小学儿童自我意识情绪理解发展及其与亲社会行为、同伴接纳的关系

自我意识情绪理解会影响儿童的社会行为与社会适应。运用自我意识情绪理解情境故事、亲社会行为问卷和社会计量方法,对314名1～6年级小学儿童进行施测,探讨了小学儿童自我意识情绪理解的发展特点及其与亲社会行为、同伴接纳的关系。研究发现:(1)小学儿童自我意识情绪理解水平随着年级的升高而提高,1～3年级提高的较快,3年级以后提高速度变缓。(2)小学儿童的自我意识情绪理解水平与亲社会行为、同伴接纳显著呈正相关,并且自豪的理解和亲社会行为对同伴接纳有显著的预测力,羞愧的理解对亲社会行为有显著的预测力。     

情绪和社会行为的迷走神经活动基础

Porges基于自主神经进化观点提出的多迷走神经理论, 区分了无髓鞘迷走神经与髓鞘迷走神经的不同功能。认为对心脏等起调控作用的髓鞘迷走神经, 经由进化逐渐与调控头面部肌肉的脑神经之间产生了神经上的联系, 成为情绪和社会行为的神经基础。已有的相关实证研究表明, 髓鞘迷走神经与个体的情绪表达与调节、社会行为以及情绪与社会行为障碍密切相关。较低的迷走神经张力、较低的迷走抑制与较低的情绪调节能力相关; 迷走抑制较高的学前儿童有较少的行为问题以及较好的社交技能; 焦虑障碍的个体表现出较低的基线迷走张力以及较低的迷走抑制水平等。多迷走神经理论及其实证研究的结果, 对于推动情绪和社会行为的自主神经基础研究具有重要的意义。     

严谨性的结构及其应用研究述评

严谨性(Conscientiousness)是指个体在按照社会规范的要求控制冲动的倾向、以任务和目标为导向、先思后行、延迟满足以及遵守规范和纪律等方面上的个体差异。由于其在应用心理学领域(如, 组织管理心理学)的重要作用而被广泛而深入的研究, 主要内容涉及严谨性对工作绩效和其他工作相关行为的的预测、对健康行为和寿命的预测、对学业表现的预测等方面。文章全面回顾了近年来严谨性的结构及其在管理、教育和健康领域的相关研究, 并指出将来的研究应进一步深入探索严谨性的次级结构、测量工具的编制、严谨性与绩效间关系的假设、严谨性与寿命和健康行为之间的关系等问题。     

工作中的主动性行为的回顾与展望

工作中的主动性行为是旨在引起或促使变革的行为。它包括三个成分：自发性、前瞻性和变革性。组织行为学中得到较多关注的主动性行为包括主动改进工作方法、主动解决问题、个人主动性、寻求个性化的契约关系以及主动寻求反馈等行为。不同类型的主动性行为可以整合为三个高阶分类, 与角色外行为、适应性行为等有本质区别。主动性行为研究的逻辑关系网络包括前因变量、结果变量以及可能的调节变量。未来研究应基于中国特殊的文化和经济背景, 进一步整合主动性行为的内涵, 拓展研究领域。     

民族型心理契约及回族员工角色外行为特征

在传统的心理契约维度结构模式的基础上, 提出民族型心理契约的理论。基于回族文化特征及现实特征, 确定民族型心理契约维度及其层次性特征, 分析民族型心理契约的民族文化背景以及组织情景因素, 探讨回族员工民族型心理契约的生成机理、民族型心理契约对组织绩效的影响, 以及益组织行为与损组织行为双向维度的回族员工角色外行为特征。从企业管理机制和企业文化角度架构民族型心理契约的组织干预模型。     

Rats’ novel object interaction as a measure of environmental familiarity

Environmental familiarization is a learning phenomenon embedded within most tasks used to study learning and motivation. Given its prevalence there is surprisingly little systematic behavioral research on factors affecting familiarization. The six experiments reported in the present report used rats’ tendency to interact more with a novel object in a familiar than in a novel environment as a measure of environmental familiarization. We found that 3 min of exposure to the environment was sufficient to increase object interaction above unfamiliar controls even when testing occurred up to 48 h after initial exposure to the environment; 1 or 1.5 min of exposure was not sufficient. Also, in the brief 2 min test, 10 min of environment exposure did not appear to increase object interaction above the 3-min condition. The 3-min of environment exposure was sufficient for familiarization whether environment exposure occurred in one 3 min placement or two 1.5 min placements. Environmental familiarization as measured by object interaction was also sensitive to ‘interference’ manipulations. That is, a distinct object present during initial exposure to the environment produced a level of object interaction in testing comparable to an unfamiliar control. Similarly, exposure to a second distinct alternate environment immediately after, but not before, initial exposure to the test environment partially disrupted environmental familiarization. In sum, object interaction might serve as a useful measure for studying processes mediating environmental familiarity.     

Classroom observations of students with and without ADHD: Differences across types of engagement

The current study examined the behaviors related to academic engagement exhibited by students with ADHD during instruction in math and reading. A total of 155 students (92 ADHD, 63 recruited controls) in grades 1 through 4 participated in the study. Results revealed that students with ADHD exhibited statistically significant lower rates of academic engagement and higher rates of off-task behaviors than recruited controls and randomly selected peer comparisons. Specifically, students with ADHD exhibited statistically significant lower rates of passive academic engagement (PET) than recruited controls and peer comparisons; however no group differences were found with regard to active engaged time (AET). In addition, students with ADHD exhibited lower rates of AET than PET, a finding observed among both recruited controls and randomly selected peer comparisons. Implications for research and practice are discussed.     

Functional assessment, collaboration, and evidence-based treatment: Analysis of a team approach for addressing challenging behaviors in young children

This study examined the effects of functional assessment and positive behavior support on classroom behaviors of young children. An experimental program, entitled FACET, was implemented by school-based teams in pre-kindergarten through first-grade classrooms. Observations of child behaviors and classroom variables were compared between experimental and control classrooms. Results indicate that children in FACET classrooms made significant gains from baseline to post-intervention and exhibited a higher occurrence of positive behaviors and fewer negative behaviors compared to control children. Behavior gains were positively correlated with the level of treatment fidelity. These findings support the effectiveness of an intervention that incorporates functional assessment, collaboration, and evidence-based treatment with young children who exhibit challenging behaviors.     

The relation between scores on the Buss–Perry Aggression Questionnaire and aggressive acts,impulsiveness, competitiveness,dominance, and sexual jealousy

This paper examines the relation of the four subscales (physical, verbal, anger and hostility) of the Buss–Perry Aggression Questionnaire (BPAQ) to act‐based aggression questionnaires (involving same‐sex or partners as opponents, and direct or indirect aggression) and evolutionarily based predictors of aggression, using an online student sample. All aggression measures were moderately correlated with one another. The BPAQ physical and verbal scales were most closely related to act‐based measures of direct aggression to a same‐sex other and the hostility scale to indirect aggression to a same‐sex other. The evolutionary variables were less closely related to the BPAQ than were the act‐based measures. Dominance and sexual jealousy were predictors of BPAQ physical, verbal and anger, and impulsiveness was a significant predictor of anger. Aggr. Behav. 32:1–10, 2006. © 2006 Wiley‐Liss, Inc.