中学生人际冲突解决策略取向及影响因素研究

本研究针对中学生常见的人际冲突问题 ,分别设计了与教师、家长、同学冲突的 9种情境 ,考察 1 80名初一至高三的学生在不同情境中解决冲突的策略取向、防御机制发展以及影响策略取向的因素。实验表明 :( 1 )总体上中学生更倾向于选择协商策略解决人际冲突 ,退让或服从策略以及对峙性策略运用的多寡与具体情境因素或冲突对象有关。对峙性策略多出现在与教师和家长的冲突情境 ,而退让策略较多出现在与同学的冲突中。 ( 2 )随着年龄的增长和社会化的发展 ,学生逐渐采用成熟性防御机制替代不成熟性防御机制以促使问题得到更好解决。初、高中学生在运用成熟性防御机制方面差异显著。 ( 3 )文化背景及个性特点与策略取向有关。     

环境因素与成人认知关系的研究

本研究旨在考察环境因素与认知发展的关系.采用问卷和心理测量的方法对121名21～80岁成人被试的基本认知能力和环境影响变量进行测量.结果发现,在基本认知能力上存在显著的年龄差异;在环境测量的环境维度因素方面仅出现年龄差异,而环境测量的休闲维度因素方面却存在显著的年龄和性别双重差异;多项环境因素与基本认知能力存在显著相关.结论老年人基本认知能力低于年轻被试,且环境因素对认知发展有一定影响.     

大学毕业生的职业期望及其影响因素研究

本研究对当代大学生职业期望所包括的关键因素以及各因素之间的结构模式进行了深入分析,从职业动机、自我意识、环境意识以及个人的职业发展计划等多种不同角度对影响职业期望的因素进行了有益的探索,并在此基础上建立了"当代大学生职业期望的初步模型".     

具体认知和抽象认知与社会文化因素的关系

采用认知测试、查阅人类学资料、现场调查和谈话等多种方法,探讨了我国不同生产方式、不同地区和不同民族４６０名成人的具体认知、抽象认知和认知方式及其与生态文化因素的关系。研究结果基本支持了我们理论上所假设的社会文化因素与具体认知操作、抽象认知操作、认知方式的关系,即狩猎和城市社会的生态环境和生产方式对人施加一种生态压力,增进其个体的具体的和抽象的认知,促使其抽象型认知方式的形成;而在捕鱼、游牧和农耕社会的生态环境和生产方式的作用下,个体倾向于较低水平的具体和抽象认知操作以及具体型的认知方式。紧密的社会结构和强调服从的社会化过程,与其个体较低水平的具体和抽象认知及具体型的认知方式相关联;而松散的社会结构和强调自主性的社会化过程,与较高水平具体和抽象认知操作、抽象型的认知方式相联系。正规教育等现代化因素是促进人认知,特别是抽象认知的有力因素。     

Therapeutic factors in interactional inpatient groups: Results from a Turkish sample

Therapeutic factors in an inpatient group from Turkey are presented. A total of 40 patients were seen over a period of 2 years and each patient was given Yalom's (1983) 60-item therapeutic factor list on discharge. The first four most valued therapeutic factor groups were Catharsis, Existential Factors, Cohesiveness and Hope. There were significant differences in the highly valued factors in different diagnostic groups. Patients with diagnoses of anxiety/somatization and borderline/identity problem preferred factors resembling those in many out-patient studies. The results are discussed in the light of relevant literature.     

小学生的智力因素,非智力因素与学业成绩

许多跨文化研究指出.中国学生学业成绩优异的主要原因,是由于中国学生的非智力因素方面更有利于学习。本项研究主要采用层系回归分析,以智力及一般非智力因素预测学业成绩,其中一般非智力因素再细分为学业性及非学业性部分;受试者为中国153名小学生。结果表明：智力及非智力因素均能预测学业成绩,但以后者的预测力较大,而非智力因素中,学业性部分较非学业性部分更能准确预测学生的学业成绩。     

Argumentation and Interpersonal Justification

There are distinct but legitimate notions of both personal justification and interpersonal justification. Interpersonal justification is definable in terms of personal justification. A connection is established between good argumentation and interpersonal justification.     

Noniterative estimation and the choice of the number of factors in exploratory factor analysis

Based on the usual factor analysis model, this paper investigates the relationship between improper solutions and the number of factors, and discusses the properties of the noniterative estimation method of Ihara and Kano in exploratory factor analysis. The consistency of the Ihara and Kano estimator is shown to hold even for an overestimated number of factors, which provides a theoretical basis for the rare occurrence of improper solutions and for a new method of choosing the number of factors. The comparative study of their estimator and that based on maximum likelihood is carried out by a Monte Carlo experiment.The author would like to express his thanks to Masashi Okamoto and Masamori Ihara for helpful comments and to the editor and referees for critically reading the earlier versions and making many valuable suggestions. He also thanks Shigeo Aki for his comments on physical random numbers.     

FACAIC: Model selection algorithm for the orthogonal factor model using AIC and CAIC

This paper describes the authors' FORTRAN algorithm FACAIC for choosing the number of factors for an orthogonal factor model using Akaike's Information Criterion. FACAIC utilizes the IMSL subroutine OFCOMM.The authors dedicate this algorithm to Professor Hirotugu Akaike in appreciation of his pioneering work on AIC which was originally intended for the factor analysis and other statistical model identification problems.     

Some properties of the correlation matrix of dichotomous guttman items

Both the elements and the eigenvalues of the Pearson correlation matrix of dichotomous Guttman-scalable items can be expressed as simple functions of the number of items if the score distribution is uniform and there is an equal number of items at each difficulty level. Even when these special conditions do not hold, the correlations can often be expressed in a simple form by assuming a particular score distribution.The author thanks Neil Dorans, Bob Mislevy, Ledyard R Tucker, and Howard Wainer for their comments.