青少年自我价值感量表构念效度的验证性因素分析

用自编的青少年自我价值感量表对我国 9个大城市的大中学校的 4 931名学生进行了再测量 ,以其中的2 4 2 0名学生的数据进行一阶因素模型的比较分析 ,另外 2 5 11名学生的数据进行二阶因素模型的验证性分析。结果显示 ,我们提出的自我价值感的多层次多维度模型是合理。该模型包括总体自我价值感、一般自我价值感和特殊自我价值感三个层次 ;总体自我价值感抽象程度最高 ,其次是一般自我价值感包含社会取向和个人取向两种 ,抽象程度最低的是特殊自我价值感表现为生理的、心理的、人际的、道德的和家庭的自我价值感 5个具体方面同时也表现为社会取向和个人取向两种。该量表包含 5 6个题项从不同的抽象层次和具体方面对所构建的自我价值感模型进行测量 ,具有较好的构念效度     

不同历史时期谬误研究的特点

本文主要讨论了不同时期逻辑学家对逻辑谬误研究的特点。古希腊时期对谬误作出全面系统研究的是亚里士多德。亚里士多德对谬误的解决方法一般地说是经验的,没有形成一套行之有效的规则。文艺复兴时期,培根等人批判经院哲学,探讨了人类产生谬误的根源。这时期的谬误研究特点是：一是重视在归纳法的应用中产生的谬误;二是突出逻辑问题。现代逻辑学家如柯比等人则在前人的基础上,对谬误作出了更全面、更精确的分类,并且对各种谬误的解释和举例也更确切,从而使谬误理论更好地为实践服务。     

The effect of verb semantic class and verb frequency (entrenchment) on children's and adults' graded judgements of argument-structure overgeneralization errors

Participants (aged 5-6 yrs, 9-10 yrs and adults) rated (using a five-point scale) grammatical (intransitive) and overgeneralized (transitive causative)(1) uses of a high frequency, low frequency and novel intransitive verb from each of three semantic classes [Pinker, S. (1989a). Learnability and cognition: The acquisition of argument structure. Cambridge, MA: MIT Press]: "directed motion" (fall, tumble), "going out of existence" (disappear, vanish) and "semivoluntary expression of emotion" (laugh, giggle). In support of Pinker's semantic verb class hypothesis, participants' preference for grammatical over overgeneralized uses of novel (and English) verbs increased between 5-6 yrs and 9-10 yrs, and was greatest for the latter class, which is associated with the lowest degree of direct external causation (the prototypical meaning of the transitive causative construction). In support of Braine and Brooks's [Braine, M.D.S., & Brooks, P.J. (1995). Verb argument strucure and the problem of avoiding an overgeneral grammar. In M. Tomasello & W. E. Merriman (Eds.), Beyond names for things: Young children's acquisition of verbs (pp. 352-376). Hillsdale, NJ: Erlbaum] entrenchment hypothesis, all participants showed the greatest preference for grammatical over ungrammatical uses of high frequency verbs, with this preference smaller for low frequency verbs, and smaller again for novel verbs. We conclude that both the formation of semantic verb classes and entrenchment play a role in children's retreat from argument-structure overgeneralization errors.     

Initial examination of the validity and reliability of the female photographic figure rating scale for body image assessment

The present study reports on the reliability and validity of an improved body image assessment scale, namely the female Photographic Figure Rating Scale (PFRS). This scale consists of ten photographic images of real women varying in body mass index (BMI) from emaciated to obese. The PFRS was designed to overcome many of the limitations associated with line-drawn figures that are currently in use, including a lack of realism and poor ecological validity. Based on a sample of 208 adult women, the results of the present study showed that the PFRS had good validity in that all images were correctly rank-ordered by BMI. In addition, construct validity was supported by the finding that current self-ratings of body size based on the PFRS were significantly correlated with participants’ BMI and that body dissatisfaction was negatively correlated with positive body image. Finally, test–retest reliabilities showed that the PFRS remained stable after a three-week interval. The discussion focuses on the strengths and limitations of the PFRS in relation to existing scales used in body image assessment.     

