领导群体整体合力的心理学研究

采用系列心理测验量表对筛选出的两个局级领导群体样本进行整体合力的心理学研究。结果表明：某些心理素质要素在领导成员的配备中具有重要影响,其中气质融合、MBTI维度、认知方式和价值观等指标,对领导成员整体合力具有重要参考价值,研究结果可以为科学配置高层级领导群体提供心理学理论基础与实践指导依据。     

当代大学生专业承诺与学习风格的研究

本研究采用自编的《大学生专业承诺量表》和修订的《学习风格检测表》,调查和分析了福州地区673名大学生的专业承诺和学习风格。结果为：我国大学生的专业承诺水平不是很高,在性别、年级、专业、学校类型上差异显著;不同性别、年级、专业、学校类型的大学生的学习风格基本没有显著差异,这表明我国大学生基本没形成适合所学专业的学习风格。     

关于pCI与因果判断的实验研究

本研究通过三个实验,检验了pCI公式对人类因果判断预测的准确性。实验结果发现,被试的判断与pCI的预测趋势基本一致,但（a＋d）／n的预测似乎更加准确;被试的判断较pCI而言波动较小,且可能在开始判断时需要一段时间形成自己的判断标准或方法,之后的判断与精密的数学计算有共同之处;不同个体判断方式有比较大的差异,但是仍能归为一些类型。     

反馈干预对绩效的影响研究

反馈干预是由外部动因提供的关于个体任务操作或过去行为的信息活动,它有反馈对象、反馈效价和反馈提供方式三个维度。研究结果表明反馈效价、反馈提供方式对绩效的影响具有主效应,且两者的之间交互作用对绩效也存在主效应。积极反馈效价、信息型提供方式有助于提高个体的绩效水平。     

Multidisciplinary creativity: the case of Herbert A. Simon

In the twentieth century, no person epitomized more dramatically the “Renaissance mind” than Herbert A. Simon (1916–2001). In aworking life spanning over 60 years, Simon made seminal contributions to administrative theory, axiomatic foundations of physics, economics, sociology, econometrics, cognitive psychology, logic of scientific discovery, and artificial intelligence. Simon's life of the mind, thus, affords nothing less than a “laboratory” in which to observe and examine at close quarters the phenomenon of multidisciplinary creativity. In this paper, we attempt to shed some light on the nature of Simon's creativity and the nature of his particular Renaissance mind. In particular, we have attempted here to articulate the cognitive style underlying Simon's multidisciplinary creativity.     

青少年期亲子冲突的特点

从北京市四所普通中学选取829名初一、初二、高一和高二学生为被试,采取匿名的方式让被试报告与父亲和母亲在8个方面冲突的频率和强度,以及与父亲和母亲冲突的形式,冲突时的应对策略,以此探讨青少年期亲子冲突的特点。结果发现;(1)青少年与父母的冲突处于较低水平,发生冲突最多和最激烈的三个方面依次为学业、日常生活安排和做家务,而发生冲突最少和最弱的是隐私;言语冲突和情绪冲突是青少年与父母冲突的主要形式;在与父母发生冲突时,青少年使用最多的策略是回避,使用最少的策略是第三方干预;(2)除家庭成员关系外,青少年与母亲发生冲突的频率和强度均显著高于与父亲发生冲突的频率和强度;(3)女生与母亲在做家务方面的冲突频率和强度显著高于男生,而男生与父亲在花钱方面的冲突频率显著多于女生;男生与父母的身体冲突显著多于女生,而女生与父母的情绪冲突显著多于男生;在应对策略的使用上,男生使用第三方干预策略的情况显著多于女生;(4)随年级升高,青少年与父母冲突的频率和强度呈倒U型曲线发展,初二年级处于顶峰;青少年使用协商、回避和干预策略的情况呈现显著下降的趋势。     

Relationship Between Emotional Intelligence and Transformational Leadership Style: A Gender Comparison

This study examined the predictive relationship between emotional intelligence and transformational leadership style. The researchers also wanted to determine gender differences in the relationship between emotional intelligence and transformational leadership style, as well as the gender differences in the emotional intelligence scores and transformational leadership style of managers. A significant predictive relationship (p < .05) was found between transformational leadership style and emotional intelligence. No significant interaction (p < .05) was found between gender and emotional intelligence while predicting transformational leadership style. A significant difference (p < .05) was found in the emotional intelligence of scores of male and female managers. Lastly, no significant difference (p > .05) was found in the transformational leadership scores of male and female managers.     

Continuing Judicial Education: Cognitive Development as Content, Process, and Outcome

The Leadership Institute in Judicial Education curriculum provides an opportunity for judges to learn about and work in areas that are unfamiliar to most of them. Literature on experiential learning, the life cycle, and cognitive development provide a lens through which to examine our personal and professional lives. These three theoretical streams intertwine and compliment each other, serving as a background against which to design continuing education for judges. Experiential learning provides teaching strategies that challenge learners to take in and process information in new ways. Viewing identity, intimacy, and generativity as powerful motivators, a curriculum can be developed that encourages the complexity of thinking that we think is essential if judges are going to deal with the complexities our global society presents to them. This approach serves the instrumental needs of judges, and also promotes development along a scheme such as Perry's.     

压力性生活事件对青少年主观幸福感的影响机制

在应对的交互作用模式、压力缓冲与压力易损性假说基础上提出一个有调节的中介模型,探讨应对方式在青少年压力性生活事件与主观幸福感之间的中介效应,以及情绪智力的调节效应。被试为1670名青少年,研究工具包括青少年生活事件量表、特质应对方式问卷、情绪智力量表和主观幸福感问卷。结果显示:(1)应对方式在压力性生活事件与主观幸福感之间起部分中介作用。(2)情绪智力在压力性生活事件对应对方式的影响中起调节作用:在低压力性生活事件下,高情绪智力的青少年应对方式较好,在高压力性生活事件下,不论情绪智力如何,应对方式都不好,情绪智力是压力易损因子。     

认知风格影响学习迁移的眼动研究

用眼动追踪仪考查中学生认知风格在解决较高相似性与较低相似性几何问题中的影响。结果表明:目标问题与所学内容相似性会影响中学生几何问题解决的速度与成绩,中学生在两类几何问题解决中相关眼动指标存在显著差异;认知风格在不同迁移水平几何问题解决中存在不同的影响。