教改对教师工作生活质量影响的跨文化比较研究

本研究采用跨文化教育协作组(CCCRE)编制的访谈问卷,采用结构化访谈方式,通过跨文化教育研究协作对9个国家513名教师进行访谈调查。本文着重探讨了教改的种类、起因和角色特征对教师工作生活质量的影响。结果表明:1)教改类型对教师人际关系和职业发展的变化有显著影响2)教改起因对教师的时间利用和职业发展有显著影响,并在时间利用上显示出文化上的差异。3)我国教改在起因上表现出与总体趋同态势,但它们对教师的人际关系和职业发展的变化有更积极的影响。4)执行者是教师在教改中的主要角色,但这种角色对教师的工作生活质量没有显著影响。     

高中生感知教师支持与学习投入的关系:学业自我效能感和成就目标定向的链式中介作用

采用感知教师支持、学习投入、学业自我效能感和成就目标定向问卷对498名高中生进行问卷调查,探讨感知教师支持对学习投入的影响,以及学业自我效能感和成就目标定向的链式中介效应。结果显示：（1）感知教师支持能通过学业自我效能感间接预测高中生学习投入,感知教师支持可以通过掌握趋近、表现趋近、表现回避间接预测高中生学习投入;（2）学业自我效能感→掌握趋近、学业自我效能感→表现趋近、学业自我效能感→表现回避三者分别在感知教师支持与学习投入之间起链式中介作用,学业自我效能感→掌握回避的中介效应则不显著。上述结果表明,感知教师支持不仅能分别通过学业自我效能感、掌握趋近、表现趋近、表现回避预测高中生学习投入,还能通过学业自我效能感和成就目标定向的链式中介作用间接预测高中生学习投入。     

不同铆测验设计下多维IRT等值方法的比较

实际应用中测验往往具有多维结构, 如果仍采用单维IRT方法进行等值, 会得到不准确的结果。因此对于多维结构的测验, 需要使用多维IRT等值方法来实现参数的转换。基于共同题设计, 文章通过模拟研究的方法, 考察了不同铆测验设计下几种多维IRT等值方法的表现, 同时考虑了测验长度、两个维度题目数量的比例、铆测验长度、铆测验的选择策略、两个维度之间的相关和等值群体的能力水平差异六个因素的影响。所比较的多维IRT等值方法有：均值/均值(MM)方法, 均值/标准差(MS)方法, Stoking-Lord (SL)方法, Haebara (HB)方法, 最小平方(LS)方法。结果显示：(1) SL, HB和LS方法得到的等值误差均方根最小, 且在各条件下表现较为稳定。(2) MM和MS方法在非等组条件下呈现出很大的误差均方根。(3)铆测验设计对SL, HB和LS方法的等值结果没有显著影响。(4)在两个维度之间的相关较高, 测验长度和铆测验长度较长, 等值群体的能力水平没有差异的条件下, SL, HB和LS方法得到的等值误差均方根最小。     

父母心理攻击：代际传递与配偶对代际传递的调节作用

作为一种常见的父母严厉管教方式, 父母心理攻击是指父母通过言语的或象征性的攻击行为对儿童实施的心理上或情感上的拒绝。国外研究表明, 父母严厉管教表现出代际传递效应。选取793名小学生父母为被试, 采用问卷调查法考察中国文化背景下父母心理攻击的代际传递效应以及配偶对代际传递的调节作用。结果表明：(1)母亲对男孩实施心理攻击的普遍性和频繁性显著高于女孩。(2)父母的心理攻击均具有显著的代际传递效应。(3)父亲对儿童实施的心理攻击对母亲心理攻击的代际传递具有调节作用, 母亲心理攻击的代际传递性随着父亲心理攻击水平的增高而降低。     

儿童绘画表现性发展的研究进展

自Goodman提出美的3个性质(表现性、充实性、结构性)以来,发展心理学家们兴起了根据儿童绘画的表现性来探讨儿童认知发展的热潮。该回顾了儿童绘画表现性的发展研究进展,以及对儿童绘画认知的模型探讨。     

Applied developmental psychology

Applied developmental psychology is emerging as a new subspecialty in psychology. The perspective provided in this paper is grounded in the premise that it is primarily a research discipline of scholars and researchers who will carry out their activities in a university setting. The students of the described program have found academic or research institute positions. Most of these have been in an academic department of psychology. Some have been in medical schools or research institutes with university affiliations. I believe there is a further market, for example in hospital or school settings, where a research and evaluation program or center is maintained. However, applied developmentalists, as such, should not be expected to be in the business of primary care delivery.This paper is based on the experience of establishing an applied developmental program that is described briefly below. In addition, the content is influenced by a consulting role in establishing a program at another university and from the small conference on Training in Applied Developmental Psychology held at the Mailman Center in 1980.     

Generality and topic specificity of cognitive styles

A multitrait-multimethod strategy was used to assess eight structural properties of cognition applied to several classes of objects by 88 university students in Boulder, Colorado, United States, and 80 university students in Kyoto and Otsu, Japan. Each cognitive style was found to display some degree of generality over object classes and also some degree of class specificity. It is concluded that cognitive style depends on the subject, the class of objects considered, and an interaction between the two.     

Stimulus probability and prediction outcome as determinants of choice reaction time: Some procedural considerations

Effects of stimulus probability and prediction outcome on two-choice reaction speed (CRS) were determined when a frequency imbalance was reversed half-way through 300 samples of a 70/30 stimulus distribution and when the same 70/30 distribution was sampled for 1200 trials. Prior to each presentation Ss made a prediction; following each presentation Ss identified the stimulus by pressing a right-hand or left-hand trigger. CRS was faster to correctly predicted stimuli, and faster to the more probable stimulus. Ss who were informed of the frequency imbalance reacted significantly faster than Ss who were not. Both practice and boredom effects were demonstrated by using the extended number of trials. CRS was faster during the second session of 300 trials than during the first; after two sessions, CRS was slower during the second half of two additional sessions.     

The role of inference in children's comprehension and memory for sentences

In a series of studies, young children often failed to construct and remember inferred relationships which they were capable of understanding. A cued recall procedure was employed to assess the relative effectiveness of implicit and explicit word prompts for sentence memory. The implicit cues were much less effective than the explicit cues for 6–7 yr old children while the cue types did not differ for 11–12 yr olds. Instructions to imitate the actions described by the sentences eliminated the memory difference for the young children. Developmental improvement in spontaneous inferential operations and intentional plans to remember are mechanisms which appear to yield an elaborated memory representation and greater access routes through indirect and implied relationships.     

Imitation and novelty in product development

A human stigmergy model of product development through a series of incremental novelties and imitations is obtained by observing the isomorphism between solution trees generated by groups of humans participating in online games like Foldit, self-organizing topics in online learning systems, product evolution through a combination of innovation and imitation in the cell phone industry, and social networks formed over the past 40 years in creation of the Boston biotech commons. The model incorporates two very simple rules: (1) preferential attachment, and (2) the combination of existing product designs into a single design. A computer model used to simulate the model produces product evolution networks isomorphic to observed solution trees and product evolution trees. Additionally, industries with a high degree of novelty produce a product evolution network with scale-free and betweenness centrality structure.