平均数差异显著性检验统计检验力和效果大小的估计原理与方法

该文以平均数差异显著性检验为例,对实验数据进行假设检验后,继续对其统计检验力和效果大小进行估计的基本原理和方法作一介绍。     

心算的策略选择

从策略选择的角度来研究心算是当前心算研究的一个重要领域。有关心算活动中问题大小效应、距离效应、奇偶效应等的行为与认知神经科学研究揭示了心算活动中不同的策略选择, 进一步加深了我们对心算加工特点的了解。未来研究在注重具体问题解决的同时, 还应注重实验设计的严密性、研究的深入性与综合性相兼顾等问题。     

音乐节奏和共餐人数对就餐时间的影响

本实验采用现场实验研究的方法,对不同音乐节奏和共餐人数条件下大学生就餐时间的差异进行了分析。结果表明:(1)总的来说,音乐节奏对就餐时间的主效应是显著的,快节奏音乐下的就餐时间少于慢节奏下的就餐时间;(2)单人组被试就餐时间显著快于多人组被试共餐时间;(3)音乐节奏和共餐人数对就餐时间存在交互作用;(4)在单人就餐时音乐节奏对就餐时间的效应是显著的,而多人共餐则没有这种效应或效应不显著。     

Class size effects on literacy skills and literacy interest in first grade: A large-scale investigation

This article examines the impact of class size on literacy skills and on literacy interest in beginning readers from zones with specific educational needs in France. The data came from an experiment involving first graders in which teachers and pupils were randomly assigned to the different class types (small classes of 10-12 pupils vs. regular classes of 20-25 pupils).Globally, the findings reveal that class size has a (small) impact on the two basic literacy skills, reading (word recognition task) and spelling (word production task). Children with high literacy interest made more progress than children with low literacy interest. The analysis also explores the effect of four factors - early schooling, age, first language and socio-economic status - on the same type of literacy skills as above. Smaller classes most specifically improved performances in two types of population: children whose first language is French and children from intermediate and average socio-economic brackets. This means, in contrast, that neither the children from the most disadvantaged backgrounds nor the children whose first language was not French benefited from the use of smaller first grade classes. Data in this experiment are examined in the light of studies on the connections between class size, classroom procedures and pupils' engagement.     

Should I test more babies? Solutions for transparent data peeking

Research with infants is often slow and time-consuming, so infant researchers face great pressure to use the available participants in an efficient way. One strategy that researchers sometimes use to optimize efficiency is data peeking (or “optional stopping”), that is, doing a preliminary analysis (whether a formal significance test or informal eyeballing) of collected data. Data peeking helps researchers decide whether to abandon or tweak a study, decide that a sample is complete, or decide to continue adding data points. Unfortunately, data peeking can have negative consequences such as increased rates of false positives (wrongly concluding that an effect is present when it is not). We argue that, with simple corrections, the benefits of data peeking can be harnessed to use participants more efficiently. We review two corrections that can be transparently reported: one can be applied at the beginning of a study to lay out a plan for data peeking, and a second can be applied after data collection has already started. These corrections are easy to implement in the current framework of infancy research. The use of these corrections, together with transparent reporting, can increase the replicability of infant research.     

变通的题组项目功能差异检验方法在篇章阅读测验中的应用

篇章形式的阅读测验在语文学科考试与语言能力测试中占有越来越重要的地位。篇章阅读测验是一种典型的题组测验, 因此需要采用能够处理题组效应的统计方法进行分析。在进行项目功能差异(DIF)检验时, 也需要采用与之匹配的DIF检验方法。目前能够处理题组效应的DIF检验方法主要包括变通的题组DIF检验方法和基于题组反应模型的DIF检验方法, 基于题组反应模型的DIF检验方法由于实现过程繁琐, 目前只停留在理论探讨阶段。本研究将变通的题组DIF检验方法及其效应值指标引入篇章阅读测验的DIF检验中, 能够解决篇章阅读测验中DIF检验与测量的问题, 效应值指标能够为如何处理有DIF效应的题组项目提供重要依据。本研究首先选用非题组DIF检验方法与变通的题组DIF检验方法对一份试卷进行DIF检验, 两种方法的比较结果体现了进行题组DIF检验的必要性与优越性, 然后选用变通的题组DIF检验方法中有代表性的四种方法对某阅读成就测验进行题组DIF检验。研究结果表明, 在篇章阅读测验中, 能够处理题组效应的DIF检验方法较传统的DIF检验方法具有较大的优越性。     

心算活动中混合策略选择的ERP研究

考察问题大小、距离、奇偶及答案正误对心算策略选择的影响。采用先答案后算式的呈现方式, 记录了15名被试的64导ERP。研究发现, 在小问题中, 错误答案与正确答案相比, 诱发了算术不一致N400, 距离和奇偶因素影响其波峰及潜伏期。在大问题中, 距离和奇偶因素影响晚期正波, 近距离奇偶一致情境诱发了波幅较小的晚期正慢波。表明在混合情境, 距离比奇偶信息优先得到加工; 在小问题心算中距离和奇偶信息影响答案提取, 而在大问题心算中, 对于依靠距离信息较难直接判断的小距离问题, 在进一步的加工中会借助奇偶信息判断是否采用精确计算策略。     

心理学常用效应量的选用与分析

效应量在量化方面弥补了零假设检验的不足。除了报告检验结果外, 许多期刊还要求在研究报告中包括效应量。效应量可以分为三大类别：差异类、相关类和组重叠类, 它们在不同的研究设计(如单因素和多因素被试间、被试内和混合实验设计)或在不同的数据条件下(如小样本、方差异质等)可能有不同的计算方法和用法, 但许多效应量可以相互转换。我们梳理出一个表格有助应用工作者根据研究目的和研究类型选用合适的效应量。     

Combining standardized mean differences using the method of maximum likelihood

A maximum likelihood procedure for combining standardized mean differences based on a noncentratt-distribution is proposed. With a proper data augmentation technique, an EM-algorithm is developed. Information and likelihood ratio statistics are discussed in detail for reliable inference. Simulation results favor the proposed procedure over both the existing normal theory maximum likelihood procedure and the commonly used generalized least squares procedure.     

Preschoolers’ nonsymbolic arithmetic with large sets: Is addition more accurate than subtraction?

Adult and developing humans share with other animals analog magnitude representations of number that support nonsymbolic arithmetic with large sets. This experiment tested the hypothesis that such representations may be more accurate for addition than for subtraction in children as young as 3½ years of age. In these tasks, the experimenter hid two equal sets of cookies, visibly added to or subtracted from the sets, and then asked 3½-year-olds which set had more cookies. Initial set size was either large (7 or 9) or very large (18 or 30), and the final sets differed by either a high proportion (ratio of 1:2) or a low proportion (difference of 1 cookie). Children’s addition performance exceeded chance, as well as their subtraction performance, across set sizes and proportions, whereas subtraction performance did not exceed chance. Arithmetic performance was also independent of counting ability. Addition performance was remarkably accurate when ratios between outcomes were close to 1, in contrast to previous findings. Interpretations for the asymmetry between addition and subtraction are discussed with respect to the nature of representations for nonsymbolic arithmetic with large sets.