"易卦"的序结构数学模型在对策理论中的应用

通过分析人类的基本行为元素,并借助于"卦象"序结构数学模型的建立,从而初步讨论了一般谋略方法的产生和起源,以及谋略对策的系统核心元素结构;最后讨论了它们在应用中的初步分类.     

Humour is serious: Minority group members’ use of humour in their encounters with majority group members

This article adds to the social psychological literature on how minority group members seek to manage their interactions with majority group members. Specifically, it focuses on minority group members’ use of humour in interactions where they anticipate or actually experience prejudice. The data on which our analysis is based originate from interviews conducted with Roma in Hungary (N = 30). Asked about their interactions with majority group members, interviewees reported using humour as a means to (a) manage embarrassment; (b) gather information about the other's intergroup attitudes; and (c) subvert taken-for-granted understandings of social relations. The humour involved was diverse. Sometimes it entailed the telling of (Roma-related) jokes. Sometimes it involved the exaggerated performance of roles and identities that ironised majority–minority social relations. The significance of humour as a tool for minority group members to exert some control over their interactions with majority group members is discussed.     

老年人乐观、领悟社会支持与主观幸福感的关系—控制策略的中介作用

基于毕生控制理论，方便选取杭州市60~95岁的老年人320名，采用问卷法考察了老年人控制策略使用的现状和特点，并在控制了年龄、健康状况、日常活动数量后，探讨了老年人的乐观、领悟社会支持与主观幸福感的关系，以及控制策略的中介作用。结果发现：低龄的老年男性和女性更偏好选择初级和补偿初级策略，而高龄老年女性更偏好补偿初级策略；乐观和领悟社会支持不仅可以直接影响老年人的主观幸福感，还可以通过选择初级策略间接影响主观幸福感。初级控制在老年人中依然具有首要性地位，老年人的资源越丰富，越有可能采用积极的控制策略（选择初级），进而提高主观幸福感，实现成功老龄化。     

A diagnostic tree model for polytomous responses with multiple strategies

Constructed-response items have been shown to be appropriate for cognitively diagnostic assessments because students’ problem-solving procedures can be observed, providing direct evidence for making inferences about their proficiency. However, multiple strategies used by students make item scoring and psychometric analyses challenging. This study introduces the so-called two-digit scoring scheme into diagnostic assessments to record both students’ partial credits and their strategies. This study also proposes a diagnostic tree model (DTM) by integrating the cognitive diagnosis models with the tree model to analyse the items scored using the two-digit rubrics. Both convergent and divergent tree structures are considered to accommodate various scoring rules. The MMLE/EM algorithm is used for item parameter estimation of the DTM, and has been shown to provide good parameter recovery under varied conditions in a simulation study. A set of data from TIMSS 2007 mathematics assessment is analysed to illustrate the use of the two-digit scoring scheme and the DTM.     

Emotion regulation strategies in preschool children

This study investigated the development of emotion regulation strategies as reflected in the narratives of children between the ages of 3 and 6 years. An experimental procedure based on story completion tasks was devised to elicit the emotion‐related narratives of 69 preschool children. Coding of the narratives led to the observation of different emotion regulation strategies: Behavioural strategies, social support, and cognitive reappraisal. Several significant gender and age differences were identified in the use of these strategies. In addition, verbal skills, non‐verbal intelligence, and emotion comprehension were found to be associated with use of the observed emotion regulation strategies, although only at specific ages.