高中生解决化学实验问题的心理过程及其影响因素的进一步研究

对中学化学实验问题解决心理机制的前期研究的基础上,本研究进一步采用活动任务分析、心理模拟、现场实验活动观测、学生自我反思问卷调查,以及定量统计相结合的研究方法,对22名高三优秀学生解决化学实验问题的心理活动及其影响因素进行了较深入的探查,对了解我国高中生化学实验问题解决的能力和水平特点,以及如何改革中学化学实验教学具有重要启示.     

A computational model of frontal lobe dysfunction: working memory and the Tower of Hanoi task

A symbolic computer model, employing the perceptual strategy, is presented for solving Tower of Hanoi problems. The model is calibrated—in terms of the number of problems solved, time taken, and number of moves made—to the performance of 20 normal subjects. It is then "lesioned" by increasing the decay rate of elements in working memory to model the performance of 20 patients with lesions to the prefrontal cortex. The model captures both the main effects of subject groups (patients and normal controls) performance, and the subject groups (patients and normal controls) by problem difficulty interactions. This leads us to support the working memory hypothesis of frontal lobe functions, but for a narrow range of problems.     

Insight problem solving in individuals with high versus low schizotypy

Insight problem solving requires restructuring of a problem space by stepping out of the framework provided by the commonly activated cognitive schemas and acquiring a new perspective on the problem. Schizotypy has been linked with loosened associative and overinclusive thinking that may be advantageous for this process. The present study tested this hypothesis and found that individuals with a high degree of schizotypy show better performance on a set of insight problems relative to individuals with low schizotypy, but not on a set of incremental problems that required focused goal-related thinking. Results support the notion that schizotypy is associated not only with enhanced abilities in creative processes involved in divergent thinking but also in creative operations during analytical problem solving.     

Skeptical theism and the problem of moral <Emphasis Type="Italic">aporia</Emphasis>

Skeptical theism seeks to defend theism against the problem of evil by invoking putatively reasonable skepticism concerning human epistemic limitations in order to establish that we have no epistemological basis from which to judge that apparently gratuitous evils are not in fact justified by morally sufficient reasons beyond our ken. This paper contributes to the set of distinctively practical criticisms of skeptical theism by arguing that religious believers who accept skeptical theism and take its practical implications seriously will be forced into a position of paralysis or aporia when faced with a wide set of morally significant situations. It is argued that this consequence speaks strongly against the acceptance of skeptical theism insofar as such moral aporia is inconsistent with religious moral teaching and practice. In addition, a variety of arguments designed to show that accepting skeptical theism does not lead to this consequence are considered, and shown to be deficient.     

Spatial visualization in physics problem solving

Three studies were conducted to examine the relation of spatial visualization to solving kinematics problems that involved either predicting the two-dimensional motion of an object, translating from one frame of reference to another, or interpreting kinematics graphs. In Study 1, 60 physics-naíve students were administered kinematics problems and spatial visualization ability tests. In Study 2, 17 (8 high- and 9 low-spatial ability) additional students completed think-aloud protocols while they solved the kinematics problems. In Study 3, the eye movements of fifteen (9 high- and 6 low-spatial ability) students were recorded while the students solved kinematics problems. In contrast to high-spatial students, most low-spatial students did not combine two motion vectors, were unable to switch frames of reference, and tended to interpret graphs literally. The results of the study suggest an important relationship between spatial visualization ability and solving kinematics problems with multiple spatial parameters.     

Younger apes and human children plan their moves in a maze task

Planning defined as the predetermination of a sequence of actions towards some goal is crucial for complex problem solving. To shed light on the evolution of executive functions, we investigated the ontogenetic and phylogenetic origins of planning. Therefore, we presented all four great apes species (N = 12) as well as 4- and 5-year-old human preschoolers (N = 24) with a vertical maze task. To gain a reward placed on the uppermost level of the maze, subjects had to move the reward to the bottom through open gaps situated at each level of the maze. In total, there were ten gaps located over three of the maze’s levels, and free passage through these gaps could be flexibly blocked using multiple traps. Due to the decision tree design of the maze, the subjects had to plan their actions depending on the trap configuration up to two steps ahead to successfully retrieve the reward. We found that (1) our measure of planning was negatively correlated with age in nonhuman apes, (2) younger apes as well as 5-year-old children planned their moves up to two steps ahead whereas 4-year-olds were limited to plan one step ahead, and (3) similar performance but different underlying limitations between apes and children. Namely, while all species of nonhuman apes were limited by a lack of motor control, human children exhibited a shortage in shifting their attention across a sequence of subgoals.     

