Are Parents Accurate Reporters of Their Child's Cognitive Abilities?

Examined parent's ability to accurately report their child's cognitive functioning. Participants were 145 children and their parents referred to an outpatient mental health clinic for cognitive testing. Parent reports were measured using Likert ratings designed for research and clinical purposes. Children's cognitive abilities were measured using the Woodcock-Johnson Psycho-Educational Battery—Revised (Woodcock, 1989) and the Wechsler Intelligence Scale for Children—Third Edition (Wechsler, 1991). For boys, parental reports of general cognitive ability, fluid reasoning, comprehension-knowledge, visual processing, auditory processing, and acquisition and retrieval were significantly related to performance-based measurements of these same traits, and parental report of boys' fluid reasoning and visual processing ability evidenced specificity. For girls, parental report of general cognitive ability, fluid reasoning, visual processing, and auditory processing were significantly related to performance-based measurements of these same traits, and parental reports of girls visual processing and auditory processing evidenced specificity. These findings suggest areas where clinicians can be more confident of parental report of children's cognitive abilities and other areas where clinicians should be wary of parental report.     

中国人善良人格量表的编制及信效度检验

中国的心理学研究充满了道德色彩,研究以善良人格概念及结构为基础,编制了中国人善良人格量表。研究根据已有的善良人格词汇对应编写具体条目,经过分析整合后初步保留29个善良人格条目,在此基础上研究招募960名被试,分别进行探索性因素分析和验证性因素分析,并建构了善良人格的二阶四因子结构。研究结果表明善良人格量表具有良好的信效度,是测量中国人善良人格的有效工具。     

The development of children's rule use on the balance scale task

Cognitive development can be characterized by a sequence of increasingly complex rules or strategies for solving problems. Our work focuses on the development of children's proportional reasoning, assessed by the balance scale task using Siegler's (1976, 1981) rule assessment methodology. We studied whether children use rules, whether children of different ages use qualitatively different rules, and whether rules are used consistently. Nonverbal balance scale problems were administered to 805 participants between 5 and 19 years of age. Latent class analyses indicate that children use rules, that children of different ages use different rules, and that both consistent and inconsistent use of rules occurs. A model for the development of reasoning about the balance scale task is proposed. The model is a restricted form of the overlapping waves model (Siegler, 1996) and predicts both discontinuous and gradual transitions between rules.     

The Scale for Assessing Emotional Disturbance: Concurrent Validity

The Scale for Assessing Emotional Disturbance (SAED) is a standardized, norm-referenced measure designed to operationalize the federal definition of Emotional Disturbance. It has demonstrated content validity and reliability. The two studies reported here address the SAED's concurrent validity. Samples in each study consisted of students identified with Emotional Disturbance. In both studies, special education teachers rated students on the SAED and a second measure of children's emotional and behavior problems. In the first study the SAED was compared to the Revised Behavior Problem Checklist. Correlations were generally moderate to high for similar subscales and low for dissimilar subscales. In the second study, the SAED was compared to the Teacher Report Form. Again, correlations generally were as expected and compatible with results of the first study. Results indicate that the SAED emotional and behavior problem subscales measure constructs akin to emotional and behavior problems measured by similar collections of item on the Revised Behavior Problem Checklist and Teacher Report Form. Implications of results and recommendations for use of the SAED are discussed.     

青少年学生自立人格自陈量表的建构

通过对前期系列研究结果的梳理,建构出了涉及个人自立与人际自立两个方面共10种特质的青少年学生自立人格结构。根据理论构想,在5次预试的基础上编制出了青少年学生自立人格量表,并对1723个有效被试进行了调查。将有效被试划分为两个样本分别进行了探索性与验证性因素分析,并根据有关结果确定了量表项目。探索性与验证性因素分析的结果都检验了青少年学生自立人格结构。最后,对青少年学生自立人格结构的特点与维度含义等问题进行了讨论     

SF-36量表用于慢性乙型肝炎生命质量测定的效果评价

评价SF-36量表在慢性乙型肝炎患者中应用的效果;调查101名慢性乙肝患者,用重测信度、分半信度、内部一致性、结构效度和判别效度等对SF-36量表进行评判;该量表具有良好的分半信度和内部一致性,结构效度和判别效度较好;SF-36量表可用于慢性乙型肝炎患者生命质量评价。     

中国人人格量表（QZPS）的编制过程与初步结果

旨在编制能够反映中国人人格结构特点的中国人人格量表（QZPS）。文中首先分析了直接采用或修订西方人格量表的问题和潜在危险,以及目前国内使用的各种人格量表存在的局限;按照人格研究的“词汇学假设”,根据杨国枢和王登峰（1999）以及后来的研究所确定的中国人人格结构的七因素模型,提出了QZPS的编制原则和操作程序。按照人格特质形容词的含义编写测量项目,并根据小因素和大因素的含义对项目进行修改,初步确定了1600多个项目。经2280名被试的评定,初步筛选出409个项目。再经1099名被试评定,确定了215个项目构成QZPS,测量中国人人格的7个维度和18个小因素。文中还报告了对QZPS的项目分析的结果     

中小学教师教学自主权量表的修订

研究选取1222名中小学教师,针对Pearson和Hall(1993)编制的教学自主权量表进行修订。通过验证性因素分析,发现修订后的量表与原量表结构一致,包括课程自主和一般教学自主两个因素。修订后的量表具有良好的信度和效度指标,是一个有价值的测量教学自主权的研究工具。     

文化心理学视野中的思维方式

对东西方思维方式的研究是近十年以来文化心理学领域的一个热点问题。该文以心理学关于思维方式的研究为主线,分析了随着心理学研究的深入,学者们关于思维方式研究的思路转变。重点探讨了文化心理学关于东西方思维对比的研究以及对中国人思维方式的理论和实证分析。这些分析对理解中国人思维方式的影响以及促进东西方文化交流有着重要的理论和现实意义。文章指出了关于思维方式研究的未来方向。     

初中生数学自我效能问卷的编制

根据国内外关于数学自我效能研究的文献,结合我国初中生数学学习的内容特点与实际背景情况,编制数学自我效能问卷。研究以初一与初二学生为对象,采用开放式问卷对188名学生和53名数学教师进行调查,首先编制出44个项目的初测问卷;采用封闭式问卷对479名学生的初测结果进行验证性因素分析与项目分析,形成了包含日常生活中数学任务的效能、数学相关课程的效能与数学学业问题解决效能三个维度的26个项目的正式问卷;最后对350名学生施测正式问卷。分析研究结果表明,该数学自我效能问卷的因素结构清晰,具有合理的信度和效度。