Communal Versus Individual Learning of a Math-Estimation Task: African American Children and the Culture of Learning Contexts

The authors compared the performance of 78 African American 5th-grade students who studied a math-estimation task in one of two learning contexts. Learning contexts differed in the degree to which they afforded the expression of communalism. ANCOVA confirmed that posttest performance was best for students who studied in the high communal-learning context. The findings support A. W. Boykin's (1994) contention that the cultural context of learning can be a critical mediator of children's performance.     

Need for Cognition and Cognitive Performance From a Cross-Cultural Perspective: Examples of Academic Success and Solving Anagrams

The cross-cultural validity of the Need for Cognition Scale and its relationship with cognitive performance were investigated in two studies. In the first study, the relationships between the scale and university entrance scores, course grades, study skills, and social desirability were examined. Using the short form of the Turkish version of the Need for Cognition Scale (S. Gülgöz & C. J. Sadowski, 1995) no correlation with academic performance was found but there was significant correlation with a study skills scale and a social desirability scale created for this study. When regression analysis was used to predict grade point average, the Need for Cognition Scale was a significant predictor. In the second study, participants low or high in need for cognition solved multiple-solution anagrams. The instructions preceding the task set the participants' expectations regarding task difficulty. An interaction between expectation and need for cognition indicated that participants with low need for cognition performed worse when they expected difficult problems. Results of the two studies showed that need for cognition has cross-cultural validity and that its effect on cognitive performance was mediated by other variables.     

超出预期策略的实验研究

在先前论文中提出与心理匹配策略相应的,又一用以调节学生学习新材料的学习心向的超出预期策略基础上,本文将该策略运用于数学教学之中,进行现场的教学实验研究。研究结果表明：在数学教学中可以运用超出预期策略对教材内容进行情感性处理,且对调节学生学习心向,提高认知学习的质量是有效的。     

新型农村合作医疗制度进一步发展的瓶颈分析

提出制约新农合制度发展的瓶颈有：筹资方式及筹资成本问题、筹资水平、补偿内容的设计问题、过多照搬了城镇职工基本医疗保险的资金管理方式、管理能力与管理手段、位于卫生局内的合管办、无法实现“解决因病致贫、因病返贫”的政策目标。     

Psychosocial mediators of a theory-based resistance training maintenance intervention for prediabetic adults

Objective: Examine psychosocial mediators of the effects of high vs. low-dose resistance training (RT) maintenance interventions among older (ages 50–69), overweight and pre-diabetic adults.

Design: Participants (N = 123) completed a three-month supervised RT initiation phase and were subsequently randomised (time 1) to high or low-dose six-month unsupervised RT maintenance interventions (time 2), followed by a six-month no-contact phase (time 3).

Main Outcome Measures: Online measures of putative mediators and RT behaviour.

Results: RT intervention condition (high vs. low dose) had significant effects on change from time 1 to time 2 in behavioural expectation, self-regulation and perceived satisfaction (f² = .04–.08), but not outcome expectancies, RT strategies or behavioural intentions (f² ≤ .02). Change in each of the putative mediators, except for outcome expectancies (f² ≤ .02), had significant effects on RT behaviour at times 2 (f² = .12–.27) and 3 (f² = .23–.40). In a multiple mediation model, behavioural expectation (f² = .11) and self-regulation (f² = .06) mediated the effects of RT intervention condition on time 2 RT behaviour, whereas perceived satisfaction did not (f² = .01). Self-regulation was a significant mediator of intervention effects on time 3 RT behaviour (f² = .11), but behavioural expectation and perceived satisfaction were not (f² = .04).

Conclusions: Findings suggest that behavioural expectation and self-regulation are appropriate targets for RT maintenance interventions among at-risk older adults.     

