6～14岁儿童对想象物的文字与图画描述

本研究采用开放式问卷法,通过调查810名6-14岁儿童头脑中想象物的文字与图画描述,考察了儿童想象发展的特点。结果发现：(1)儿童对想象物的文字与图画描述可以分划分为3种水平：表象的记忆水平、表象的再造水平和表象创造水平。其中,对想象物的文字描述水平,年龄发展趋势明显,从小学一至二年级之间和四到五年级之间的发展变化最大;而对想象物的图画描述水平,年龄发展趋势不明显。(2)根据儿童对想象物的文字描述和图画描述的发展的匹配程度,可以把儿童的想象发展分为3种类型：文字与图形符号均衡发展型、文字符号型和图形符号型。     

‘Women are Bad at Math,but I'm Not,am I?’ Fragile Mathematical Self‐concept Predicts Vulnerability to a Stereotype Threat Effect on Mathematical Performance

The present research reports the results of three studies showing that individuals with a fragile self‐concept in the domain of performance are particularly vulnerable to stereotype threat effects. Specifically, women who explicitly described themselves as rather mathematical but whose implicit self‐concepts contradicted these claims were vulnerable to stereotype threat effects on mathematical performance. This effect was robust across three studies, independent of the subtleness or content of the stereotype threat manipulation. Additionally, it was shown that the effect was mediated by anxious worrying (Study 3). Copyright © 2012 John Wiley & Sons, Ltd.     

Working with Families from the Indian Sub-Continent: An Indo-German Experience*

Whereas most Western European therapists and clients consider emotional distance and abstinence as desirable and conducive in the therapeutic process, this may not always be the case with clients from India. Cultural components such as the contrast between linear and cyclic world-views and the traditional view of the psychologist as an advisor in India present a challenge to professionals with a Western background. Some factors such as the situation of women in society and seemingly too close familiy ties can mean that a Western therapist fails to promote the changes an Indian client is desiring for his or her family. However, besides cultural awareness and caution, one of the most helpful tools in work across cultures is curiosity in its most positive sense and the readiness to be surprised by ones’ clients.I would like to thank all my Indian colleagues who supported and advised me in my work in India.     

Complex learning and information processing by pigeons: a critical analysis

Three models of conditional discrimination learning by pigeons are described: stimulus configuration learning, the multiple-rule model, and concept learning. A review of the literature reveals that true concept learning is not characteristic of the behavior of pigeons in matching-to-sample, oddity-from-sample, or symbolic matching studies. Instead, pigeons learn a set of sample-specific S^D rules. Transfer of the discrimination to novel stimuli, at least along the hue dimension, is predicted by a “coding hypothesis”, which holds that pigeons make a unique, but usually unobserved response, R₁, to each sample, and that the comparison stimulus chosen depends on which R₁ was emitted in the presence of the sample. Convincing evidence is found that pigeons do code sample hues, but there is little evidence that allows one to infer that the “coding event” must have behavioral properties. Parameters of the conditional discrimination paradigm are identified, and it is shown that by appropriate parametric manipulation, a variety of analogous tasks may be generated for both human and animal subjects. The tasks make possible the comparative study of complex learning, attention, memory, and information processing, with the added advantage that behavior processes may be compared systematically across tasks.     

A demonstration of the value of interchangeable observers

The remarkably high agreement between observers using the SRIC, the TSBC, and the CFRS makes the observers interchangeable. This agreement is a product of the intensive and extensive training and monitoring of full-time observers, the use of categories rather than continua, the low degree of interpretation required by the procedures, the use of lay language, the immediate recording after short observational periods, and the familiar and standard setting. Other important features include use of rates, emphasis on time, concern for positive behavior, and close linkages between concepts and categories so that concepts are explicitly specified. Taken together, these characteristics make these systems powerful instruments for the guidance of treatment and the prediction of outcomes. The key to their success seems to be the recording of simple actions and action sequences (the basic phenomena of psychology) as the basic data from which a variety of useful indexes can be readily formed.Preparation of this article was supported by Grant MH-30654 from the National Institute of Mental Health to S. Duncan and D. Fiske.Presented at the 87th Annual Meetings of the American Psychological Association, New York City, September 1979, as part of a symposium on New assessment systems for residential treatment, management, research, and evaluation.     

Transfer of oddity-from-sample performance in pigeons

Four pigeons were trained on a modified three-key oddity-from-sample task in which an observing response to the sample (center-key) stimulus lighted a single comparison (side-key) stimulus. If the comparison stimulus was different from the sample stimulus, a single peck to the lighted comparison was reinforced. If the comparison and sample stimuli were identical, the pigeons had to refrain from pecking the comparison for 4.6 seconds to terminate the matching comparison and to produce immediately a nonmatching comparison on the remaining side key. Each peck to the matching comparison reset the 4.6-second delay interval. Three hues were used during acquisition. During tests for transfer of the oddity performance, two novel hues were substituted either individually or together for one or two of the original training hues. For three birds, latencies to novel nonmatching hues were identical to baseline nonmatching latencies. Latencies to novel matching hues were shorter than baseline matching latencies but were consistently longer than novel nonmatching latencies. These transfer data demonstrate that the pigeons learned the oddity concept.     

儿童理解程度副词的特征

本实验用模糊数学方法研究4—9岁儿童对程度副词的理解特征。结果说明9岁儿童的理解达到了成熟水平;幼儿偏向于夸大理解程度副词的词义;7、8岁是发展的转折期。     

Psychotherapists' efforts to increase awareness of social privilege

Understanding the role of privilege in systemic oppression positions psychotherapists to engage in culturally oriented practice. Twenty-five practising psychotherapists were asked: ‘How can psychotherapists increase their awareness of social privilege?’ Participants sorted 68 unique responses into six concepts. The concepts included: make yourself uncomfortable; embrace humility; learn from the community; involvement in social action; seek critical knowledge; and find like-minded others in the profession. Recommendations for student training are offered.     

建构学生道德自我初探

为对学生的道德自我作一初步探究,借鉴心理学对自我的研究成果,参照了道德心理研究的主题和我国的现实情况,从形式和内容两个维度编制了道德自我问卷。测试结果表明,问卷有较高的信度和效度,但其各部分较高的相关说明其内容尚应进一步研究。     

The global workspace theory,the phenomenal concept strategy,and the distribution of consciousness

Peter Carruthers argues that the global workspace theory implies there are no facts of the matter about animal consciousness. The argument is easily extended to other cognitive theories of consciousness, posing a general problem for consciousness studies. But the argument proves too much, for it also implies that there are no facts of the matter about human consciousness. A key assumption is that scientific theories of consciousness must explain away the explanatory gap. I criticize this assumption and point to an alternative strategy for defending scientific theories of consciousness, one that better reflects the ongoing scientific practice. I argue there are introspectable inferential connections from phenomenal concepts to functional concepts that scientists can use to individuate the global workspace in terms of capacities that animals and humans share.