Are errors differentiable from deceptive responses when feigning memory impairment? An fMRI study

Previous neuroimaging studies have suggested that the neural activity associated with truthful recall, with false memory, and with feigned memory impairment are different from one another. Here, we report a functional magnetic resonance imaging (fMRI) study that addressed an important but yet unanswered question: Is the neural activity associated with intentional faked responses and with errors differentiable? Using a word list learning recognition paradigm, the findings of this mixed event-related fMRI study clearly indicated that the brain activity associated with intentional faked responses was different to the activity associated with errors committed unintentionally. For intentional faked responses, significant activation was found in the ventrolateral prefrontal cortex, the posterior cingulate region, and the precuneus. However, no significant activation was observed for unintentional errors. The results suggest that deception, in terms of feigning memory impairment, is not only more cognitively demanding than making unintentional errors but also utilizes different cognitive processes.     

Findings follow framings: navigating the empirical turn

In this paper, I outline several methodological questions that we need to confront. The chief question is how can we identify the nature of technological change and its varied cultural consequences—including social, political, institutional, and economic dimensions—when our different research methods, using distinct ‘levels’ or ‘scales’ of analysis, yield contradictory results. What can we say, in other words, when our findings about technology follow from the framings of our inquiries? In slightly different terms, can we combine insights from the fine-grained “social shaping of technology” as well as from complementary approaches accenting the “technological shaping of society?” As a way forward, I will suggest conducting multi-scale inquiries into the processes of technological and cultural change. This will involve recognizing and conceptualizing the analytical scales or levels on which we conduct inquiry (very roughly, micro, meso, macro) as well as outlining strategies for moving within and between these scales or levels. Of course we want and need diverse methodologies for analyzing technology and culture. I find myself in sympathy with geographer Brenner (New state spaces: urban governance and the rescaling of statehood, 2004, p. 7), who aspires to a “theoretically precise yet also historically specific conceptualization of [technological change] as a key dimension of social, political and economic life.”     

Cognitive Error Questionnaire (CEQ): Psychometric Properties and Factor Structure of the German Translation

A central component of Beck et al.’s (1979) cognitive theory of depression is faulty information processing reflected by so-called cognitive errors. These cognitive errors are the reason why depressed individuals systematically misinterpret the significance of events in a negative way. They are usually assessed with the application of the Cognitive Error Questionnaire (CEQ). This study examines the psychometric properties and factor structure of the German version of the CEQ in a sample of 796 volunteers at a German university. Results confirmed that the German CEQ has satisfactory to very good psychometric properties, like the American original. Confirmatory factor analyses demonstrated that a hierarchical four-factor model with four subscales and 1 s order factor fits the data best. Therefore, besides using the German CEQ in studies with German-speaking samples, the similarities in psychometric properties of the American and German CEQ allow for cross-cultural studies.     

How competent are trainee and newly qualified counsellors to work with Lesbian,Gay, and Bisexual clients and what do they perceive as their most effective learning experiences?

Aim: Professional therapy organisations promote the importance of working with difference, yet subtle negative biases towards lesbian, gay, and bisexual (LGB) clients continue. Issues of competence in this area have only recently been addressed. This research aims to study the effectiveness of training to support therapists working with LGB clients in Britain. Method: Students (past and present) of an integrative counselling diploma course completed questionnaires including: background details, a Sexual Orientation Counselor Competence scale (Bidell, 2005), and two qualitative questions about previous learning relating to LGB issues. Quantitative analysis utilising a one way ANOVA test was used to compare the levels of competence at different times in training, and grounded theory to analyse the qualitative responses. Results: Results show that students have a high level of awareness, although a lower level measured in year two of the programme. The qualitative results indicate the learning value of personal experiences. Further themes describe the ways in which students learnt about LGB issues. Discussion: The reduction in scores for awareness may indicate that training facilitates a deeper understanding of self. Key themes indicate the importance of challenging old internal working models of sexual orientation. Implications for practice: The results will enable competences and effective learning experiences to be mapped in the curriculum.     

Sexual Consent in Heterosexual Relationships: Development of a New Measure

The extensive research on date rape attitudes and experiences has left sexual consent itself largely unexamined. The objective of this study was to develop a measure to assess women’s and men’s attitudes and behaviors regarding sexual consent. Using both focus groups (N = 18) and a mail survey (N = 514) of undergraduate students at a Canadian university, two scales of sexual consent were developed: (1) a Sexual Consent Attitudes Scale, and (2) a Sexual Consent Behaviors Scale. Preliminary psychometric evidence suggested good reliability and validity. As hypothesized, women, more than men, preferred a more cautious approach to sexual consent by stressing the need to obtain consent more explicitly. Multiple regression analyses supported a reciprocal relationship between sexual consent attitudes and sexual consent behaviors.