动作视频游戏对发展性阅读障碍者阅读技能的影响及其内在机制

发展性阅读障碍是一种在获得阅读技能方面的特殊困难, 这种障碍会严重影响个体的发展, 如何帮助发展性阅读障碍者改善其阅读技能是近年来研究的焦点。传统的干预方法主要针对发展性阅读障碍者的语音缺陷, 这类方法存在一些问题, 如费时费力、给阅读障碍者带来阅读压力等。近年来, 大部分研究表明通过趣味性的动作视频游戏训练可以显著地提高发展性阅读障碍者的阅读技能, 但是其背后的机制尚不明确。基于大细胞通路缺陷理论框架, 从视觉空间注意、注意跨通道转换、视觉运动加工等方面来梳理动作视频游戏与阅读之间的关系, 揭示了动作视频游戏训练对阅读效率影响的可能内在机制。未来的研究可以在大细胞通路缺陷理论的框架下, 深入分析动作视频游戏改善阅读的神经机制, 并尝试开发更适合发展性阅读障碍者的干预程序。     

教师的存在能否促进视频学习?

随着网络教学和视频学习的普及, 近期大量研究关注视频学习过程中教师角色的作用。真人教师对学习的作用存在不同的理论解释：准社会交往理论、社会存在理论和社会代理理论支持真人教师能够促进学习; 而多媒体学习认知理论、认知负荷理论等则认为教师的存在会阻碍视频学习。汇总以往实证研究发现：第一, 教师对视频学习效果有比较弱的促进效应, 这主要体现在保持测验(d = 0.23)和迁移测验(d = 0.1)中; 第二, 教师对视频学习主观体验的影响主要体现在学习感知(d = 0.49), 学习兴趣(d = 0.5)和学习满意度(d = 2.21)上, 显示中等及大的效应; 第三, 教师的存在会降低学习者对视频学习材料的注视时间(d = -2.02)。未来研究仍需要从真人教师呈现方式、学习者特征、学习材料特征以及测量方式等方面加以探讨。     

A comparison of 8- and 11-year-old girls' and boys' participation in specific types of rough-and-tumble play and aggressive fighting: Implications for functional hypotheses

Study 1 compared the extent to which 8- and 11-year-old girls and boys (N = 86) participated in specific types of rough-and-tumble play. It used an observational methodology. The data were used to test two prominent hypotheses about the evolutionary function of this general category of play behaviour that have been applied to children, especially boys, of this age. One is that rough-and-tumble play provides practice for the development of real fighting skills and the other that it serves as a safe way to establish/display social dominance. Both hypotheses predict that boys will engage in more rough-and-tumble play than girls, especially those types that are used in fighting/dominance contests. Boys were found to engage in significantly more chase initiation activities, more bouts of brief rough-and-tumble play, more bouts of restraining and more bouts of boxing/hitting than girls. These data provide some support for the two hypotheses, although significant sex differences were not found for all types of rough-and-tumble play observed. No significant age differences were obtained, suggesting that the two hypotheses may be applicable throughout the 8- to 11-year-old period and not just at the end of it as previous research had suggested. Study 2 presented observational data concerning the motor patterns used in aggressive fighting. In all but one case, there were no significant differences in the extent to which 8/9- and 10/11-year-old girls and boys employed wrestling, hitting and restraining, supporting the view that the practice fighting hypothesis is relevant throughout the 8-11-year-old period. It was argued that age and sex differences provide a useful means of scrutinising functional hypotheses, and that splitting behavioural categories that contain disparate action patterns facilitates more refined tests of those hypotheses. © 1996 Wiley-Liss, Inc.     

