成就目标定向、测验焦虑与工作记忆的关系

在工作记忆广度测验情境下,以152名中学生为被试,考察成就目标定向、测验焦虑和工作记忆的关系。结果表明四种成就目标定向与测验焦虑和工作记忆间具有不同的关系模式：成绩-接近目标与较低的测验焦虑水平和较高的工作记忆广度相关;掌握-接近目标与担忧、情绪化,与工作记忆广度相关不显著;成绩-回避目标与测验焦虑中的担忧和情绪化正相关,与工作记忆广度负相关;掌握-回避目标与担忧和情绪化存在正相关,与工作记忆广度存在接近显著的相关。测验焦虑是成绩-接近和成绩-回避目标影响工作记忆的中介变量。在测验焦虑中,情绪化对工作记忆的干扰大于担忧的干扰     

基于IAT和SEB的内隐性别刻板印象研究

采用内隐联想测验(IAT)和刻板解释偏差(SEB)两种测量内隐社会认知的方法考察了120名大学生被试的内隐性别刻板印象。结果表明,大学生中普遍存在着较强的内隐性别刻板印象,人们对于男性以及男性本身持有的刻板印象符合传统的认知习惯,而对于女性及女性持有的刻板印象则与传统的认知习惯有所不同。用IAT和SEB这两种方法测量大学生的内隐性别刻板印象,在被试的性别变量上得到的结果不一致。     

Sleep deprivation and sustained attention performance: integrating mathematical and cognitive modeling

A long history of research has revealed many neurophysiological changes and concomitant behavioral impacts of sleep deprivation, sleep restriction, and circadian rhythms. Little research, however, has been conducted in the area of computational cognitive modeling to understand the information processing mechanisms through which neurobehavioral factors operate to produce degradations in human performance. Our approach to understanding this relationship is to link predictions of overall cognitive functioning, or alertness, from existing biomathematical models to information processing parameters in a cognitive architecture, leveraging the strengths from each to develop a more comprehensive explanation. The integration of these methodologies is used to account for changes in human performance on a sustained attention task across 88 h of total sleep deprivation. The integrated model captures changes due to time awake and circadian rhythms, and it also provides an account for underlying changes in the cognitive processes that give rise to those effects. The results show the potential for developing mechanistic accounts of how fatigue impacts cognition, and they illustrate the increased explanatory power that is possible by combining theoretical insights from multiple methodologies.     

Confidence judgments in real classroom settings: monitoring performance in different types of tests

During testing, students have a valuable opportunity to exercise and improve their self-regulatory skills. However, the extent to which they profit from those experiences may vary according to some personal, test-related, and environmental factors. This study investigated the effects of metacognitive skills and test types on students' test performances, confidence judgments, and on the accuracy of those judgments. A sample of 129 psychology undergraduate students (50 men and 79 women, mean age = 18.9 years) were categorized according to their metacognitive skills (high vs average vs low) and had their test performances and monitoring processes in two different types of tests (i.e., multiple-choice and short-answer tests) compared throughout one academic term. Their test preparation practices, along with their attributional and regulatory processes during test-taking, were also compared by using open-ended questions. The results showed that: (1) high-metacognitive students presented more effective test preparation practices, better test performances, and superior attributional, regulatory, and monitoring processes than their counterparts; (2) differences in performance and judgment accuracy were significantly larger in the short-answer tests than in the multiple-choice tests; and (3) over time, students' performances and confidence levels varied in specific patterns according to the type of test being taken. The results are discussed, focusing on the educational implications of the interactions observed and on how they may determine what students can learn from test-taking experiences. In addition, based on the results obtained, specific suggestions on how to increase the metacognitive awareness of university students through instruction and on how to improve their academic assessment are provided.     

