GT在作文评分误差控制中的初步应用

测量的可概括化理论（简称ＧＴ）是一种新的心理与教育测量理论。本文介绍了ＧＴ的基本原理和基本技术方法,并结合我国高中学生作文评分误差控制的实际需要,重点进行了ＧＴ在测量误差控制中的初步应用研究,提出了控制作文评分误差的建议与措施．     

Lack of early child care effects on school-age children's social competence and academic achievement

Teacher ratings of social competence and academic achievement were obtained from a sample of 127 Bermudian children at ages 5, 6, 7 and 8 years. The children were studied first during their pre-school years, when they had been exposed to various amounts and qualities of day care. Quality of care was found to be important to the children's intellectual and social development while they were in the day care settings but not after 1–4 years of primary schooling. In hierarchical and simultaneous regressions, family background characteristics, not child care amounts or qualities, were found to be predictive of social competence and academic achievement in the primary grades. By school age, the effects of infant and preschool child care experiences were no longer influential in children's development, but family background continued to be important. These findings and their implications for child care are discussed.     

中日幼儿“所有”关系的跨文化研究

对中国北京市和日本京都市的各一所幼儿园小班幼儿园团体进行了自然观察,利用动物行为这的社会等级距等方法分析幼儿园之间围绕一定资源所发生的相互作用,考察了幼儿团体中的所有关系是否由它们之间的支配－从属关系或等级制度所规定。所得主要结果如下：（１）中日幼儿团体的社会等级矩阵的稳固性与直线性都比较低;（２）他们在社会等级矩阵上的等级和由班主任评定的争夺之量分数,领导分数之间都没有显著相关,（３）从幼儿之间     

学习品质训练与小学生人格发展的相关研究

本研究采用自编教材,对１０８名小学五年级学生进行为期一年的学习品质训练,结果表明：开设学习品质训练果,能够改善小学生的学习行为表现,有效地影响小学生人格品质的发展。     

Childhood Peer Relationship Problems and Psychosocial Adjustment in Late Adolescence

Using prospective longitudinal data from the Christchurch Health and Development Study, this paper examined the relationship between teacher reported peer relationship problems at age 9 and psychosocial adjustment in late adolescence. Results showed that, by age 18, children with high rates of early peer relationship problems were at increased risk of externalizing behavior problems such as criminal offending and substance abuse, but were not at increased risk of anxiety disorder or major depression. Subsequent analyses revealed that these associations were largely explained by the effects of child and family factors associated with both early peer relationship problems and later adjustment. The most influential variable in explaining associations between peer relationship problems and later adjustment was the extent of children's early conduct problems. These results suggest that reported associations between early peer problems and later adjustment are noncausal, and appear to reflect underlying continuities in behavioral adjustment.     

中小学生学业成就与非智力因素的相关研究

本研究对1250名中小学生非智力因素的发展水平进行了调查,共得到有效问卷1186份,目的在于了解非智力因素与学业成就的相关程度。结果表明：就全体被试而言,我们问卷中所涉及的11种非智力因素及总量表分数与被试的学习成绩存在着非常显著的正相关;非智力因素与被试学习成绩的相关程度存在着一定的年龄、学校类型和性别差异。     

Fifth grade school adjustment and later arrest rate: A longitudinal study of middle school antisocial boys

This study investigated the efficacy of three different regression models in predicting arrest rate over the fifth to seventh grade range for a sample of antisocial and at risk control middle school boys (N=76). These boys were selected from a larger sample of approximately 200 boys and their families for inclusion in a long term longitudinal study beginning in the fourth grade. Subjects in the present study were identified when they were in the fifth grade and school measures of adjustment were recorded annually for them on two occasions (fall, spring) through the ninth grade. Predictors were derived from the following variables: (a) teacher ratings of social skills; (b) direct observations of academic engagement in classroom settings; (c) direct observations of the playground social behavior of target subjects and peers; and (d) discipline contacts with the principal's office as extracted from archival school records. These predictor variables appeared to assess respectively teacher related and peer related forms of school adjustment. The regression models investigated yielded R-Squares of approximately 30 between arrest rate and two to three predictor variables in each analysis. However, following the deletion of two subject cases that represented extreme instances of underprediction (i.e., subjects who were arrested [i.e., seven arrests each] but whose fifth grade behavioral profiles suggested they would not be), the obtained R-Squares increased to approximately .55. Implications of the findings for the early screening and identification of at risk students are discussed.     

The effect of reinforcer preference on functional analysis outcomes.

We combined functional analyses and concurrent-schedule assessments to identify reinforcer preference during situations in which problem behavior may have been multiply controlled. Participants were 3 children with developmental delays who engaged in problem behavior during toy play with another child and one adult present, suggesting that problem behavior may have been maintained by adult attention or access to tangible reinforcement. Thus, conditions were designed to test attention and access-to-toys hypotheses. Initial functional analyses suggested multiple control. Subsequent concurrent-schedule assessments identified preference between the reinforcers, and treatments were based on these findings. Findings are discussed regarding the assessment of potentially multiply controlled problem behavior.