测验相对拟合检验方法CVLL法在认知诊断中的拓展及应用

本文将IRT中表现较好的CVLL法引入到认知诊断领域,同时比较并分析CVLL及认知诊断领域已有的测验相对拟合检验统计量的表现,为实际工作者在认知诊断模型选用上提供方法学支持和借鉴。结果表明:CVLL的表现比其它传统测验相对拟合统计量要好;且当对Q矩阵进行误设时,该统计量也能选择较优的Q矩阵,说明CVLL在Q矩阵侦查上有较好的应用前景。     

时间对犯罪隐藏信息记忆的影响

记录模拟犯罪者和阅读报纸后对案件知情的无辜者接受隐藏信息测试时的皮肤电活动,探讨时间对犯罪隐藏信息记忆的影响。结果发现：(1)延迟条件下,模拟犯罪组的再认率和皮肤电活动变化显著高于知情无辜组,但两组在立即条件下无差异;(2)知情无辜组在延迟条件下的甄别率显著低于立即条件下,而模拟犯罪者在两种条件下无差异。结果表明,延迟测试比立即测试更容易区分模拟犯罪组和知情无辜组;犯罪甄别率在延迟条件下减少,但也减少了知情无辜者被判断为犯罪者的风险。     

汉语口语句子产生中句法启动效应的眼动研究

研究利用眼动技术考察了汉语口语句子产生中的句法启动效应及其眼动模式。实验采用双宾语句(主语+谓语+间接宾语+直接宾语)、介宾语句(主语+谓语+直接宾语+间接宾语)和简单句三种启动句类型,听觉呈现启动句后呈现图片要求被试用句子进行描述,目标句类型为双宾语句或介宾语句。结果发现,启动句类型影响了目标句的句法选择及对图片中不同客体的注视时间比率及注视顺序。无论产生的目标句是否与启动句句法结构一致,双宾语句启动下对间接宾语的客体注视时间比率更高,且更多地优先注视间接宾语,介宾语句启动下对直接宾语的客体注视时间比率更高且更多地优先注视直接宾语,而在简单句启动条件下,眼动注视模式则会受到所产生目标句句法结构的影响。行为结果和眼动指标都支持了两阶段理论中结构选择和内容计划两阶段的观点。     

国家公务员录用面试初步研究

本文结合湖北省公务员考试的实践对公务员录用面试进行了初步研究。本研究从参与 1 997年湖北省省直公务员考试的 3 9个部门中抽取了 8个部门共 1 5 3名被试的面试数据 ,分析表明 ,在本研究所采用的结构化面试中 ,测评要素间具有较高的一致性 ,经过严格培训的考官的评分者信度是可靠和有效的。本研究还对如何设计、实施此类面试提出了有益的建议。     

Role of Working Memory in Typically Developing Children’s Complex Sentence Comprehension

The influence of three mechanisms of working memory (phonological short-term memory (PSTM capacity), attentional resource control/allocation, and processing speed) on children's complex (and simple) sentence comprehension was investigated. Fifty two children (6-12 years) completed a nonword repetition task (indexing PSTM), concurrent verbal processing-storage task (indexing resource control/allocation), auditory-visual reaction time (RT) task (indexing processing speed), and a sentence comprehension task that included complex and simple sentences. Correlation and regression analyses were run to determine the association between the memory variables and sentence comprehension accuracy. Results revealed: (1) none of the memory variables correlated with simple sentence comprehension, (2) resource control/allocation and processing speed correlated significantly with complex sentence comprehension, even after covarying for age, and (3) attentional functioning and processing speed predicted complex sentence comprehension (after accounting for age). Results were interpreted to suggest that working memory is significantly involved in school age children's comprehension of familiar complex sentence structures.     

How left inferior frontal cortex participates in syntactic processing: Evidence from aphasia

We report on three experiments that provide a real-time processing perspective on the poor comprehension of Broca’s aphasic patients for non-canonically structured sentences. In the first experiment we presented sentences (via a Cross Modal Lexical Priming (CMLP) paradigm) to Broca’s patients at a normal rate of speech. Unlike the pattern found with unimpaired control participants, we observed a general slowing of lexical activation and a concomitant delay in the formation of syntactic dependencies involving “moved” constituents and empty elements. Our second experiment presented these same sentences at a slower rate of speech. In this circumstance, Broca’s patients formed syntactic dependencies as soon as they were structurally licensed (again, a different pattern from that demonstrated by the unimpaired control group). The third experiment used a sentence-picture matching paradigm to chart Broca’s comprehension for non-canonically structured sentences (presented at both normal and slow rates). Here we observed significantly better scores in the slow rate condition. We discuss these findings in terms of the functional commitment of the left anterior cortical region implicated in Broca’s aphasia and conclude that this region is crucially involved in the formation of syntactically-governed dependency relations, not because it supports knowledge of syntactic dependencies, but rather because it supports the real-time implementation of these specific representations by sustaining, at the least, a lexical activation rise-time parameter.     

Influence des caractéristiques affectives et sémantiques des exemplaires d’un IAT Jeunes-Vieux sur les mesures d’attitudes résultantes

The IAT is supposed to be a method of indirect measure of the associative strengths between two target concepts (e.g., Young people versus Old) and two attribute concepts (e.g., Good versus Bad). But the stimuli used to represent these concepts can have an influence on IAT effects. We systematically manipulated the affective and semantic features of the stimuli used in a Young-Old IAT. The appearance of target exemplars (photos) and attribute exemplars (words) were perfectly differentiated. Three hundred and twenty subjects participated in the experiment and the results show that IAT effects are both influenced by the stimuli used and by the associative strengths between concepts. Practical and theoretical implications are discussed.     

Convergent Validity with the BERS-2 Teacher Rating Scale and the Achenbach Teacher’s Report Form: A Replication and Extension

In the present study, we sought to extend instrument validation research for a strength-based emotional and behavior rating scale, the Teacher Rating Scale of the Behavior and Emotional Rating Scale-Second Edition (BERS-2; Epstein, M. H. (2004). Behavioral and emotional rating scale (2nd ed.). Austin, TX: PRO-ED) through the use of convergent validation techniques. The associations between the strength-based domains of the BERS-2 were examined in relation to problem syndrome subscales of the Teacher’s Report Form (TRF; Achenbach, T. M. (1991b). Manual for the teacher’s report form and 1991 profile. Burlington: University of Vermont, Department of Psychiatry). Both measures were conducted with 58 students with emotional disturbance in grades 2 through 12. The overall convergent validity of the BERS-2 and the TRF was strong, particularly for TRF externalizing problems and associated syndromes. However, less evidence emerged for the convergence of domain subscales characterized by behaviors of an internalizing nature. These results provide further support for the use of the BERS-2 in the assessment of the social and behavioral functioning of students with emotional disturbance.