补偿他人还是保护自己?内疚与羞耻情绪对合作行为的影响差异

作为两种常见且易被混淆的自我意识情绪, 诸多研究者对内疚和羞耻的产生前因及影响后效进行研究, 尤其是近年来的研究逐渐关注两者对合作行为的影响。我们通过对已有研究进行梳理发现, 内疚和羞耻对合作行为的影响及其机制存在差异, 内疚的影响更为稳定及具有普适性, 羞耻的影响具有复杂性和多样性, 更容易受到其他因素的影响。内疚和羞耻对合作行为的不同影响可从动机机制和调节机制两方面进行解释。首先, 动机机制包括内疚对他人的补偿、修复动机以及羞耻对自我的保护、修复动机。内疚对他人的补偿、修复动机主要体现在维护社会互动中的公平; 弥补对他人造成的伤害, 降低自己和他人的痛苦; 修复人际关系, 重新获得他人或自己的接纳与认同。羞耻对自我的保护、修复动机主要体现在释放消极的情绪状态; 维护积极的自我形象和声誉, 修复自我; 保护自我, 防止后续伤害及不良后果。总体而言, 内疚者关注过失行为及后果, 侧重于对受害他人的补偿或对与他人关系的修复, 而羞耻者关注整体自我的受损, 侧重于对自我的保护和对自己社会形象的修复, 基于此, 我们在前人研究的基础上构建了内疚与羞耻影响合作行为的动机机制对比模型图。其次, 调节机制涉及到个体因素和情境因素的调节作用, 其中个体因素包括认知因素、社会价值取向、自我控制能力、情绪特质和情绪状态, 情境因素包括暴露情境和掩蔽情境、实验情境和日常情境、相关情境和不相关情境。具体而言, 内疚对合作行为的影响的较少受情境的限制, 而羞耻受情境因素限制较多, 在暴露情境、相关情境中更能促进合作行为的产生, 而在掩蔽情境、不相关情境中, 羞耻较难影响个体的合作抉择, 且无论是实验室情境还是日常情境, 内疚似乎都比羞耻更易影响合作。最后, 鉴于内疚与羞耻的诱发和测量方法的有效性仍需检验, 两种情绪对合作行为影响的过程机制和生理机制仍不明晰, 个体因素影响的研究尚不充足以及跨文化研究较为缺乏, 未来研究可以从内疚和羞耻诱发与测量方法的有效性, 情绪作用发生的内在过程和生理机制, 情绪影响的个体和文化差异这几方面进行扩展和深挖。     

危机情境中的期望差异效应

本文提出了期望差异效应的概念并细致阐述了期望差异效应可能是导致风险沟通障碍的原因。期望差异效应是指处于同一情境中的一方对另一方的期望与另一方自我期望之间的差异。围绕上述问题,研究者在阐述了期望差异效应的含义以及期望差异效应可能的心理表征和认知根源之后,细致分析了期望差异效应的强化因素及其可能导致的风险沟通障碍。有关期望差异效应的研究尚处于起步阶段,界定期望差异效应的心理表征,确定期望差异效应的测量工具,探索期望差异效应的影响因素以及分析期望差异效应与风险沟通障碍的关系等都可以作为未来的研究方向。     

Group problem-solving among teachers: A case study of how to improve a colleague’s teaching

A case study of six teachers cooperating to improve a teacher’s teaching showed the dynamics of the group problem-solving process. An analysis of their verbal interactions showed the importance of shared understanding to successful group problem solving. The cooperative group structure helped members resolve cognitive conflicts and build group understanding. During this process, the members’ past teaching experiences and knowledge contributed to their conceptualization of the teacher’s teaching problems and their proposed solutions to improve the teacher’s teaching. Tsz Cheung Lam graduated from the Department of Educational Psychology at the Chinese University of Hong Kong in 2004 and obtained his Master of Education degree. His research interests lie primarily on cooperative learning and problem solving. As a primary school teacher in practice, he is now studying part-time for another master degree in data science at the Department of Statistics of the Chinese University of Hong Kong.