基于认知设计系统的几何类比推理测验的编制及认知模型分析

认知诊断是一种新的测量范式。本研究首先根据Mulholland,Pellegrino＆Glaser和Whitely＆Schneider关于类比推理的研究结果,采用认知设计系统编制了几何类比推理测试题,并对所编制的测试题的质量进行验证,然后采用口语报告法分析解决几何类比推理所涉及的认知模型,结果表明：1）编制的几何类比推理测试题的质量比较好;2）学生解决类比推理所涉及的认知属性主要为置换、翻转、旋转、数量、大小、颜色与条纹和形状。     

The relationship between therapeutic engagement,cognitive errors,and coping action patterns: An exploratory study

Aim: This exploratory study examined the relationship between clients’ involvement in therapy and their cognitive errors (CE) and coping action patterns (CAP). Method: Therapy sessions from N = 26 clients were rated for CE and CP using the CE and CAP methods. Client involvement was measured with the Positive and Negative Affect Schedule, as well as the . Results: The CEs’ ‘magnification of the negative or minimisation of the positive’ and ‘labelling’ were associated with measures of affective therapeutic engagement. The coping styles ‘negotiation’, ‘opposition’, ‘submission’, ‘isolation’, ‘support seeking’, ‘information seeking’, ‘delegation’, and ‘escape’ were found to be associated with affective and behavioural dimensions of therapeutic involvement. Conclusions: These findings provide preliminary supporting evidence that CE and CP are related to the extent to which clients engage in the work of therapy. Implications for researchers and therapists are discussed.     

‘I Remember When I Learned That!’ developmental and gender differences in children's memories of learning episodes

Eighty 4‐ to 9‐year‐old children answered factual knowledge questions in math, science and social studies during one‐on‐one interviews. Children indicated whether they had known or guessed each answer, and whether they (a) remembered the moment they learned the answer (episodic response) or (b) did not remember. For episodic responses, children provided memory narratives of learning episodes. One third of children's responses identified a learning episode. There was a developmental trend in which older children were more episodic than younger children, and when children knew and provided correct answers, there was a gender difference in which females were more episodic than males. Developmental and gender differences in the characteristics of memory narratives were also apparent. Copyright © 2010 John Wiley & Sons, Ltd.     

工作记忆负荷对注意捕获的影响研究

注意捕获研究对于探讨两种控制过程:自上而下的加工与自下而上的加工之间的关系具有重要的意义。本文通过检验不同工作记忆负荷对注意捕获的影响,探讨自上而下的认知控制对注意捕获的影响机制。本研究共包括二个实验:实验一比较了单、双任务条件对颜色干扰子注意捕获的影响;实验二探讨了不同工作记忆负荷对颜色干扰子注意捕获的影响。实验结果表明:工作记忆不仅在选择性注意任务中具有认知控制作用,而且这种作用能扩展到注意捕获现象中。注意捕获不是纯粹的刺激驱动的加工过程,它还受到自上而下的认知控制的调节。具体表现为,随着工作记忆负荷水平的增加,无关干扰子产生的注意捕获的程度增大。     

对恐怖情绪的调节：认知重评优于表达抑制 ——一样ERP研究

摘要 本研究采用事件相关电位（ERP）技术,通过测量由视觉诱发的脑电成分晚正波（LPP）来比较情绪调节策略在生理电特征上的差异,进一步探讨认知重评和表达抑制的优劣。实验结果表明：（1）从波幅的角度来比较：在400-600ms时间窗口内,认知重评条件下恐怖图片诱发的LPP波幅显著小于在自由观看条件下的波幅,而表达抑制和自由观看组所诱发的LPP波幅差异较小。（2）从时间进程的角度来比较：认知重评与自由观看组的差异发生在400ms并持续到600ms,甚至以后;而表达抑制和自由观看之间的差异发生在450ms但是只持续到550ms。这表明认知重评相较于表达抑制,对负性情绪起调节作用开始较早,并且持续时间较长。这为认知重评优于表达抑制策略提供了神经生理学上的证据。     

