对心理学实验教学模式的再研究

为了更新心理学的教学理念和方法,笔者反思自身单纯讲解的传统教学模式的不足,对实验教学模式进行再研究,以加强教学的主体性、科学性、应用性和实践性。课题深入研究实验教学模式的内涵和操作类型,用教育实验法论证该模式的实效,证实该模式更能使学生乐学会学。该研究形成实验教学模式的若干理念,揭示出取得教学效果的内在原理。研究证明：实验教学模式有其他教学模式不可替代的独特作用和综合效益,能大幅提高心理学的教学质量。     

肺结核痰涂片阴性的试验性治疗应用探讨

本文通过对涂阴肺结核及试验性治疗相关概念的分析探讨,结合临床实际,认为试验性治疗不仅有利于涂阴肺结核的早期诊断和及时治疗,也是减少误诊、漏诊的主要措施。     

What will Phil do next? : Spontaneously inferred traits influence predictions of behavior

Past research has shown that perceivers intentionally may make trait inferences about others and use this information to make predictions about these others' future behaviors. Other research has also shown that people can make trait inferences without intent—that is, spontaneously. However, one unexplored avenue is whether spontaneous trait inferences (STI), affect how perceivers predict others' will behavior. Three studies explored this issue. Results from Studies 1 and 2 showed that: (1) exposure to trait-implicative behaviors describing an actor influences subsequent behavior predictions made about the actor in a trait-consistent manner, and (2) predictions occurred regardless of behavior recall, implying that the behavior predictions were derived from prior trait inferences and not from behavior recall. Results from Study 3 bolstered this conclusion by showing that behavior predictions were similar regardless of whether subjects were explicitly instructed to make inferences or not, but that a manipulation known to interfere with inference generation (lie detection instructions) muted behavior predictions. Results from Study 3 also suggested that the prediction effects had both automatic and controlled components, and that reductions observed in the lie detection condition of Study 3 were caused by alterations in the automatic influence of trait knowledge to the behavior predictions. These results suggest that STI may be causal inferences about the actors' dispositions.     

经验合作教学对教师课堂教学影响的实验研究

以"经验合作教学"的校本教师培训的新思路为依据,采用实验组、控制组前后测实验设计,选取初中语文和数学教师共33人,以年级学科组为单位施以为期8个月的经验合作教学干预,运用教育实验法考察经验合作教学对教师课堂教学(包括教学效能感、课堂情绪体验、教学效果)的影响。研究表明:(1)实验学校教师在一般教育效能感和教学效能感两个维度上的得分均较实验前有所提高,且个人教学效能感的提高量大于一般教育效能感;(2)实验学校教师轻松、愉快、满意的积极情绪体验的出现频率提高,失望的消极情绪出现频率降低;(3)实验学校教师在学生评价的课堂教学策略与互动、教学信息的总体把握与反馈两个维度的得分较实验前有所提高。     

意识和无意识的关系--实证的视角

意识和无意识的相互关系曾经是纯粹的哲学问题,科学心理学的诞生促进了对这一问题的实证视角考察。实证取向认为,意识和无意识同属人类心理的机能,并能够在外在的任务操作中表现出来。现代认知心理学发现了对应意识机能的外显过程和对应无意识机能的内隐过程,两者相对独立又共生共存。任何认知过程都是意识和无意识共同作用的产物,两者之间存在复杂的相互作用,并表现出权衡的特点。神经生理学的研究揭示了意识和无意识在发生学意义上可能的先后关系。无意识在心理过程中起的作用是普遍的、抽象的、抗干扰的,而意识则建筑在无意识的基础之上,有着更大的变异性。     

不确定归类的类别等级一致性限制与分离

该文以大学生被试,实验考察在集中呈现类别成员信息的非对齐类别等级结构条件下的不确定归类。实验结果表明,对个体的不确定归类会受类别的上下级包含关系限制而保持等级一致性,导致出现下级归类错误或上级归类错误;而对群体的不确定归类不会受类别上下级包含关系限制而保持等级一致性,而是与类别层次的实际分布相一致,出现上下级归类的分离。     

内隐记忆研究的回顾与展望

近年来,在对内隐记忆的存在性和本质特点进行探讨的过程中,该领域涌现出愈加丰富的实验室研究方法和理论观点,同时也引发了研究者对内隐记忆内涵的深入思考。逐渐细分的内隐记忆研究领域促使人们超越内隐记忆原有的理论框架,去建构一个整合外显记忆与内隐记忆,容纳记忆的无意识和意识过程的完整理论体系。     

再认记忆中的概率学习效应:加工分离框架

采用加工分离程序(PDP)与多项加工树模型,对比检验PDP与背景鉴别模型的构思效度;操纵加工水平与项目比例,考察再认记忆中的内隐学习效应。结果表明:(1)包含和排除测验都表现出加工水平效应,包含测验具有视听通道效应。(2)在单一操作中分离出意识回忆和自动加工两种过程。(3)在语义编码条件下出现了概率学习效应,自动加工可能具有情境依存性。未发现支持背景鉴别模型的结果。     

关于情绪与推理的理论与实验研究进展

人们普遍认为情绪会影响推理活动,但长期以来缺乏实证研究的证据。文章总结近年来有关情绪对推理影响研究的实验证据,围绕情绪的两方面因素即情绪状态与情绪信息是否影响逻辑推理的问题,对情绪与推理的关系进行探讨。简要介绍了情绪与推理的理论假设以及其实验范式,主要介绍情绪与推理研究的新进展。     

A bibliometric analysis of the recovered memory controversy in the 21st century

In the 1990s, repressed and recovered memories were at the heart of intense debates within the clinical field as well as in academia. Recent data suggest that this controversy has not yet been resolved in the clinical field. However, it is unclear to what extent repressed and recovered memories are studied in peer‐reviewed outcomes in the 21st century. The current article examined the volume of publications and citations regarding repressed and/or recovered memories during the years 2001–2018. Analysis of the 145 articles retrieved shows that these issues are still being investigated within the academic sphere. Proponents and opponents of repressed memories regularly published articles, and these were cited as often as articles published during the 1990s. These issues were also multidisciplinary (i.e., social/clinical/experimental psychology, psychiatry, and law) and often dealt with dissociation, child abuse, and/or false memory. The results are encouraging for furthering the research field and for the understanding of traumatic memory mechanisms.