The Effect of Knowledge Accumulation on Support for Workplace Accommodation

We investigated the relationship between knowledge about the demonstrated benefits of breastfeeding and individual support for breastfeeding accommodation in the workplace. We tested our hypotheses by asking participants to respond to vignettes that described the factors a Director of Human Resources had to consider in responding to the needs of a breastfeeding employee. We found that participants had a low level of knowledge about the benefits of breastfeeding for child, mother, and organization. Participants with children reported stronger support for accommodation, and the level of knowledge about the benefits of breastfeeding mediated this effect. The results showed that participants in executive level positions, and who had no children, were the least supportive of accommodation. There were no occupational differences in responses to the support measure.     

罗夏测验在西方近10年的最新发展

近10年来, 罗夏综合系统不断发展, 新增了XA%与WDA%、知觉−思维指数PTI、GHR:PHR等多个指标, 修改了8个群变量, 删除了精神分裂SCZI指标。这些新调整虽然不是本质性的, 但使得罗夏综合系统内容更加完善, 信度和效度不断提高, 更加精确化和标准化, 成为西方不可或缺的心理测验工具。尽管罗夏综合系统不断发展, 但仍然存在着操作过于复杂、功能还需要进一步完善等问题。罗夏综合系统作为一个代表性的投射测验, 与其它客观测验组成了一个完整的心理测量体系, 会发挥越来越大的作用。     

话题结构对语篇情绪累加的影响

在阅读理解的过程中,读者能够自动对语篇中的情绪进行推断。本研究采用自定步速阅读的方法,分别在外显和内隐两种情绪加工的任务下,考察话题结构对语篇情绪累加的影响。结果发现,在实验一的外显情绪判断任务下,话题结构未显示出对语篇情绪累加的明显作用;在实验二的内隐情绪理解任务下,当话题延续时,读者对有两个情绪线索的语篇的阅读时间短于仅有一个情绪线索的语篇,此时情绪的累加促进了当前句的加工,而话题转换时,二者没有显著差异,说明此时读者在新结构下建立当前句的情绪表征,并不在先前情绪的基础上进行累加。     

员工的核心自我评价与多维生活满意度的关系：感知社会支持的中介作用

本研究以245名企业员工为被试,从感知到的不同来源社会支持的角度探索了核心自我评价对员工生活满意度不同领域的作用机制。结果表明：（1）核心自我评价对家庭、朋友、工作和自我满意度均有显著的正向预测作用。（2）家庭支持在核心自我评价与家庭满意度之间起完全中介作用,在核心自我评价与自我满意度之间起部分中介作用;朋友支持在核心自我评价与朋友满意度之间起完全中介作用。研究表明,核心自我评价能直接预测生活满意度中的非关系型领域,能通过各类社会支持分别间接预测生活满意度中的各类关系型满意度。     

初二学生知觉到的教师期望、自我价值感与目标取向的关系研究

以274名初中二年级学生为被试,采用验证性因素分析和多元回归方法对教师期望、自我价值感及目标取向的关系进行研究。结果表明:(1)人口统计学变量(性别和班别)对教师期望、自我价值感及目标取向有影响。(2)教师期望与自我价值感和目标取向相关显著:积极效应与自我价值感及目标取向的各维度呈显著正相关,消极效应与自我价值感及目标取向各维度呈显著负相关。(3)在控制了人口统计学变量后,教师期望与自我价值感仍对目标取向各维度具有较强的预测作用。(4)自我价值感在教师期望对目标取向各维度的影响上起到了中介作用。     

初二学生知觉到的教师期望、自我价值感与自我效能的关系研究

以 2 55名初中二年级学生为被试 ,采用验证性因素分析和多元回归方法对教师期望、自我价值感及自我效能的关系进行研究。结果表明 :(1 )人口统计学变量 (性别和班别 )对教师期望、自我价值感及自我效能有影响。 (2 )教师期望与自我价值感和自我效能相关显著 :积极效应与自我价值感及自我效能的各维度呈显著正相关 ,消极效应与自我价值感及自我效能各维度呈显著负相关。 (3 )在控制了人口统计学变量后 ,教师期望与自我价值感仍对自我效能各维度具有较强的预测作用。 (4)自我价值感在教师期望对自我效能各维度的影响上起到了中介作用     