父母教养方式对应对方式影响:自尊的中介作用

目的研究初二学生父母教养方式、自尊对应对方式的影响。方法使用父母教养方式问卷、自尊量表、中学生应对方式量表对广州及深圳162名初中二年级学生进行施测。结果 (1)各量表不同因子存在不同的性别效应,父亲惩罚(t=2.737,P<0.01)、父亲拒绝否认(t=2.444,P<0.05)、问题指向应对(t=2.196,P<0.05)。(2)父母情感温暖与自尊、问题指向应对有显著的正相关(r=0.350,r=0.490,P<0.01),父亲偏爱对问题指向应对有显著的正相关(r=0.170,P<0.05);而母亲的拒绝否认和严惩与自尊存在显著的负相关(r=-0.198,r=-0.209,P<0.01),但与情绪指向应对有显著的正相关(r=0.235,r=0.258,P<0.01)。(3)父亲情感温暖(β=0.413,P<0.05)和自尊(β=0.230P<0.05)是问题指向应对方式的预测因子,且自尊是中介因素;母亲严惩(β=0.299,P<0.001)、父亲温暖(β=0.158,P<0.05)对情绪指向应对方式存在显著的预测作用。结论不同教养方式、自尊对不同应对方式存在影响。     

Positive predictors of teacher effectiveness

Some teachers are dramatically more effective than others, but traditional indicators of competence (e.g., certification) explain minimal variance in performance. The rigors of teaching suggest that positive traits that buffer against adversity might contribute to teacher effectiveness. In this prospective longitudinal study, novice teachers (N = 390) placed in under-resourced public schools completed measures of optimistic explanatory style, grit, and life satisfaction prior to the school year. At the conclusion of the school year, teacher effectiveness was measured in terms of the academic gains of students. All three positive traits individually predicted teacher performance. When entered simultaneously, however, only grit and life satisfaction remained significant predictors. These findings suggest that positive traits should be considered in the selection and training of teachers.     

Adjustment of cognitive control to the frequency of dual-task interference

ABSTRACT

This study explored whether the control mechanisms recruited for optimising performance are similar for dual-task and interference-task settings. We tested whether the frequency of appearance of a secondary task resulted in an adjustment of anticipatory and reflexive forms of attentional control, as has been observed with other interference tasks (e.g. stroop and flanker). The results of two experiments demonstrated a proportion congruency effect (PCE): when a secondary task frequently appeared, primary task performance was slower. Additionally, there was a relative slowdown of dual-task performance in blocks wherein the secondary task appeared infrequently compared to blocks wherein it appeared frequently. However, this slowdown occurred when the primary task entailed a low level of control (Experiment 1) but was absent when it demanded a high level of control (Experiment 2). Overall, the results suggest that level of control can be adjusted to task demands related to the frequency of the secondary task.     

An age-related view of the role of object and spatial cognitive styles in distance estimation

Distance estimations require identifying characteristics of the object and its spatial surroundings. With the present study, we examined the relationship between visual object and spatial (cognitive) styles and distance estimations in children and adults. Participants were administered the Object-Spatial Imagery Questionnaire (OSIQ) and two distance estimation tasks—one required estimating reach distance (reach task [RT]) from the self and the other required estimating distance between targets (perceptual task[PT]). Overall, our findings indicated that age was the best predictor of estimation for RT and PT tasks, and individuals were more accurate in the task requiring an egocentric frame of reference (RT) compared to tasks that require allocentric judgements (PT). In addition, children had higher ratings on cognitive styles in comparison to adults, but both object and spatial styles only related to RT accuracy in adults. Cognitive styles seem to be associated to distance estimation accuracy, but only when there is a clear preference.     

Cognitive distance of stairways: a multi-stairway investigation

The present study had two major purposes. First it sought to determine to what extent in an earlier study of distance estimation in stairways (Hanyu & Itsukushima, 1995) would generalize to other types of stairway. Second, it sought to examine which hypothesis, information storage or effort, better explain the earlier results, in which people overestimated distance and traversed time estimates. We obtained four distance and time measures: distance estimate, traversal time estimate, mental walking time and actual traversal time. To measure information, we had participants rate each stairway for complexity (simple-complex) and effort (effortless-effortful) before and after the distance and time measurement tasks. The results revealed that the earlier findings (Hanyu & Itsukushima, 1995) did not fully generalize. The results also did not support either the information storage or the effort hypothesis.