心理理论与社会互动方式对初中生社会善念发展的影响

为了探讨初中生社会善念的发展特点及相关影响因素,实验1采用卡通插图范式和SoMi范式,以628名7~9年级初中生为被试,考察不同心理理论类型初中生的社会善念的发展;实验2使用社会互动情境和SoMi范式,以360名7~9年级初中生为被试,考察社会互动方式与反馈类型对不同年级初中生社会善念的影响。结果发现:(1)初中生的社会善念不存在年级和性别差异,但7年级中高情感心理理论初中生的社会善念显著多于高认知心理理论初中生;(2)7年级初中生在积极反馈条件下的社会善念较多,而8年级初中生在消极反馈条件下较多,9年级初中生在这两种条件下则不存在显著差异;(3)在合作情境中,初中生在积极反馈下的社会善念更多,而在竞争情境中,初中生在消极反馈下的社会善念更多。研究说明初中生的社会善念具有跨年龄和跨性别的稳定性,并且会受到心理理论、社会互动方式及反馈类型的影响。     

Soft constraints in interactive behavior: the case of ignoring perfect knowledge in-the-world for imperfect knowledge in-the-head

Constraints and dependencies among the elements of embodied cognition form patterns or microstrategies of interactive behavior. Hard constraints determine which microstrategies are possible. Soft constraints determine which of the possible microstrategies are most likely to be selected. When selection is non-deliberate or automatic the least effort microstrategy is chosen. In calculating the effort required to execute a microstrategy each of the three types of operations, memory retrieval, perception, and action, are given equal weight; that is, perceptual-motor activity does not have a privileged status with respect to memory. Soft constraints can work contrary to the designer’s intentions by making the access of perfect knowledge in-the-world more effortful than the access of imperfect knowledge in-the-head. These implications of soft constraints are tested in two experiments. In experiment 1 we varied the perceptual-motor effort of accessing knowledge in-the-world as well as the effort of retrieving items from memory. In experiment 2 we replicated one of the experiment 1 conditions to collect eye movement data. The results suggest that milliseconds matter. Soft constraints lead to a reliance on knowledge in-the-head even when the absolute difference in perceptual-motor versus memory retrieval effort is small, and even when relying on memory leads to a higher error rate and lower performance. We discuss the implications of soft constraints for routine interactive behavior, accounts of embodied cognition, and tool and interface design.     

小学教师课堂教学设计能力发展特点及影响因素

运用作品分析、调查、访谈等研究方法,对小学教师这一特殊群体进行分层随机抽样调查与研究。研究结果表明,小学教师选择与运用教学媒体、编制教学目标、分析教学对象的能力明显低于选择与运用教学方法、分析教学任务、评价教学结果的能力;学校类型、教师学历、教龄是影响小学教师教学设计能力的3个主要因素。     

JOHN HAUGHT—FINDING CONSONANCE BETWEEN RELIGION AND SCIENCE

John Haught has awarded the debates between religion (Christianity in particular) and science a central place in his ongoing corpus of work. Seeking to encourage and enhance the conversation, Haught both critiques current positions and offers his own perspective as a potential ground for continuing the discussion in a fruitful manner. This essay considers Haught's primary criticisms of the voices on both sides of the debate which his work connotes as polarizing or conflating the debate. It also extrudes from Haught's work themes that provide alternative visions. The essay concludes with two questions for further consideration.     

