实验设计:一种非模式的方法

实验设计通常被当作一种种设计模式．这种方法可称之为实验设计的模式方法。但本文认为,这种常用的方法事实上存在着不少缺点。于此．本文尝试提出了一种新的实验设计方法——实验设计的变量方法。实验设计的变量方法的基本思想是．从实验研究的问题出发,根据实验中变量的性质或特点确定实验设计的具体内容。本文最后讨论了实验设计变量方法的优越性。     

Identification and Responsibility

Real-self accounts of moral responsibility distinguish between various types of motivational elements. They claim that an agent is responsible for acts suitably related to elements that constitute the agent's real self. While such accounts have certain advantages from a compatibilist perspective, they are problematic in various ways. First, in it, authority and authenticity conceptions of the real self are often inadequately distinguished. Both of these conceptions inform discourse on identification, but only the former is relevant to moral responsibility. Second, authority and authenticity real-self theories are unable to accommodate cases in which the agent neither identifies nor disidentifies with his action and yet seems morally responsible for what he does. Third, authority and authenticity real-self theories are vulnerable to counterexamples in which the provenance of the agent's real self undermines responsibility.     

元认知与学习动机关系的研究

对于元认知与学习动机之间的关系,已有研究采用相关分析、回归分析的方法进行了初步探讨,但无论是相关还是回归都不能使我们清楚地了解两者之间的相互作用。本研究的目的即是运用路径分析的方法对这一问题进行较为深入的探讨。路径分析表明,动机变量对元认知活动具有“供能”的作用;动机变量对元认知的影响有的是直接发生的,如考试焦虑、目标定向,有的则是以其它变量为中介而间接发生的,如动机强度、学业自我概念。     

Retaliatory motivation enhances attributions of hostility when people process ambiguous social stimuli

We hypothesized that provocation and readiness to aggress (Retaliatory Motivation) would increase the tendency to construe the ambiguous actions of others as reflecting hostile intent. Male undergraduates were either verbally provoked or not provoked by a male experimenter and half were led to believe that they would be allowed to retaliate anonymously against the provoker in the form of a potentially damaging written evaluation. Participants then rated the hostility and aggressive intent of the characters in brief ambiguous scenarios of interpersonal conflict. According to prediction, men who were provoked and anticipated retaliation against their provoker rated the scenarios as containing hostility and aggression to a significantly greater extent than did non‐provoked or merely provoked participants. Results are discussed within a motivation‐based affective relevance model of perception. Aggr. Behav. 29:155–172, 2003. © 2003 Wiley‐Liss, Inc.     

How effortful decisions get enacted: the motivating role of decision processes,desires, and anticipated emotions

Building on recent research examining the influence of decision making on subsequent goal striving and decision enactment, we consider and elaborate on the mechanisms through which effortful decisions are made, maintained, and enacted. Our proposed framework builds on the Dholakia and Bagozzi ( 2002 ) model, distinguishes between two important types of intentions and desires, and shows that the motivation‐mustering function of the decision process is mediated by goal and implementation desires. In addition to decision processes, the roles of goal feasibility, anticipated emotions, attitudes, subjective norms, and perceived behavioral control are also elaborated on. Through a two‐wave field study tracking real decisions and their pursuit by participants, we find empirical support for our model of effortful decision making and enactment. Copyright © 2003 John Wiley & Sons, Ltd.     

小学生喜好的外在奖赏及其运用

采用问卷调查法 ,以杭州市三所小学 3 1 8名小学生为被试 ,考察了他们对目前学校常用的 2 0种奖项的喜好特点。目的在于揭示这些奖项对小学生的潜在意义 ,为教师运用外在奖赏激励学生学习提供依据。结果表明 :(1 )小学生最喜欢社会认同类 ,其次是特权类 ,最后是学校奖项与零食类奖赏。他们最喜欢的前五种奖赏是 :书、奖状、好分数、玩电脑、去图书馆看书。 (2 )小学生在喜好的奖赏及其结构特点上均存在年级与性别差异。     

Evidence for spontaneous level-2 perspective taking in adults

Social interactions are fostered by humans’ propensity to compute their partner’s perspective online. However, due to the mindreading system’s limited capacity perspective taking (PT) was argued to occur spontaneously only for level-1, but not level-2 perspectives. We propose that level-2 perspectives (containing aspectual information) can also be computed spontaneously if participants have reason to assume that the partner is indeed aware of the objects’ aspectual properties. Pairs of adult participants took part in the modified version of Surtees, Butterfill, and Apperly’s (2012) number verification paradigm. Participants had prior information on their partner’s task, which either called for processing aspectual properties or did not. The partner’s inconsistent perspective was found to interfere with RT-s providing evidence for spontaneous level-2 PT. However, such interference only occurred when the partner’s task involved processing the perspective dependent object feature, suggesting that PT was sensitive to the other’s awareness of the to be represented information.     

Examining arguments against quantitative research: “Case studies” illustrating the challenge of finding a sound philosophical basis for a human sciences approach to psychology

This article offers a close examination of critiques of quantitative research by Michell, 2011, Marecek, 2011, and Morawski (2011). One goal is to show that these three critics actually share with most mainstream quantitative researchers commitments to the Cartesian framework, even though this is not obvious because Cartesianism can appear in different guises. As a result of these commitments, the three theorists advance criticisms of mainstream quantitative research that fail to identify its key failings, put forward flawed views about how we should conduct research, and offer misguided criticisms of an approach I advocate called explicitly interpretive quantitative research. Another goal is to use the examination of the three critiques as a vehicle for clarifying the participatory perspective, a philosophical viewpoint that departs from the Cartesian framework. With regard to research methodology, the participatory perspective provides the basis for explicitly interpretive quantitative research, leads to ideas about changes we should make in how we conduct qualitative research, and treats quantitative and qualitative research as fundamentally similar because both should be pursued as interpretive modes of inquiry. I suggest that my analyses of the three critiques of quantitative research – or “case studies,” as I call these analyses – also may prove useful to researchers and theorists who want to develop a human sciences approach to other issues besides research methodology by helping them (1) recognize when lines of thinking that seem to depart from the mainstream actually represent variants of Cartesianism, and (2) consider what the participatory perspective might have to offer if they were to use it as the philosophical basis for their efforts.