隔代教育对孙辈和祖辈的影响：双刃剑效应

隔代教育是指祖辈对孙辈的抚养和教育, 随着经济社会的发展, “隔代教育”已成为“亲代教育”的一种重要补充形式。隔代教育对祖孙两辈人的身心健康均存在“双刃剑”效应。生物进化论、社会交换理论和家庭系统理论为理解隔代教育对孙辈的影响提供了理论支持, 角色紧张和角色强化理论可以加深隔代教育对祖辈影响的认识。未来研究应明确隔代教育的定义和类型, 控制边界因素进行更为深入的综合性研究, 并进一步推进隔代教育的本土化研究。     

基于助推的健康饮食行为干预策略

在干预国民健康饮食行为方面, 更“隐性”的助推策略因其针对直觉思维系统发挥作用, 比传统的干预政策更具优势。基于助推策略对食物选择决策影响机制的不同, 健康饮食助推策略可构建为提供决策信息、改善决策选项、影响决策结构和提醒决策方向4个大类及9个小类的框架体系。助推策略在实践中仍存在争议, 因而在中国实施时需与传统政策结合使用, 充分考虑中国国情和消费群体特征, 并充分利用信息技术和大数据优势, 助力健康中国。     

社会性发展迟滞大学生对社交信息的内隐态度

本研究目的在于探索社会性发展迟滞大学生对社交信息的内隐认知特点,三个实验分别通过GNAT、IRAP、IAT范式探讨社会性发展迟滞大学生对社交活动、社交关系的内隐态度和内隐社交自我评价的内隐加工特点。结果发现:①社会性发展迟滞组对群体活动的反应时更短;②社会性发展迟滞组对师生关系持消极的内隐态度,对同学关系持积极的内隐态度;③社会性发展迟滞组存在社交自我评价积极偏向,但对积极评价他人/消极评价自我的反应时更短,对评价的整体反应时更短。结论:迟滞个体对社交活动较敏感,对师生关系持消极态度和对同学关系持积极态度,对社交自我评价存在积极偏向。     

Rich interpretation vs. deflationary accounts in cognitive development: the case of means-end skills in 7-month-old infants

Seven-month-old infants appear to learn means-end skills, such as pushing a button to retrieve a distant toy (Psychological Review 104 (1997) 686). The present studies tested whether such apparent means-end behaviors are genuine, or simply the repetition of trained behaviors under conditions of greatest arousal, as suggested by a dynamic systems reinterpretation. When infants were trained to repeat behaviors that did not serve as means to retrieving toys (pushing a button to light a set of distant lights), their button-pushing differed significantly from infants for whom button-pushing served as a means for retrieving toys. Further, infants demonstrated means-end skills with behaviors that they had not been trained to repeat. Implications for early means-end abilities and for debates surrounding the interpretation of infant behavior are discussed.     

Parts and wholes in person recognition: developmental trends

This study's aim is the investigation of short-term visual person recognition in 8- and 10-year-olds and adults, within the part-whole paradigm introduced by. Natural unfamiliar whole persons were contrasted with natural unfamiliar faces to test for differences between person processing and face processing. Two experiments showed advantages of whole face recognition over isolated face feature recognition. Also, these was a complete over part probe advantage (CPA, ) for person recognition in all age groups. Thus, recognition became more accurate between 8 years and adulthood, but no developmental shift in visual information processing was observable with face and whole person recognition. I conclude that person recognition does not rely on processes completely different from those of face recognition and that this holds for 8- and 10-year-olds as well as for adults.     

Development of rules and strategies: balancing the old and the new

The experiments described in the lead articles replicate findings from previous studies of development of knowledge about balance scales, add several new findings, and raise four key questions: (a) How can rule use best be assessed? (b) How can we reconcile systematic use of rules with variable use of strategies? (c) When do children begin to use rules? and (d) How do children generate new rules? In this Reflection, we summarize current understanding of development of knowledge about balance scales and consider each of the four questions.