认知诊断属性分类一致性信度区间估计三种方法

摘要：引入了三种可以估计认知诊断属性分类一致性信度置信区间的方法：Bootstrap法、平行测验法和平行测验配对法。用模拟研究验证和比较了这三种方法的表现,结果发现,平行测验法和Bootstrap法在被试量比较少、题目数量比较少的情况下,估计的标准误和置信区间较接近,但是随着被试量的增加,Bootstrap法的估计精度提高较快,在被试量大和题目数量较多时基本接近平行测验配对法的结果。Bootstrap法的所需时间最少,平行测验配对法计算过程复杂且用时较长,推荐用Bootstrap法估计认知诊断属性分类一致性信度的置信区间。     

The effects of reinforcer pairing and fading on preschoolers' snack selections

The effects of reinforcement pairing and fading on preschoolers' snack selections were evaluated in a multiple baseline design. Baseline preferences for snack options were assessed via repeated paired-item preference assessments. Edible, social, and activity-based reinforcers were then exclusively paired with a less preferred snack option. Once the snack paired with reinforcement was selected most frequently, the three types of reinforcement were systematically faded. Frequent selections of the previously less preferred snack option were produced with paired reinforcement, but were disrupted for all children as the paired reinforcement was reduced to low levels. These data showed that paired reinforcement was initially effective in increasing preference for the originally less preferred snack options, but more permanent changes in the value of the snack options were not achieved. Conditions for producing persistent changes in children's snack choices are discussed.     

小学五年级学生汉语阅读知觉广度的眼动研究

采用"呈现随眼动变化技术"对小学五年级学生的阅读知觉广度进行了眼动研究.结果发现,(1)小学五年级学生的阅读知觉广度具有不对称性.(2)小学五年级学生的阅读知觉广度为注视点左侧一个汉字到注视点右侧两个或三个汉字的空间.     

EQUIVALENCE CLASS FORMATION IN A TRACE STIMULUS PAIRING TWO‐RESPONSE FORMAT: EFFECTS OF RESPONSE LABELS AND PRIOR PROGRAMMED TRANSITIVITY INDUCTION

Three experiments identified factors that did and did not enhance the formation of two‐node four‐member equivalence classes when training and testing were conducted with trials presented in a trace stimulus pairing two‐response (SP2R) format. All trials contained two separately presented stimuli. Half of the trials, called within‐class trials, contained stimuli from the same class while the other half, called cross class trials, contained stimuli from different classes. On within class trials, making a YES response was correct and making a NO response was wrong. On cross class trials, making a NO response was correct and making a YES response was wrong. In Experiment 1, similar intermediate percentages of participants (about 50%) formed classes, regardless of whether the responses were labeled YES and NO or SAME and DIFF. Response labeling thus did not influence class formation. Regardless of response labels, failures of class formation were primarily due to failure of class‐indicative responding produced by within‐class transitivity probes. In Experiment 2, only 50% of participants formed classes without prior training, as in Experiment 1, but 100% of participants formed equivalence classes after the establishment of a generalized transitivity repertoire by use of a programmed transitivity induction protocol. Experiment 3 examined two components of the programmed transitivity induction protocol and found that the exclusion of AC trials had no effect on the percentage of participants who formed equivalence classes, while presenting the stimulus sets in randomized order interfered with equivalence class formation. A further analysis found that a number of stimulus control topographies differentiated between individuals who did and did not form equivalence classes. In general, then, these experiments demonstrate that equivalence classes can be formed reliably when training and testing are conducted in an SP2R format, supporting the view that equivalence class formation can account for the development of conceptual categories in natural settings.     

Identity in bipolar disorder: Self-worth and achievement

This article considers self and self-concept in bipolar disorder. Bipolar disorder, defined on the basis of manic symptoms, is a highly debilitating psychopathology. It is heavily grounded in biology but symptom course is still very responsive to psychological and social forces in the lives of persons who have the disorder. This review assumes an overall view of the self that is typical of personality psychology: self as traits, self as goals and aspirations, and ongoing efforts to attain those goals. In this review, we will discuss two different facets of self and identity in bipolar disorder. First, we review a body of goal pursuit literature suggesting that persons with bipolar disorder endorse heightened ambitions for attaining goals and recognition from others. Second, we will review multiple findings which suggest that among persons with bipolar disorder, self-worth depends on measurable success in an extreme way. We will consider how the intersection of these two themes may lead to unique identity challenges for people with bipolar disorder, drawing from self-report, behavioral, and neuroscience findings to critically examine this viewpoint.     

