抑郁者操作任务中目标设立与自我评价的特点

参加研究的被试包括：抑郁性神经症组（２０人）,抑郁症组（１３人）,正常对照组（２９人）。所有被试在完成独粒钻石棋作业的前后对其作业目标进行了估计,并在作业后对操作的满意程度进行了评价,对影响操作者的因素进行了归因,研究所得到的主要结果为（１）抑郁者在操作任务前的目标设立与正常人或抑郁者相似。（２）实际作业成绩与效能感得分相关,（３）抑郁症,抑郁性神经症相被试消极的自我归因倾向明显高于正常组。     

构成理论关于推论与记叙文篇章理解的研究

构成理论认为,读者在阅读记叙文篇章时,试图构成一个有意义的情景参照模式以表达读者的目标、篇章连贯性以及解释文中为何提到所描述的行为、事件及情景,其中推论生成是一个重要环节。而推论可分为十三类,有六类属线上生成,五类属脱线生成,有两类难以确定．需考虑语用因素,其中有些推论因读者目标不同而有特殊性。构成理论还认为,除了局部推论和整体推论外,其它推论都与读者的世界知识有关。该者目标满足,局部与整体连贯实现,以及外显信息解释决定着对记叙文篇章的理解。     

Autoshaping in the rat: Effects of omission on the form of the response

Two experiments were conducted to investigate the effect of an omission contingency on behavior related to and characterizing autoshaped lever contacts in the rat. In Experiment I an omission contingency imposed on autoshaped lever contacts forceful enough to produce a press (.078N) resulted in a significant decrease in lever presses, but had no effect on frequency of lever touches (contacts of insufficient force to produce a press) or rate of food tray entry during lever presentation. In contrast, rats which received a similar number of lever-food pairings, but whose behavior had no programmed consequences (yoked control subjects), showed an increase in lever press rate, a significant decrease in rate of food tray entry, and no change in rate of lever-touches. In Experiment II, the effect of a similar omission contingency on the topography of lever contact responses was investigated. Prior to omission training subjects contacted the lever primarily by pawing it. Following omission training this behavior was suppressed, with a subsequent increase in lever contacts characterized as nosing. Yoked control subjects showed no significant changes in lever contact topography. The results indicate that (1) an omission contingency does not simply eliminate wholesale those topographies which incur the contingency but produces subtle adaptive changes in lever contact topography; and (2) the nature of the autoshaped response in the rat does not appear to be rigid enough to depend solely upon the nature of the unconditioned stimulus or the conditioned stimulus, but can also be determined by the relationships existing between the animal's behavior and these stimuli.     

父母学业参与、父母学业压力与青少年早期的学业投入:有调节的中介模型

为探讨父母学业参与和学业压力与青少年早期学业投入之间的关系,考察成就目标取向的中介作用,以及学业成就水平在该中介过程中的调节作用,对2487名初一学生进行测查,结果发现：（1）父母学业参与正向预测青少年早期个体的学业投入、负向预测学业抽离,父母学业压力正向预测学业抽离;（2）掌握目标取向在父母学业参与和青少年早期的学业投入之间起正向中介作用,在父母学业参与和学业抽离间发挥负向中介作用;表现回避目标取向在父母学业压力和学业抽离间具有正向中介作用;（3）掌握目标取向的中介作用受到学业成就水平的调节。研究结果揭示了父母学业参与和学业压力对青少年早期的学业投入的共同作用,为从家庭层面提高青少年的学业投入水平提供了参考。     

Questioning the goal-switching account of the AB: comment on Ferlazzo et al. (2007)

Identification of the second of two targets (T2) is impaired when presented less than about 500?ms after the first (T1; Attentional Blink: AB). Although the AB is known to be remarkably robust across many manipulations, [Ferlazzo, F., Lucido, S., Di Nocera, F., Fagioli, S., &; Sdoia, S. (2007). Switching between goals mediates the attentional blink effect. Experimental Psychology, 54, 89–98; Ferlazzo, F., Faglioli, S., Sdoia, S., &; Di Nocera, F. (2008). Goal-completion processes affect the attentional blink. European Journal of Cognitive Psychology, 20, 697–710] found it to be substantially attenuated when the observers were set to accomplish a single goal (e.g. reporting the sum of the T1 and T2 digits) instead of a dual goal (reporting T1 and T2 separately). The larger AB obtained with the dual-goal set was ascribed to the attentional switch necessitated by the goal-switch between T1 and T2. This conclusion is questionable on three grounds: non-equivalent scoring procedures across conditions, range of inter-target lags, and unreliability of the baseline level. These issues were addressed in the present study. Contrary to Ferlazzo et al.’s conclusions, we found no AB attenuation in the single-goal, relative to the dual-goal condition.     

A Recourse Stochastic Goal Programming Approach for the Multi‐objective Stochastic Vehicle Routing Problem

This paper addresses a multi‐objective stochastic vehicle routing problem where several conflicting objectives such as the travel time, the number of vehicles in use and the probability of an accident are simultaneously minimized. We suppose that demands and travel durations are of a stochastic nature. In order to build a certainty equivalent program to the multi‐objective stochastic vehicle routing problem, we propose a solution strategy based on a recourse approach, a chance‐constrained approach and a goal‐programming approach. The resulting certainty equivalent program is solved to optimality using CPLEX. Copyright © 2016 John Wiley & Sons, Ltd.     

目标定向在自我调节学习中的作用

该研究主要探讨了目标定向与认知策略、失败应对方式之间的关系,以及三者与学业成绩之间的关系,在此基础上对目标定向在自我调节学习中的作用提出了假设：目标定向是自我调节学习的始动机制,它影响着个体在学习中所采用的认知策略,以及在学业失败后所选择的应对方式,而认知策略和失败应对方式则直接对学习效果产生影响。     

Flow experiences in everyday activities of Japanese college students: Autotelic people and time management1

Abstract: This study examines the characteristics of flow activities, executive skills of time management and goal directedness related to autotelic personality styles. Japanese college students (155 men and 168 women) completed the Flow Experience Checklist, Evaluation after Everyday Life Activities Scale, Time Management Skill Scale, Experiential Time Perspective Scale, and Multiple Mood Scale with reference to five everyday activities. The results suggest that flow activities are related to the process of personal growth and self‐advancement, and also provide pleasure and motivation for subsequent activity. Autotelic people reported the highest amount of flow experience in everyday activities, and the highest scores on time management and goal directedness.     

人际目标认知三视角模型

人际关系对自我管理有着重要的意义。关系对象会影响个体的目标设置和目标追求,个体在日常生活中所追求的目标也会影响其人际关系的进程。Fitzsimons等人提出了人际目标认知三视角模型,强调目标在自我和他人关系中的重要作用。模型主要介绍了目标与重要他人之间的双向复杂关系,并对影响二者关系的调节变量进行了分析。未来研究应该在深入探讨重要他人与目标之间关系的基础上扩大人际关系对象的范围,考察一般他人与目标的关系及其心理机制。