论犹太人的尚异性

尚异是犹太人的特性。它蕴藏在犹太教的基本信仰和教义里,体现在犹太人的生活方式、思维方式以及历史和现实中。犹太人在各个领域的杰出成就与其尚异特性有密切联系,同时,其悲惨遭遇也在一定程度上与之有关。犹太人求异、尚异的目的在于使犹太教区别于异教,并借以使犹太人区别于异族。犹太人之所以尚异,并能特立独行于世,在理论上源于圣经里自由、平等的价值,最终源于与众不同的唯一神信仰。揭示犹太人的尚异特性对于普遍具有尚同意识的中国人有着特别重要的意义。     

Applying mixed‐effects modeling to single‐subject designs: An introduction

Behavior analysis and statistical inference have shared a conflicted relationship for over fifty years. However, a significant portion of this conflict is directed toward statistical tests (e.g., t‐tests, ANOVA) that aggregate group and/or temporal variability into means and standard deviations and as a result remove much of the data important to behavior analysts. Mixed‐effects modeling, a more recently developed statistical test, addresses many of the limitations of more basic tests by incorporating random effects. Random effects quantify individual subject variability without eliminating it from the model, hence producing a model that can predict both group and individual behavior. We present the results of a generalized linear mixed‐effects model applied to single‐subject data taken from Ackerlund Brandt, Dozier, Juanico, Laudont, & Mick, 2015, in which children chose from one of three reinforcers for completing a task. Results of the mixed‐effects modeling are consistent with visual analyses and importantly provide a statistical framework to predict individual behavior without requiring aggregation. We conclude by discussing the implications of these results and provide recommendations for further integration of mixed‐effects models in the analyses of single‐subject designs.     

The Effect of Auditory Cueing on the Spatial and Temporal Gait Coordination in Healthy Adults

Walk ratio, defined as step length divided by cadence, indicates the coordination of gait. During free walking, deviation from the preferential walk ratio may reveal abnormalities of walking patterns. The purpose of this study was to examine the impact of rhythmic auditory cueing (metronome) on the neuromotor control of gait at different walking speeds. Forty adults (mean age 26.6 ± 6.0 years) participated in the study. Gait characteristics were collected using a computerized walkway. In the preferred walking speed, there was no significant difference in walk ratio between uncued (walk ratio = .0064 ± .0007 m/steps/min) and metronome-cued walking (walk ratio = .0064 ± .0007 m/steps/min; p = .791). A higher value of walk ratio at the slower speed was observed with metronome-cued (walk ratio = .0071 ± .0008 m/steps/min) compared to uncued walking (walk ratio = .0068 ± .0007 m/steps/min; p < .001). The walk ratio was less at faster speed with metronome-cued (walk ratio = .0060 ± .0009 m/steps/min) compared to uncued walking (walk ratio = .0062 ± .0009 m/steps/min; p = .005). In healthy adults, the metronome cues may become an attentional demanding task, and thereby disrupt the spatial and temporal integration of gait at nonpreferred speeds.     

Changes in step time variability,not changes in step length and width,are associated with lower-trunk sway during dual-task gait in older adults

Individuals are exposed to repetitive dual-task-like situations in daily life, particularly while walking, and falls among community-dwelling older adults typically occur in such situations. Thus, understanding how individuals adapt their walking-related motion under dual-task conditions is of clinical importance. The present study was conducted to investigate the association between dual-task-related changes (DT-changes) in lower-limb gait parameters and DT-changes in lower-trunk sway. We hypothesized that DT-changes in both spatial- and temporal-lower-limb gait parameters would be associated with DT-changes in lower-trunk sway. Participants were older adults aged > 60 years who lived independently in communities (n = 43, 73.7 [6.1] years old), and younger adults (n = 28, 22.7 [5.1] years old). Participants were asked to walk while performing an additional cognitive task, or with no additional task. During walking, lower-limb gait parameters (step time, step length and width) and lower-trunk sway were measured using a photoelectric cell system and inertial sensors. In older adults, DT-changes in step time variability was significantly associated with DT-changes in lower-trunk sway (standard beta = 0.683, p = 0.003), and DT-changes in lower-trunk sway variability (standard beta = 0.493, p = 0.029). In younger adults, DT-changes in step width were significantly associated with DT-changes in lower-trunk sway (standard beta = 0.395, p = 0.041). The current results partially supported our hypotheses. The association between DT-changes in lower limb and DT-changes in lower-trunk sway varied according to age group.