Priming effects of arithmetic signs in 10- to 15-year-old children

In this research, 10- to 12- and 13- to 15-year-old children were presented with very simple addition and multiplication problems involving operands from 1 to 4. Critically, the arithmetic sign was presented before the operands in half of the trials, whereas it was presented at the same time as the operands in the other half. Our results indicate that presenting the ‘x’ sign before the operands of a multiplication problem does not speed up the solving process, irrespective of the age of children. In contrast, presenting the ‘+’ sign before the operands of an addition problem facilitates the solving process, but only in 13 to 15-year-old children. Such priming effects of the arithmetic sign have been previously interpreted as the result of a pre-activation of an automated counting procedure, which can be applied as soon as the operands are presented. Therefore, our results echo previous conclusions of the literature that simple additions but not multiplications can be solved by fast counting procedures. More importantly, we show here that these procedures are possibly convoked automatically by children after the age of 13 years. At a more theoretical level, our results do not support the theory that simple additions are solved through retrieval of the answers from long-term memory by experts. Rather, the development of expertise for mental addition would consist in an acceleration of procedures until automatization.     

高校教师人格对心理资本与心理健康的影响研究

该研究探讨高校教师人格对心理资本与心理健康状况的影响。研究对南昌三所高校270名教师进行了心理资本、症状自评量表和人格测验,分别用SPSSl7．0和LISREL$．71进行了t检验和建构了结构方程模型。结果表明,心理资本、心理健康和人格测验分数的性别差异、职称差异不显著,t值在0．11到1．28之间,均有P〉0．05。大学教师人格的三个维度均对其心理健康与心理资本有中等程度的影响,E维度和P雏度对心理健康的影响系数为-0．39和0．52;E雏度、N维度和P维度对心理资本的影响系数为0．54、-0．43和0．52;人格E、N、P维度经心理资本的部分中介作用,时心理健康的间接效应是-0．23、0．18和O．23,t值分别为-3．25、2．96和3．25,P值均小于O．01。结论：大学教师的人格与其心理资本和心理健康问题具有紧密的关联性。关注大学教师的心理健康问题。必须同时关注他们的人格与心理资本的问题。     

Family Empowerment as a Mediator between Family-Centered Systems of Care and Changes in Child Functioning: Identifying an Important Mechanism of Change

We investigated the associations among perceived fidelity to family-centered systems of care, family empowerment, and improvements in children's problem behaviors. Participants included 79 families, interviewed at two time points across a one-year period. Paired samples t-tests indicated that problem behaviors decreased significantly across a one-year period. Hierarchical multiple regressions indicated that both fidelity to family-centered systems of care and family empowerment independently predicted positive change in children's problem behavior over a one-year period. However, when family empowerment is entered first in the regression, the relationship between fidelity to family-centered systems of care and change in children's problem behavior drops out, indicating that family empowerment mediates the relationship between family-centered care and positive changes in problem behaviors. Consistent with other literature on help-giving practices, family empowerment appears to be an important mechanism of change within the system of care philosophy of service delivery. Implications for practice and staff training are discussed.     

Approach/avoidance motivation, message framing, and health behavior: understanding the congruency effect

Health messages framed to be congruent with individuals’ approach/avoidance motivations have been found to be more effective in promoting health behaviors than health messages incongruent with approach/avoidance motivations. This study examines the processes underlying this congruency effect. Participants (undergraduate students, N=67) completed a measure of approach/avoidance orientation (the BIS/BAS scales) and read either a gain- or loss-framed message promoting dental flossing. Results demonstrated a congruency effect: Participants who read a congruently framed message had greater flossing efficacy, intended to floss more, and used more dental flosses than did the participants who read an incongruent message. Moreover, intention to perform the behavior predicted the congruency effect and self-efficacy mediated participants’ intentions to perform the health behavior. Discussion centers on the role of personality factors and situational factors in models of behavior change.

中学生感觉寻求、亲子关系与心理健康的关系

以370名中学生为被试,采用量表法,考察了中学生感觉寻求、亲子关系(家庭教养方式)与心理健康水平的关系。结果表明:(1)人口统计学变量(性别、是否单亲、年级和家庭人均月收入)对中学生心理健康水平具有显著影响。(2)去抑制感觉寻求因子和亲子关系与心理健康水平相关显著:去抑制与心理健康呈显著正相关,亲子关系与心理健康呈显著负相关,去抑制与亲子关系呈显著负相关。(3)在控制了人口统计学变量之后,去抑制感觉寻求因子和消极拒绝型、积极拒绝型、不安型、矛盾型亲子关系对心理健康水平具有良好预测能力。(4)去抑制感觉寻求因子在亲子关系对心理健康的影响上起到了中介作用。     

中学生考试心理问题结构的验证性因素分析

在访谈、开放式调查和探索性因素分析的基础上,对中学生考试心理问题的结构进行了验证性因素分析并考察了《中学生考试心理和行为问题症状自评量表》的有效性。结果发现:中学生考试心理和行为问题包括人际敏感、焦虑、怯场、自责、家庭压力感、身体症状、动力问题、强迫、抑郁、自卑和精神病性等11种类型,该11因素共同解释着中学生考试心理问题。所研制量表具有较高的信效度,可以作为中学生考试心理问题的测量工具。     

论儿童心理发展的模块性问题

模块理论是当代认知心理学中影响很大的一种关于人类认知结构性质及其组成的观点,它对儿童心理发展特别是认知发展领域的研究产生了重要影响。本文从儿童心理发展的视角,探讨了模块理论对于我们理解人类心理发展的意义。     

亲子间心理状态术语、非心理状态术语使用与儿童心理理论的关系

本研究通过观察亲子互动游戏来考查母亲———孩子间心理状态术语、非心理状态术语使用与儿童心理理论发展的关系。实验结果表明,控制了年龄因素后,儿童心理理论发展和母亲心理状态术语使用存在显著相关,提示母亲有效地谈论心理状态对儿童心理理论的发展具有影响;儿童心理理论发展与其心理状态术语使用也存在显著相关,提示儿童将心理理论任务中涉及的表征问题与信念词所隐含的表征属性相联系是形成心理理论、正确使用心理状态术语的前提。当控制了母亲和儿童的心理状态术语使用总数后,母亲及孩子非心理状态术语的使用与儿童心理理论发展都不再存在显著相关,提示非心理状态术语的使用是以心理状态术语使用为中介而对儿童的心理理论发展产生影响。