别,展开基于社会决策图式理论的团队伦理决策观点整合机制研究;在团队伦理决策的影响因素作用模式方面,拟从成员和领导两个方面来进行:基于信息加工和团队冲突的成员多样性对团队伦理决策的影响机制研究,基于信息取样模型的领导特征对团队伦理决策的影响机制研究。     

Moral antitheodicy: prospects and problems

Proponents of the view which I call ‘moral antitheodicy’ call for the theistic discourse of theodicy to be abandoned, because, they claim, all theodicies involve some form of moral impropriety. Three arguments in support of this view are examined: the argument from insensitivity, the argument from detachment, and the argument from harmful consequences. After discussing the merits of each argument individually, I attempt to show that they all must presuppose what they are intended to establish, namely, that the set of premises advanced in any given theodicy will be untenable. I conclude by discussing what uses there might be for the moral critique of theodicy, if it cannot be used to ground a global rejection of theodical practice.     

Teacher preference, peer rejection, and student aggression: A prospective study of transactional influence and independent contributions to emotional adjustment and grades

This study assessed the importance of teacher preference of individual students, relative to peer rejection and student aggression, as an independent predictor of children's emotional adjustment and grades. First, a longitudinal, cross-lagged path analysis was conducted to determine the patterns of influence among teacher preference, peer rejection, and student aggression. Then, parallel growth analyses were examined to test whether lower initial and declining teacher preference, beyond the influence of initial level and change in peer rejection and student aggression, predicted change in loneliness, depression, social anxiety, and grades. Social adjustment, emotional adjustment, and academic adjustment were assessed in the fall and spring of two consecutive school years with 1193 third-grade students via peer-, teacher-, and self-report instruments as well as school records. In the cross-lagged path analysis, reciprocal influence over time between teacher preference and peer rejection was found, and student aggression predicted lower teacher preference and higher peer rejection. In the growth analyses, initial and declining teacher preference were independent predictors of increasing loneliness and declining grades. Discussion focuses on the relevance of the results within a transactional model of school adaptation.