项目特征曲线等值的抽样误差

现在,等值越来越受到各考试测验机构及测量学研究人员的重视,特别是项目反应理论等值的优越性更使他们有了信心。然而,很多人却没有注意到被试能力分布形态可能给等值结果带来的影响效果及程度。本研究以项目反应理论两级记分模型的项目参数等值在不同被试能力分布形态下的结果差异作为重点,探讨被试抽样偏差可能给项目特征曲线等值带来的误差问题。研究结果表明,被试能力分布形态会显著地影响项目参数等值的系数,特别地,能力分布的偏态系数与等值方程的截距存在显著的线性相关关系,但能力分布形态的变化对等值方程中斜率的影响并不明显     

情绪对职业决策的影响

职业决策是决策研究领域的重要课题,引起了心理学家和决策研究者的高度关注.本文在以往研究的基础上,引人情绪和职业种类变量探讨了情绪对职业决策的影响,结果显示:(1)无论是四种还是八种职业决策任务,积极情绪的被试同消极情绪的被试相比,信息搜索的时间较长,信息搜索的深度显著增加;(2)在职业选择策略上,积极情绪的被试更加倾向于基于选项的加工,而消极情绪的被试随着从四种职业决策任务到八种决策任务的转变,逐渐倾向于基于属性的加工;(3)情绪影响了决策者职业决策的信息加工能力.     

Opposing effects of age and reading ability on pseudoword priming

Repetition priming refers to the facilitation of stimulus processing due to prior processing of the same or similar stimulus, and is one of the most primitive ways in which experience and practice can affect performance. Previous studies have produced contradictory results regarding the stability of repetition priming across development. Drawing on models of word priming that suggest decreased priming with increased reading ability, the present experiment investigated the possibility that null effects of age in priming are due to opposing effects of age and reading ability on priming magnitude. Forty-eight participants between 7 and 22 years old read aloud primed and unprimed pseudowords, after completing a reading ability assessment. In line with predictions, the magnitude of priming for pseudowords increased with increased age when reading ability was controlled, and decreased with increased reading ability when age was controlled. Moreover, neither the age nor ability effect was significant when tested without the other. Results were not influenced by explicit memory for primed pseudowords. Thus, the present experiment provides evidence for developmental increases in word priming, as well as a potential explanation for the lack of developmental effects in previous studies.     

信息呈现方式与学习者的个性特征对多媒体环境下学习效果的影响

采用两个实验:实验一以陈述性知识为学习内容,实验二以程序性知识为学习内容,在这两种情况下,分别用组间设计探讨信息呈现方式对不同认知风格和空间能力的学习者在多媒体环境下学习效果的影响。结果表明:(1)认知风格对陈述性知识在多媒体环境下的学习效果产生影响,而选择的多媒体信息呈现方式和被试的空间能力则对其不产生影响;(2)对于程序性知识的保持,多媒体信息呈现方式和被试认知风格都会对学习效果产生影响,被试空间能力则不会产生影响,而且被试不同的认知风格在不同的多媒体信息呈现方式上会产生不同的影响;(3)对程序性知识的迁移,多媒体信息呈现方式、被试认知风格和空间能力都会对多媒体环境下的学习效果产生影响,而且被试不同的认知风格和空间能力在不同的多媒体信息呈现方式上都会产生不同的影响。     

Overweight and cognition

There is a growing concern among health authorities that an increasing number of people in the Western world become overweight and even obese. It is well known that obesity is related to several diseases (e.g., diabetes, stroke, and high blood pressure) and that such diseases related to obesity lead to early death. It has also been discussed whether overweight and obesity in themselves or in relation to such diseases lead to cognitive decline. On the basis of data from a large, population‐based, prospective study we examined three cognitive domains: episodic memory, semantic memory, and spatial ability. Two body measures were used to define normal weight and overweight, body‐mass index and waist/hip ratio. Although these two body measures reveal quite different prevalence data of overweight, the associations between overweight and cognition are similar. For episodic memory, overweight interacts with age, but when controlling for hypertension, stroke and diabetes, this interaction disappears. For semantic memory, normal weight participants outperform overweight participants even after controlling for these diseases. For spatial ability, the well‐established advantage for men holds for young‐old and old‐old normal‐weight participants. For overweight participants, this advantage holds for middle‐age participants only. We conclude that there is a weight‐cognition relationship even after controlling for obesity‐related diseases. The results are discussed in terms of possible biological mechanisms.     

小学1~4年级学生思维能力测验的初步编制

编制了“小学1~4年级学生思维能力测验”,该测验有文字、数字、图形三种测试材料,包括比较分类、归纳推理、演绎推理、空间认知、类比推理、抽象概括6个分测验。793名1~4年级小学生参加了测试,结果表明该测验难度适中、区分度较好、信度和效度较高。     

Predicting school adjustment from motor abilities in kindergarten

The present study assessed the relations between basic motor abilities in kindergarten and scholastic, social, and emotional adaptation in the transition to formal schooling. Seventy‐one five‐year‐old kindergarten children were administered a battery of standard assessments of basic motor functions. A year later, children's adjustment to school was assessed via a series of questionnaires completed by the children and their class teachers. The results indicate that in addition to the already documented association between visual–motor integration and academic achievement, other motor functions show significant predictive value to both scholastic adaptation and social and emotional adjustment to school. The results further suggest a better prediction of scholastic adaptation and level of disruptive behaviour in school when using an aggregate measure of children's ability in various motor domains than when using assessments of singular motor functions. It is concluded that good motor ability may serve as a buffer to the normative challenges presented to children in the transition to school. In contrast, poor motor ability emerges as a vulnerability factor in the transition to formal schooling. Copyright © 2007 John Wiley & Sons, Ltd.     

新教师教育体制下本科心理学实验室建设的挑战与对策

随着基础教育课程改革的逐步深入,教师教育体制改革势在必行。面对教育界深刻的变革,高等师范院校本科心理学实验室的建设和发展正在面临历史上从未有过的挑战,一场实验观念、实验内容、实验设备、实验方法和实验管理上的大改革自然呼之欲出。     

高中生认识论信念调查研究

本研究以526名高中生为被试,运用自行编制的"高中生认识论信念问卷",考察了高中生认识论信念的性别差异、年龄特点以及学校类型差异。结果表明:高中生认识论信念的各个维度上不存在性别差异,但存在着极其显著的学校差异;在整合建构信念、能力信念方面,存在着显著的年级差异;在零散接受信念上存在着学校与年级的交互作用。     

Parents' estimations of their own intelligence and that of their children: a comparison between English and Icelandic parents

In this study, 158 parents (79 fathers and 79 mothers) with a mean age of 38.3 yrs (SD = 8.2), estimated their own, and their children's, overall intelligence as well as their children's score on the 12 intelligence scales from the Wechsler's Intelligence Scale for Children (WISC-III). The sample included English (n = 122) and Icelandic parents (n = 36), and a comparison between them showed few differences except that Icelandic parents' estimates were lower than English parents' estimates. The results showed fathers estimated their own overall intelligence higher than mothers estimated theirs and sons were estimated higher than daughters on overall intelligence. Two factors (verbal, performance) of intelligence were identified through factor analysis of the ratings of the 12 WISC subscale score estimates. A hierarchical regression showed that these two factors explained most of the variance in the estimation of the child's overall intelligence; however, gender of child and parents' self-estimated own overall intelligence added incremental variance.