Is it better to be an English little pea than a Mexican little pea?: The role of the categorization process on the evaluation of football players

Two studies investigated the effects of manipulating team membership on the evaluation of a football player. We hypothesized that the evaluations of the same football player, Javier “Chicharito” Hernandez, would vary as a function of the categorization process. For study 1, participants were randomly assigned to one of three conditions: Manchester United, Mexican National team or control. Results showed that “Chicharito” obtained better evaluations when his membership to Manchester United was made salient. In study 2, participants were randomly assigned to one of two conditions: Manchester United and Mexican National team condition. We found support for the mediating role of team evaluation on the relationship between team membership and the evaluations of Chicharito. The theoretical and applied implications were discussed.     

Discovering the Sequential Structure of Thought

Multi‐voxel pattern recognition techniques combined with Hidden Markov models can be used to discover the mental states that people go through in performing a task. The combined method identifies both the mental states and how their durations vary with experimental conditions. We apply this method to a task where participants solve novel mathematical problems. We identify four states in the solution of these problems: Encoding, Planning, Solving, and Respond. The method allows us to interpret what participants are doing on individual problem‐solving trials. The duration of the planning state varies on a trial‐to‐trial basis with novelty of the problem. The duration of solution stage similarly varies with the amount of computation needed to produce a solution once a plan is devised. The response stage similarly varies with the complexity of the answer produced. In addition, we identified a number of effects that ran counter to a prior model of the task. Thus, we were able to decompose the overall problem‐solving time into estimates of its components and in way that serves to guide theory.     

Productive Failure in Learning Math

When learning a new math concept, should learners be first taught the concept and its associated procedures and then solve problems, or solve problems first even if it leads to failure and then be taught the concept and the procedures? Two randomized‐controlled studies found that both methods lead to high levels of procedural knowledge. However, students who engaged in problem solving before being taught demonstrated significantly greater conceptual understanding and ability to transfer to novel problems than those who were taught first. The second study further showed that when given an opportunity to learn from the failed problem‐solving attempts of their peers, students outperformed those who were taught first, but not those who engaged in problem solving first. Process findings showed that the number of student‐generated solutions significantly predicted learning outcomes. These results challenge the conventional practice of direct instruction to teach new math concepts and procedures, and propose the possibility of learning from one's own failed problem‐solving attempts or those of others before receiving instruction as alternatives for better math learning.     

A holistic perspective on career development in UK female soccer players: A negative case analysis

ObjectivesThe purpose of this study was to examine career experiences of UK-based female youth soccer players from a holistic perspective with a view to producing a grounded theory of factors contributing to career/talent development and transitions in UK youth female soccer.MethodologyA Grounded Theory methodology (Corbin & Strauss, 2008) was used. Negative case (Denzin, 1989) former female soccer players (N = 13), their best friend (N = 13), soccer coaches (N = 4), and teachers (N = 8) took part in semi-structured interviews about factors associated with talent development and career transitions in female youth soccer.ResultsMultiple social agents (players, team-mates, peers, teachers, parents and siblings) need to optimally interact to ensure that an optimal talent development and learning environment is created. This will provide a supportive holistic talent development environment, lead to adaptive player-level changes, and a greater chance of successful athletic and dual career development.ConclusionsThis study presents a rich understanding of the dual careers of players who did not make it in female soccer. By considering their perspectives alongside of a range of important social agents, we have been able to construct a substantive grounded theory of factors contributing to career/talent development and transitions in UK youth female soccer. As a result, these findings may contribute to policy and practice development in UK female youth soccer.