Examining the generality of children's preference for contingent reinforcement via extension to different responses, reinforcers, and schedules

Studies that have assessed whether children prefer contingent reinforcement (CR) or noncontingent reinforcement (NCR) have shown that they prefer CR. Preference for CR has, however, been evaluated only under continuous reinforcement (CRF) schedules. The prevalence of intermittent reinforcement (INT) warrants an evaluation of whether preference for CR persists as the schedule of reinforcement is thinned. In the current study, we evaluated 2 children's preference for contingent versus noncontingent delivery of highly preferred edible items for academic task completion under CRF and INT schedules. Children (a) preferred CR to NCR under the CRF schedule, (b) continued to prefer CR as the schedule of reinforcement became intermittent, and (c) exhibited a shift in preference from CR to NCR as the schedule became increasingly thin. These findings extend the generality of and provide one set of limits to the preference for CR. Applied implications, variables controlling preferences, and future research are discussed.     

Actuality, Necessity, and Logical Truth

The traditional view that all logical truths are metaphysically necessary has come under attack in recent years. The contrary claim is prominent in David Kaplan’s work on demonstratives, and Edward Zalta has argued that logical truths that are not necessary appear in modal languages supplemented only with some device for making reference to the actual world (and thus independently of whether demonstratives like ‘I’, ‘here’, and ‘now’ are present). If this latter claim can be sustained, it strikes close to the heart of the traditional view. I begin this paper by discussing and refuting Zalta’s argument in the context of a language for propositional modal logic with an actuality connective (section 1). This involves showing that his argument in favor of real world validity his preferred explication of logical truth, is fallacious. Next (section 2) I argue for an alternative explication of logical truth called general validity. Since the rule of necessitation preserves general validity, the argument of section 2 provides a reason for affirming the traditional view. Finally (section 3) I show that the intuitive idea behind the discredited notion of real world validity finds legitimate expression in an object language connective for deep necessity. Earlier versions of this paper were read at the universities of Graz, Maribor, and Salzburg, and at a workshop on the philosophy of logic at the National Autonomous University of Mexico (UNAM) in Mexico City. My thanks to those present at these events for many helpful suggestions. Thanks are also due to an anonymous referee for Philosophical Studies.     

Counterfactual Reasoning for Regretted Situations Involving Controllable Versus Uncontrollable Events: The Modulating Role of Contingent Self-Esteem

We report a study that examined the modulating impact of contingent self-esteem on regret intensity for regretted outcomes associated with controllable versus uncontrollable events. The Contingent Self-Esteem Scale (e.g., Kernis & Goldman, 2006) was used to assess the extent to which a person’s sense of self-worth is based on self and others’ expectations. We found that there was an influence of self-esteem contingency for controllable but not for uncontrollable regret types. For controllable regret types individuals with a high contingent (i.e., unstable) self-esteem reported greater regret intensity than those with a low contingent (i.e., stable) self-esteem. We interpret this finding as reflecting a functional and adaptive role of high contingent self-esteem in terms of mobilizing the application of counterfactual reasoning and planning mechanisms that can enable personal expectations to be achieved in the future.     

The future of workplace commitment: key questions and directions

This position paper presents the state-of-the art of the field of workplace commitment. Yet, for workplace commitment to stay relevant, it is necessary to look beyond current practice and to extrapolate trends to envision what will be needed in future research. Therefore, the aim of this paper is twofold, first, to consolidate our current understanding of workplace commitment in contemporary work settings and, second, to look into the future by identifying and discussing avenues for future research. Representative of the changing nature of work, we explicitly conceptualize workplace commitment in reference to (A) “Temporary work”, and (B) “Cross-boundary work”. Progressing from these two themes, conceptual, theoretical and methodological advances of the field are discussed. The result is the identification of 10 key paths of research to pursues, a shared agenda for the most promising and needed directions for future research and recommendations for how these will translate into practice.     

Using reinforcer pairing and fading to increase the milk consumption of a preschool child

The present study replicates and extends previous research on the treatment of food selectivity by implementing pairing and fading procedures to increase a child's milk consumption during regularly scheduled preschool meals. The treatment involved mixing a small amount of chocolate syrup into a glass of milk and gradually eliminating the chocolate. The procedure and data collection were implemented by preschool teachers and resulted in increased milk drinking at school, which was maintained at home.