WITHIN‐SUBJECT REVERSIBILITY OF DISCRIMINATIVE FUNCTION IN THE COMPOSITE‐STIMULUS CONTROL OF BEHAVIOR

According to the composite-stimulus control model (Weiss, 1969, 1972b), an individual discriminative stimulus (S^D) is composed of that S^D''s on-state plus the off-states of all other relevant S^Ds. The present experiment investigated the reversibility of composite-stimulus control. Separate groups of rats were trained to lever-press for food whenever a tone or a light S^D was present. For one group, the nonreinforced S^Δ condition was tone-and-light absence ($\bar{T}$+$\bar{L}$). Tone-plus-light (T+L) was S^Δ in the other group. On a “stimulus compounding” test that recombined composite elements, maximum responding occurred to that composite consisting only of elements occasioning response increase. That was T+L for the group trained with $\bar{T}$+$\bar{L}$ as S^Δ and $\bar{T}$+$\bar{L}$ for the group trained with T+L as S^Δ. The S^Δ composite was next reversed over groups in Phase 2. In Phase 2 tests, maximum responding that was comparable in magnitude to that of Phase 1 was again controlled by the composite consisting only of elements most recently occasioning response increase—whether T+L or $\bar{T}$+$\bar{L}$. The inhibitory conditioning history of both composite-elements currently occasioning responding did not weaken the summative effect. These results confirm and extend Weiss''s composite-stimulus control model, and demonstrate that such control is fully reversible. We discuss how translating conditions of the stimulus-compounding paradigm to a composite continuum creates a functional and logical connection to intradimensional control measured through stimulus generalization, reducing the number of different behavioral phenomena requiring unique explanations.     

心理测验在人才测评中的应用

本文探讨了心理测验在人才测评中应用价值和存在的问题,讨论了科学的人才测评与心理测验的关系,期望可以科学的把心理测验应用到人才测评工作中,提高人才测评的有效性和可靠性。     

Race-Norming of Neuropsychological Tests

Recent studies in the United States indicate that some neurologically intact minority groupings perform well below White Americans on neuropsychological tests. This has sparked the production of race-norms, especially for African Americans, that seek to reduce false positive rates (i.e., neurologically intact individuals misdiagnosed with cognitive impairment) in neuropsychological assessments. There are problems with this enterprise including: possible justification for inferior/superior treatment of different racial groupings; unknown effects on false negative rates (i.e., cognitive deficit misdiagnosed as normal); the overlooking of factors possibly responsible for group racial differences (e.g., acculturation); non-scientific and non-operational definitions of race/ethnic groupings; and an impossibly large number of potential race/ethnic groupings for which to generate race-norms. An alternative approach is to use a single set of combined race/ethnic norms and estimate preexisting neuropsychological skill levels by using individual comparison standards. This alternative has been poorly researched, a situation that needs correcting.     

Two faces of human happiness: Explicit and implicit life satisfaction

Evidence is provided for implicit aspects of life satisfaction. In study 1 the implicit life satisfaction measure (ILS): (i) showed moderate reliability as well as convergent and incremental validity; (ii) appeared to be affected by temporary mood and social desirability to a lesser extent than explicit measures; and (iii) showed cultural invariance in contrast to explicit measures that revealed cross-cultural differences, as found in previous research. Study 2 showed that the ILS replicated theoretically expected differences between those known to have encountered chronically negative life experiences (North Korean defectors) and those without such experiences (South Koreans). Implications of these findings for explicit and ILS are discussed.     

计算机适应性测验条件下认知设计项目预测参数的影响

自动化项目生成(Automatic Item Generation)中的项目参数是基于认知项目设计的刺激特征集预测的, 在不确定性来源上较之用经验数据标定的参数更为复杂。文章通过实证研究分析了在计算机适应性测验条件下基于认知设计系统法生成的抽象推理测验(ART)项目预测参数对能力参数估计的精确性。研究表明, 项目预测参数比相应标定参数分布更为趋中。这种回归效应既影响到能力参数估计误差大小, 也导致适应性测验过程中项目选择的差异。在控制了项目选择差异之后, 能力参数估计误差较之基于项目标定参数的能力估计误差大, 但差别并不明显。两者相应的能力估计值相关很高, 对应能力值之间的差异很小, 且几乎贯彻整个能力分布区间。     

Faulty assumptions: A comment on Blanton, Jaccard, Gonzales, and Christie (2006)

Blanton, Jaccard, Gonzales, and Christie [Blanton, H., Jaccard, J., Gonzales, P., Christie, C. (2006). Decoding the Implicit Association Test: implications for criterion prediction. Journal of Experimental Social Psychology, 42, 192-212.] assert that the Implicit Association Test (IAT) imposes a model that portrays relative preferences as the additive difference between single attitudes. This assertion is misplaced because relative preferences do not necessarily reduce to component attitudes. BJGC also assume that the IAT conditions represent two indicators of the same construct. This assumption is incorrect, and is the cause of their poor-fitting models. The IAT, like other experimental paradigms, contrasts performance between interdependent conditions, and cannot be reduced to component parts. This is true whether calculating a simple difference between conditions, or using the IAT D score. D—an individual effect size that is monotonically related to Cohen’s d—codifies the interdependency between IAT conditions. When their unjustified psychometric assumptions are replaced with plausible assumptions, the models fit their data very well, and basis for their poor-fitting models becomes clear.