The role of temporal intervals on reinforcer accumulation

Animals accumulate reinforcers when they forgo the opportunity to consume available food in favor of acquiring additional food for later consumption. Laboratory research has shown that reinforcer accumulation is facilitated when an interval (either spatial or temporal) separates earning from consuming reinforcers. However, there has been no systematic investigation on the interval separating consuming reinforcers from earning additional reinforcers. This oversight is problematic because this second interval is an integral part of much of the previous research on reinforcer accumulation. The purpose of the current study was to determine the independent contributions of these two temporal intervals on reinforcer accumulation in rats. Each left lever press earned a single food pellet; delivery of the accumulated pellet(s) occurred upon a right lever press. Conditions varied based on the presence of either an intertrial interval (ITI) that separated pellet delivery from the further opportunity to accumulate more pellets, or a delay‐to‐reinforcement that separated the right lever press from the delivery of the accumulated pellet(s). Delay and ITI values of 0, 5, 10 and 20 s were investigated. The delay‐to‐reinforcement conditions produced greater accumulation relative to the ITI conditions, despite accumulation increasing the density of reinforcement more substantially in the ITI conditions. This finding suggests that the temporal separation between reinforcer accumulation and subsequent delivery and consumption was a more critical variable in controlling reinforcer accumulation.     

Using personality and cognitive ability to predict academic achievement in a young adult sample

This study examined the relationship between cognitive ability, personality, and academic achievement in post-secondary students, using latent variable models. Testing both simple and complex relationships, we found that cognitive ability and personality predicted reading achievement independently, but that they interact when predicting math achievement - at least in the Conscientiousness and Openness to Experience domains.     

开放教育学生金钱态度与主观幸福感的关系:社会支持的中介作用

开放教育是高等教育的重要组成部分,加强开放教育学生学习的同时,提升其幸福指数,注重心理健康发展是开放教育的重要内容。文章采用《金钱态度量表》、《主观幸福感量表》、《社会支持量表》对开放大学系统 345名在校生进了调查并采用中介效应分析。结果表明,(1)社会支持、金钱态度和主观幸福感相关显著;(2)金钱态度因子金钱行为倾向对社会支持、总体幸福感及其因子回归效应显著; 社会支持在金钱行为倾向的基础上,对主观幸福感及其因子精力、对生活的满足和兴趣、对情感和行为的控制回归明显,同时在两者之间起了中介作用。说明金钱态度因子金钱行为倾向直接影响开放教育学生主观幸福感,另一方面通过社会支持影响开放远程教育学生主观幸福感。因此,建议开放教育从建立社会支持系统、师资队伍建设、心理健康教育、金钱观培养四方面着手,提升开放教育学生的幸福指数,促进其全面发展。     

Bidding for delayed rewards: Accumulation as delay discounting,delay discounting as regulation,demand functions as corollary

In the accumulation paradigm animals press one manipulandum to accumulate pellets or seconds of access to food, and then press another manipulandum, or run some distance, to collect it. The accumulation may be interpreted as delay discounting, with the animals adjusting the distal amount to compensate for its distance or delay. The amount accumulated before being collected is a linear function of the distance or time that the experimental paradigm stipulates for collecting it. That linear function follows from the Unit‐Price/Unit‐Amount axiom. The inverse of the linear compensation functions gives a delay‐discount hyperbola. The advantages of the accumulation paradigm and analytic framework for delay discounting studies are noted. Compensation functions are then derived from a behavioral regulation model, which generalizes them to contexts where the individual's budget for response cost becomes over‐taxed. In turn, such compensation/regulation models lead directly to representative demand functions. In sum, regulation models provide a theoretical grounding for demand functions, compensation functions, and delay discounting hyperbolas. The parameter that links them is the unit amount k, the slope of the compensation function and of the discount function, the setpoint for consumption in a regulation model, and the ideal quantity consumed at minimal price in a demand analysis.