Individual differences in effective interview design: Factors affecting question choice

Despite the evidence that structured interviews are superior to unstructured interviews, interviewers remain reluctant to use them for personnel selection. The current research replicated and extended recent research examining how individual differences relate to the ability to identify effective interview questions. Question judgments were made across questions that varied substantially in quality and across two different jobs. Across two samples of data, respondents evaluated past behavioral and traditional interview questions more favorably than oddball questions and questions about job‐irrelevant competencies. Furthermore, general mental ability and social aptitude were strongly related to skill in identifying effective interview questions, with results suggesting these traits are associated with customizing questions to specific job contexts.     

创造性问题解决中的联想能力及其作用

长期以来,研究者一直认为联想能力与创造力之间存在着紧密的联系,但相关的实证研究并不能很好地支持这一论断,这可能是由于联想能力的界定不清所造成的。本研究梳理了以往研究中联想能力与创造力的关系,在此基础上辨析了联想能力测验所反映的实质,进一步提出了一个创造性问题解决中联想能力的作用模型：（1）联想能力主要作用于创造性问题解决中的重构阶段;（2）存在三种相对独立的联想能力,它们对空间类顿悟问题和言语类顿悟问题的影响不同;（3）联想内容中经验关系的联想能力与领域一般创造力关联最密切。     

音乐训练对认知能力的影响

在当今社会中, 越来越多的儿童接受音乐训练, 试图通过音乐训练提高认知能力。针对认知活动中的语言能力、空间能力以及数学能力, 探究音乐训练与认知能力的关系, 试图为音乐教育提供实证依据。研究结果表明, 尽管音乐训练与认知能力的关系较为复杂, 但是, 音乐训练与个体的语言知觉和产生能力以及空间视觉化能力都存在正相关, 且在一定程度上可以提高这些认知能力。     

Superior fluid intelligence in children with Asperger's disorder

Asperger's disorder is one of autistic spectrum disorders; sharing clinical features with autism, but without developmental delay in language acquisition. There have been some studies of intellectual functioning in autism so far, but very few in Asperger's disorder. In the present study, we investigated abstract reasoning ability, whose form of intelligence has been labeled fluid intelligence in the theory of Cattell [Cattell, R. B. (1963). Theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology, 54, 1-22.], in children with Asperger's disorder. A test of fluid intelligence, the Raven's Standard Progressive Matrices Test, was administered to 17 children with Asperger's disorder and 17 age-, gender-, and FIQ-matched normal children. The results showed that children with Asperger's disorder outperformed on the test of fluid reasoning than typically developing children. We suggest that individuals with Asperger's disorder have higher fluid reasoning ability than normal individuals, highlighting superior fluid intelligence.     

Social cognitive predictors of college students’ academic performance and persistence: A meta-analytic path analysis

This study tested Social Cognitive Career Theory’s (SCCT) academic performance model using a two-stage approach that combined meta-analytic and structural equation modeling methodologies. Unbiased correlations obtained from a previously published meta-analysis [Robbins, S. B., Lauver, K., Le, H., Davis, D., & Langley, R. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130, 261–288.] were used to create the input correlation matrices for subsequent path-analytic tests of the model, using both college GPA and retention as performance criteria. Results suggested that SCCT does an adequate to excellent job of modeling academic performance and persistence, but that model fit was better when general cognitive ability versus high school GPA was used to operationalize the ability/past performance variable. Results are discussed in terms of their fit with SCCT and their practical implications.     

小学儿童羞耻情绪理解能力的发展

先通过收集和验证羞耻情境故事和情绪词来编制考察小学儿童羞耻情绪理解能力的测量材料,然后对300名1-6年级小学儿童的羞耻情绪理解能力的发展特点进行测查。结果表明：（1）小学儿童的羞耻情绪理解能力随年级增长而发展,并且在2-3年级有一个快速发展阶段。（2）4种羞耻情境中,小学儿童在公德情境中的羞耻情绪理解能力最高,其次是当众出丑情境和欺骗情境,最低是学习情境。（3）小学儿童的羞耻情绪理解能力无显著性别差异;4种羞耻情境中,只有在公德情境中的羞耻情绪理解能力有显著性别差异,即男生高于女生。     

小学高年级儿童的内隐智力理论及其与表扬的关系

以101名小学五年级的儿童为被试,采用实验法考察小学高年级儿童内隐智力理论的特点,及不同归因取向的表扬对儿童内隐智力理论的影响。结果表明:(1)三组儿童对智力不可控性的得分显著低于中值,说明小学高年级儿童持有智力的发展观;控制组对努力因素的重要性评定显著高于能力因素,说明小学高年级儿童强调努力的重要性;(2)接受能力取向表扬的儿童对智力不可控性的得分显著高于接受努力取向表扬的儿童和控制组,表明能力取向的表扬使儿童倾向于认为智力是不可控的。     

儿童掌握能力概念的特

选取4岁组、5岁组、7岁组、10岁组和12岁组儿童共160名（各年龄组32名,男女各半）为被试,采用个别测验法,从能力的跨情境稳定性、能力的效力和能力的不可控性3个维度探讨学前和小学儿童的能力概念的发展。结果表明,（1）儿童对能力的跨情境稳定性、对能力的效力和对能力的不可控性的认识代表着儿童不同的能力概念。（2）儿童对能力的跨情境稳定性的认识和对能力的效力的认识均存在显著的年龄差异,它们都反映了儿童能力概念的发展性差异,两者在4~12岁期间都随年龄而不断发展,但发展的时间与速度不同,前者的发展早且快。（3）儿童对能力不可控性的认识不存在显著的年龄差异,它反映了儿童能力概念的个体差异     

共享心理模型的前因变量研究：群体合成特征的视角

以192个被试组成64个三人团队,通过计算机完成团队合成任务,从群体合成特征的视角出发探讨共享心理模型的前因变量。结果表明:团队成员的价值取向合成特征和初始心理模型合成特征对于共享心理模型的形成具有显著的主效应;群体合成特征与合作任务的信息分布特征形成了显著的交互效应,表明共享心理模型的形成存在潜在的信息分布依存性。最后对研究结果在共享心理模型理论研究上的意义和进一步研究的方向进行了讨论。