大中学生四卡问题推理能力发展的实验研究

该文研究了大中学生四卡问题推理能力的发展,以及材料性质和指导语形式对这种发展的影响。结果发现：(1)具体材料上被试四卡问题的推理能力具有明显的发展趋势,高中时期是四卡问题推理能力发展的转折期。(2)存在主题促进效应。(3)指导语形式影响高中生在具体材料的四卡问题上的推理。     

The effects of paired kinesthetic movements on literacy skills acquisition with preschoolers

Students who fail to acquire foundational literacy skills during preschool are more likely to read below grade level average in elementary school and are at a heightened risk for future school failure, poverty, early mortality, and crime. The purpose of this study was to compare the effects and maintenance of and preference for paired kinesthetic movements (KM) to a traditional drill (TD) procedure on letter–sound correspondence and word recognition with 6 preschool children. In 6 of 11 evaluations, participants mastered the KM set in substantially fewer intervention sessions than the TD set. In 5 of 11 evaluations, participants mastered the KM and TD sets with little differentiation between the number of intervention sessions. No participant mastered the control set. Maintenance data demonstrate a higher number of correct responses for the KM condition across all weeks. Preference varied across participants and was not always consistent with the more effective intervention.     

Suicide Signs on the Rorschach

This paper reviews the literature concerning the assessment of suicide using the Rorschach and updates the important developments since Goldfried, Stricker, and Weiner's comprehensive review of the literature in 1971. Special attention is given to those indicators which show the most support in the literature and are most efficient to use. The presence or absence of any of these signs in a patient's record should not be taken to signify the presence or absence of suicidal ideation. However, the presence of even one of these indicators does provide a warning to the clinician, indicating that further exploration in this area may be warranted. Knowledge of the many suicidal indicators on projective tests places the clinician in a better position to predict such destructive behavior and intervene appropriately.     

图式教学对阅读理解能力、推理能力与自我效能感的影响

本研究采用自然实验法对吉林省松原市逸夫实验小学160名四、五年级的学生进行了对比实验研究,探讨图式教学对阅读理解能力、推理能力和自我效能感的影响。结果表明:(1)四、五年级实验班学生的阅读理解能力普遍提高,五年级明显。(2)仅五年级实验班学生的推理能力有了显著提高,相对而言,图式教学对五年级学生推理能力的影响要优于四年级。(3)四、五年级实验班学生的自我效能感均明显增强。这说明图式教学比常规教学更能有效地提高学生的阅读理解能力和自我效能感。     

再探外显学习指导语的作用

本研究采用加工分离程序,对外显学习指导语的作用重新加以探讨.结果发现在外显学习指导语条件下,被试的作业成绩虽然较差,但并非由于外显指导语干扰了被试对规则的掌握.事实上,外显指导语促进了被试对规则的掌握.以往有关研究之所以出现不一致的结果,是由于它们采用任务分离范式,未能有效分离外显与内隐加工,以及记忆等因素的影响.     

Aggressive content and related defenses in Rorschach responses of children ages 6–14

The aim of this study was to test the psychoanalytic notion that there is a gradual progression with age from primary to secondary process thinking. Three cohorts of children, age 6, 9, and 12, were administered the Rorschach procedure at yearly intervals—twice for the oldest cohort and three times for the two younger ones. No support was found for the developmental hypothesis in terms of aggressive content of the responses and the related defenses. The expectation of more aggressive content at earlier ages, as a reflection of more primitive aggressive drives, was not confirmed.     

师生之间的动机感染:基于社会认知的视角

师生之间的动机感染是指在课堂情境中动机定向由教师向学生传递的过程.学生对教师行为、情绪和课堂动机气氛等线索的社会知觉是动机感染发生的基础.当前研究中,期望形成模型和教学支持模型从不同角度解释了动机感染的潜在过程.基于社会认知的视角,推测出动机感染的发生机制包含学生无意识的自动的目标感染和有意识的满足基本心理需要两条路径.该机制需要进一步验证.未来研究应关注以下几点:(1)利用质的研究方法拓展研究思路;(2)注重文化和情境等变量在动机感染中的价值;(3)动机感染双向过程的系统研究.