南京金陵中学高中生心理健康教育研究

学校心理健康教育是心理学在新形势下应运而生的一个新问题。作者认为,学校心理健康教育应强调教育与发展模式;应突出教育对象的积极向上性;应强调自我认识、自我教育、自我控制;应根据学生的心理困惑,及时有效地给予帮助;应教会他们模仿某些策略和新的行为,最大限度地发展他们的心理机能,促进内在潜力的开发,加速实现学生个体的社会化。作者还根据三年的实验实践,提出了一套学生心理困惑诊断模式。     

Effects of sequential 1-minute time trials with and without inter-trial feedback and self-correction on general and special education students' fluency with math facts

We measured the effects of two procedures for implementing 1-min time trials on the rate and accuracy with which elementary students wrote answers to single-digit math facts in two concurrent experiments in a first grade classroom and a special education classroom. On-task behavior of three students in each class was also measured. Baseline was a 10-min work period in which students were told to answer as many problems as you can. The two time trial conditions, each of which was also conducted within a 10-min period, consisted of: (1) a series of seven 1-min time trials with a 20-s rest period following each timing; and (2) two 1-min timings, each followed by a teacher-directed feedback and self-correction activity. Students in both classrooms answered correctly more problems per minute during both time trial conditions than they did during the 10-min work period, with the highest levels of fluency occurring during the two time trials with self-correction. The emphasis on going fast did not impair students' accuracy of performance. In both classrooms the percentage of attempted problems answered correctly was high during the initial baseline and increased slightly over the course of the study. On-task behavior was higher during both time trial conditions than during the 10-min work period. When asked at the study's conclusion which of the three methods for practicing math facts (1) helped you learn the most and (2) would you like to do again, the majority of the students in both classrooms chose the time trials followed by feedback and self-correction.     

中转站系统框架的心理学研究

通过总结人类问题求解的特点,我们提出了问题求解的一种中转站系统框架。本文采用口语报告分析所进行的研究表明该框架是一种问题求解方面的知识结构和有效的启发式求解策略。实验证明了次序性、熟悉性、类似性和系统控制性是决定求解能力和效率的关键因素。说明了中转站及其排序、强规则和弱规则及其相互配合、以及中转站系统的控制策略在较大程度上反映和模拟了人在求解复杂的专门问题时的知识结构和控制过程。     

Forms of trust in education and development

In this article an analysis of trust is given and two basic forms of trust are distinguished, viz., trust in powers and trust in inclinations. These forms of trust allow us to gain a better understanding in the pivotal role trust plays in the relationship between caretakers, parents and children. It is argued that it makes no sense to speak about basic mistrust of infants, and that having unlimited trust in the inclinations of adults is only a virtue in children. By having trust in both the powers and inclinations of children, parents stimulate the development of their self-confidence and moral identity.     

The NCATE Process and behaviorally-based special education

The National Council for Accreditation of Teacher Education (NCATE) has long sought to identify effective programs for teacher preparation in this country. Recently, the Council has revised its standards to be more rigorous and demanding. This revision presents new and challenging standards for the accreditation of programs preparing educators. The most problematic but most important of these new standards is the requirement of a well-articulated knowledge base supporting a program's content and processes. Development of the knowledge base statement involves the articulation of the program's philosophy, theme, model, goals, objectives, primary research base, wisdom of practice, and evaluation procedures. A behavioral model serves well in meeting these requirements, particularly since behavioral applications in education are well researched and the approach is compatible with the emphasis on specific goals and objectives and evaluation of effectiveness. Effective educational methods are available and are mostly behavioral. The articulation of the NCATE knowledge base encourages education faculty, traditionally nonbehavioral, to examine the effectiveness of their programs and to demonstrate research and professional support for content and instructional methods. A behavioral knowledge base statement appropriate for NCATE is demonstrated through examples drawn from Gonzaga University's knowledge base for special education.     

Challenging assumptions about habit: A response to Hagger (2019)

Widely cited literature assumes habits to be: (1) specific and rigid behavioral responses; (2) in response to location- and timing-stable, external contexts, (3) goal-independent, and (4) enacted without conscious awareness. Hagger (2019) recently reviewed this literature as it applies to the physical activity domain. The purpose of this article is to challenge these assumptions in favor of a habit conceptualization that is more applicable to physical activity: (1) behavioral instigation and/or execution can be habitual, allowing for variable responses to cues; (2) stable contexts can be internal or functional (cued by a preceding action) but may vary in timing and physical location; (3) a shift from external to internal goal dependence may characterize habit development; and (4) types of automaticity other than purely nonconscious enactment may characterize habitual action. I present theory and research that supports these alternative characterizations and discuss their ramifications for physical activity adoption and maintenance via habit.     

Efficacy of teacher-implemented good behavior game despite low treatment integrity

The Good Behavior Game (GBG) is a well-documented group contingency designed to reduce disruptive behavior in classroom settings. However, few studies have evaluated the GBG with students who engage in severe problem behavior in alternative schools, and there are few demonstrations of training teachers in those settings to implement the GBG. In the current study, 3 teachers were trained to implement the GBG in a restrictive setting for students with histories of emotional and behavioral disorders and delinquency. The teachers used the GBG to produce substantial reductions in problem behavior despite low treatment integrity. Clinical implications and future directions for research are discussed.     

Giordano Bruno and the Historical Task of Higher Education

The mission and goal of the Giordano Bruno GlobalShift University is to provide education to young people that is affordable and meaningful and enables young people to be self-reliant and responsible members of society. To develop new thinking and a new consciousness is the challenge awaiting the young generation. Meeting it calls for questioning established values and dogmas, much as Giordano Bruno did in regard to the Aristotelian view of the cosmos embraced at the time by the Catholic Church. Bruno's “heresy” laid the foundations for the modern scientific worldview, and it continues to inspire the view that will rise above it. It inspires the Giordano Bruno GlobalShift University to question the dominant materialist and reductionist paradigm in science and society, offering in its place a holistic, dynamic, and evolutionary view, and foundation for a more peaceful, equitable, and sustainable world.     

The cognitive load of physical activity in individuals with high and low tolerance to effort: An ecological paradigm to contrast stepping on the spot and stepping through space

Performing a physical activity means dealing with the challenges and difficulties occurring during the task. The more a person possesses the cognitive ability to deal with the complexity of the task, the more that person will be able to face the difficulties in activity regulation. However, no studies have been designed to investigate the cognitive dimension of physical activity. In the present study, we present an original in-task methodology that offers the means to assess the cognitive and physical load of a physical activity. Through the application of a dual task paradigm, we report in-task changes in cognitive abilities and physiological experiences in low and high tolerant individuals during the practice of one of two whole-body stepping tasks. The findings confirmed that stepping through space is a physical activity that requires more cognitive resources and is perceived as more cognitively and physically challenging than stepping on the spot. We demonstrated also that the tolerance to effort, which is a psychological factor, plays a non-negligible role in the way the activity sessions were experienced. The affective states in low tolerant individuals were always more negative than those reported by high tolerant individuals. Our findings argue for the existence of a cognitive dimension to physical activity with tolerance to effort being a moderator of individuals’ affective experience to exercise.