Bullying as a group process: Participant roles and their relations to social status within the group

Bullying was investigated as a group process, a social phenomenon taking place in a school setting among 573 Finnish sixth-grade children (286 girls, 287 boys) aged 12–13 years. Different Participant Roles taken by individual children in the bullying process were examined and related to a) self-estimated behavior in bullying situations, b) social acceptance and social rejection, and c) belongingness to one of the five sociometric status groups (popular, rejected, neglected, controversial, and average). The Participant Roles assigned to the subject were Victim, Bully, Reinforcer of the bully, Assistant of the bully, Defender of the victim, and Outsider. There were significant sex differences in the distribution of Participant Roles. Boys were more frequently in the roles of Bully, Reinforcer and Assistant, while the most frequent roles of the girls were those of Defender and Outsider. The subjects were moderately well aware of their Participant Roles, although they underestimated their participation in active bullying behavior and emphasized that they acted as Defenders and Outsiders. The sociometric status of the children was found to be connected to their Participant Roles. © 1996 Wiley-Liss, Inc.     

Exposure to ozone inhibits isolation-induced aggressive behavior of adult CD-1 male mice

Continuous exposure to ozone (O₃, 1.2 ppm) in adult CD-1 male mice for 20 consecutive days markedly influenced a number of items of aggressive behavior induced by 59 days of individual housing. The behavior of mice was videotaped on days 1, 3, and 5 of five consecutive daily encounters (10 min each; isolation days 55, 57, and 59). Ozone exposure caused an abatement of aggressive behavior and enhanced fear-associated displays shown by a significant decrease in the frequency of attacking and digging and an increase in freezing. Moreover, O₃ induced a decrease of time spent in attacking and exploration/activity. Nonexposed animals exhibited a day-dependent increase in self-grooming frequency which was not observed in O₃ mice; by contrast, freezing was higher in O₃ mice on day 5 of the test. Data suggest that O₃ exposure produces a remarkable reduction of mouse aggression, indirectly confirming previous findings on physical and neurobehavioral effects of O₃. © 1995 Wiley-Liss, Inc.     

Social isolation,aggression, and dominance in attacks in juvenile angelfish,Pterophyllum scalare

The effects of social isolation on aggressive behavior and rank order have been investigated in small groups of juvenile angelfish, Pterophyllum scalare. An experimental protocol including a “double transfer” of the subjects was used, in which fish were transferred to new aquaria in groups, before subsequent isolation and regrouping. A significant decrease in aggression was observed in the first recording session following both isolation and group transfer, after which the level returned to that recorded in the home tanks. The social hierarchy was also perturbed, but changes generally involed the two highest ranking fish in two out of the three groups, and were found not to be statistically significant. The behavior patterns are interpreted as adaptive responses to environmental change. © 1993 Wiley-Liss, Inc.     

A sensory contact model for the study of aggressive and submissive behavior in male mice

The technique for simultaneous development of aggressive and submissive behaviors as a result of successive experiences of defeats or victories in daily intermale confrontations in male mice permanently living under sensory contact conditions is offered for behavioral, pharmacological, and neurophysiological studies of mechanisms of agonistic social relations. Distant sensory contact is achieved by placing a pair of males into a common cage separated by a transparent partition with holes permitting visual contact and the individuals perceiving each other's odors but preventing any physical at contact all times except for 10-min daily tests. These conditions essentially elicit aggression in winner males and quickly result in submission by losers of the same strain of mice. The meaning of consecutive stages of the technique, the problem of controls, and applications of this model are discussed.     

Opposite strain-dependent differences for intermale aggressive behavior elicited by individual housing and housing with a female in the mouse

Male mice of the C57BL/6 strain show a significant increase in aggression toward a nonaggressive male conspecific following 72 hr of individual housing. However, this increase was no longer evident following 2 weeks of individual housing. When housed with a female, C57BL/6 mice show significantly more aggression than singly housed mice of the same strain after 72 hr as well as 2, 4, 8 weeks of differential housing. Male C57BL/6 mice housed with a female also show significantly higher levels of aggression than DBA/2 mice living in the same housing condition after 4 or 8 weeks of differential housing. Finally, male DBA/2 mice individually housed for 8 weeks are significantly more aggressive than mice of the same strain housed with a female for the same time. These results indicate that the increase in aggressive behavior observed following isolation and cohabitation with a female in the mouse is not the same phenomenon. © 1994 Wiley-Liss, Inc.     

A brief review of technology-based antecedent training procedures

This brief review summarizes recent research on technology-based antecedent staff training procedures, highlights key methodological components, and concludes with potential directions for future research.