学习态度与学习成绩的相关研究——以学习考勤记录与课堂提问成绩作为学生平时成绩的初步探讨

本研究以大学生的学习考勤记录与课常提问成绩作为其平时成绩的方法,对学习态度与学习成绩的相关进行了初步探讨.研究表明,由学习考勤记录与课堂提问成绩组成的平时成绩与学习总成绩呈现极其显著的相关,证明学习态度对学习成绩具有重要的影响,能在一定程度上对后者进行预测;同时,说明以学习考勤记录与课堂提问成绩作为平时成绩的方法,对于评估学生的学习态度和学习结果具有一定的可行性和有效性.     

家庭环境类型与青少年亲子冲突解决的关系

以北京829名普通中学生为被试.探讨了家庭环境类型与亲子冲突解决的关系.结果表明: (1)高亲密度、高情感表达、低矛盾性的家庭在亲子冲突解决的关系目标上的得分显著高于其它类型家庭;低亲密度、低表达性、高矛盾性的家庭在权力、公平、自认和自主目标上的得分显著高于其它类型家庭. (2)高亲密度、高表达性、低矛盾性的家庭更多使用积极的冲突解决策略;低亲密度、低表达性、高矛盾性的家庭更多使用消极的冲突解决策略.说明不同家庭环境类型下的青少年亲子冲突解决有不同的特点.     

Theory to social action: A university‐based strategy targeting prejudice against Aboriginal Australians

The level of racism in Australia against Aboriginal Australians is well documented. This has an extremely detrimental effect on the health and wellbeing of Aboriginal Australians. One part of the solution may be anti‐prejudice strategies, but to date few strategies that include a pre‐test and a post‐test assessment have been conducted in Australia. The present study describes the interventional qualities of a cultural psychology unit at an Australian university. Results indicated that after a 6‐week period, students reported a significant reduction in prejudice, acceptance of false beliefs about Aboriginal Australians, and the perception that Aboriginal Australians unfairly receive preferential or special treatment. The article concludes that cultural psychology units have the potential to be an effective way of developing acceptance of cross‐cultural differences.     

遗传与环境在食管癌发生发展中的作用

食管癌是我国最常见的恶性肿瘤之一,有明显的地域分布特征,提示环境起着主要作用。但近年来有大量研究表明遗传因素在食管癌的发生中起着不可忽视的作用。食管癌是多种因素作用,多基因参与的疾病,是环境与遗传共同作用的结果。     

Progress in the Molecular-Genetic Study of Intelligence

ABSTRACT— The past decade has seen a major shift in the genetic study of human intelligence; where classic studies aimed to quantify the heritability of intelligence, current studies aim to dissect this heritability into its molecular-genetic components. Five whole-genome linkage scans have been published in the past year, converging on several chromosomal (or genomic) regions important to intelligence. A handful of candidate genes, some of which lie in these genomic regions, have shown significant association to intelligence and the associations have been replicated in independent samples. Finding genes brings us closer to an understanding of the neurophysiological basis of human cognition. Furthermore, when genes are no longer latent factors in our models but can actually be measured, it becomes feasible to identify those environmental factors that interact and correlate with genetic makeup. This will supplant the long nature–nurture debate with actual understanding.     

小学语文和数学教师课堂信息加工能力的研究

本研究采用小学语文和数学视频教学录象为实验材料,以小学语文和数学教师为研究对象,运用反应时测量法探讨小学语文和数学教师对不同类型课堂信息的加工速度和辨别能力。研究结果表明:小学语文和数学教师处理课堂背景信息方面采用了相似的策略,忽略与课堂教学无关信息;语文和数学教师在处理课堂信息方面表现出明显的学科差异,语文教师更注重课堂活动的组织与课堂气氛的调节,数学教师强调学科内容教学本身的精确性;小学语文教师处理课堂活动信息的加工速度显著快于数学教师。本研究的结论对小学教师培训有一定的启示。     

Personal values and academic achievement

Using data from two studies, we investigate the role of basic values in predicting academic achievement. We focus on self-direction and conformity, two-value domains that have been neglected or understudied in earlier research on academic success. In line with the refined value theory, we split self-direction into independence of thought and of action, and conformity into compliance with rules and formal obligations (Rules), and avoidance of upsetting others (Interpersonal). We obtained grades as measures of academic achievement in two samples of Italian high-school students. In Study 1 (n = 234), we measured values with the PVQ-40 and academic motivation. In Study 2 (n = 215), we measured values with the PVQ-RR and both attendance rates and classroom conduct. Results: Both self-direction–thought and conformity–rules correlated with higher grades. These two values related to grades through a different path. Self-direction thought promoted grades through autonomous forms of academic motivation. Conformity rules promoted grades through better teachers’ evaluations of students’ classroom behaviour. Self-direction–action and conformity–interpersonal were unrelated to grades. Regarding the other values, hedonism and stimulation related negatively to grades. Theoretical and practical implications of results are discussed.     

Impact of Teachers' Language Expression and Message Valence when Conveying Classroom-Compliance Instructions1

This study examines how the types of language expression and message valence used by teachers to convey classroom-compliance instructions affect elementary-school children's psychological reactance and their intention to follow instructions. Altogether, 178 elementary-school children (54% girls) participated in a mixed-design experiment. Participants read four self-developed cartoons, where a hypothetical teacher conveyed classroom-compliance instructions through four expressions, and responded to questions measuring psychological reactance and the intention to follow instructions based on the cartoons. The results showed that psychological reactance was relatively significant in the high-controlling language condition. In the low-controlling language condition, the approach evoked less psychological reactance and enhanced the intention to follow instructions, whereas avoidance did so in the high-controlling language condition. Our findings offer suggestions on how teachers can improve classroom management by altering their messages in accordance with the motivation characteristics of their students.     

Quality child care supports the achievement of low-income children: Direct and indirect pathways through caregiving and the home environment

Existing studies of child care have not been able to determine whether higher quality child care protects children from the effects of poverty, whether poverty and lower quality child care operate as dual risk factors, or whether both are true. The objective of the current study was to test two pathways through which child care may serve as a naturally occurring intervention for low-income children: a direct pathway through child care quality to child outcomes, and an indirect pathway through improvements in the home environment. Children were observed in their homes and child care settings at 6, 15, 24, and 36 months. An interaction between family income-to-needs ratio and child care quality predicted School Readiness, Receptive Language, and Expressive Language, as well as improvements in the home environment. Children from low-income families profited from observed learning supports in the form of sensitive care and stimulation of cognitive development, and their parents profited from unobserved informal and formal parent supports. Policy implications are discussed.