视觉追踪作业心理负荷的多变量评估研究

敏感性是心理负荷测量技术可靠性的基本要求。该研究利用主任务绩效、次任务绩效、主观“加权负荷”评定和心率变异变化率四项指标,在计算机模拟情境下对视觉追踪作业心理负荷进行多变量评估实验。结果发现,以上述四项指标为基础建立的“综合加权评估指数”是一项较有效的评估指标,其敏感性远高于任何单独的评定。     

字频在直接和间接记忆测验中的比较研究

本研究通过3×2×2混合设计实验,比较了字频在即刻和第5天两种施测时间下的两类记忆测验中的不同作用。本研究支持了词汇通达搜索模型对宇频作用机制的分析及传输适当认知程序观点对实验性分离现象的解释,并发现外显记忆与内隐记忆都会发生遗忘,但原因可能并不相同,而且字频影响两类记忆的遗忘进程。     

Validation of the Preschool and Early Childhood Functional Assessment Scale (PECFAS)

Efforts to determine the prevalence of serious emotional disturbance in preschool-aged children have been hampered by the lack of a validated measure. The Preschool and Early Childhood Functional Assessment Scale (PECFAS) is a multi-dimensional measure that assesses the psychosocial functioning of children aged 3–7 years. The concurrent validity and reliability of the PECFAS were assessed in a sample of 30 preschool-aged children in a large Head Start program in Ventura, California. PECFAS ratings based on in-depth interviews were significantly related to parental ratings that the children had mental health problems, psychiatric diagnoses, teacher ratings of the child's need for mental health evaluations, teacher ratings of behavior problems on a standardized screening inventory (DIAL-R), and actual referrals for mental health evaluations. Interrater reliability for the total PECFAS score was high (r = .90) as was internal consistency of the five subscales (alpha = .86). Using the PECFAS scores as a standard, the weighted prevalence of serious emotional disturbance in this West Coast Head Start program was 17%, at the lower end of the current estimated rate of SED for older children in low income samples (18–26%).     

Estimates of shape by eye, or, The little invariant that could

Five experiments were conducted to test the hypothesis that observers apprehend specific constancies under change in perspective. The constancies were projective properties of ellipses pictured to slant and tilt in depth. Observers were asked to reproduce the static upright view of a moving pair of ellipses, using a computer graphics display and interface. Projective invariants for pairs of conics were computed on the observers’ productions. A few experimental conditions revealed near-perfect performance. When pairs of coplanar ellipses were viewed under dynamic transformation in perspective, then invariants calculated on the observers’ productions were a match – in value on average – to the invariants of the transforming ellipse pairs. It is proposed that measures of projective properties afford a family of techniques that can be applied to gauge acuity for complex shapes in the study of visual form perception.     

THE EFFECTIVENESS OF VERBAL INSTRUCTION ON TEACHING BEHAVIOR-MODIFICATION SKILLS TO NONPROFESSIONALS1

The effectiveness of a mastery criterion, lecture-based training program for teaching behavior modification to sheltered workshop personnel was evaluated. Staff performance was assessed in terms of: (1) verbal proficiency, as determined from a pre- and posttraining written exam, and (2) application proficiency, as measured by the frequency and appropriateness of staff responses to client behaviors. A direct count was made of the number of positive, negative, and neutral statements following client appropriate and inappropriate behaviors, and the number and type of client behaviors ignored. Thus, it was possible to determine the extent of generalization from classroom to applied settings, as well as the appropriateness of lectures for training specific performance skills. Lecture units introduced stimulus control procedures, shaping-chaining, and contingency management. Characteristic features of the training program were frequent testing, study objectives, immediate remediation, and contingent reinforcement. Verbal instruction was shown to be effective in improving subjects' verbal skills concerning behavior-modification principles, while only partially effective in improving application skills. There was an increase in the total number of staff-client interactions observed for all subjects, but only two of the response classes emphasized in the training program (reinforcing desirable client behavior and ignoring undesirable behavior) showed considerable improvement over pretraining levels. Despite this partial improvement, verbal instruction alone was shown to be insufficient for teaching the full range of behavior-modification skills required to function effectively in applied settings.     

Validation of the Dutch version of the aggression questionnaire in adolescent male offenders

This study examined the construct validity of the Dutch version of Buss and Perry’s Aggression Questionnaire (AQ) in 73 adolescent male offenders aged 12 to 18 years who were participating in a residential rehabilitation program. There was a strong positive association between the Hostility subscale of the AQ and psychological and physical symptoms. The nature of this connection was discussed. It was argued that the Hostility subscale measures some unique aspect of aggression that is not incorporated by the Physical Aggression, Verbal Aggression, or Anger subscales of the AQ. As expected, the AQ scales correlated significantly with trait anger, social desirability, and age. Furthermore, staff ratings of physical violence, verbal aggression, anger, and negative attitude were obtained for each subject. Correlations between the AQ scales and these ratings were low. Possible explanations for this unexpected finding are discussed. Finally, normative and internal structure data are presented. Aggr. Behav. 28:87–96, 2002. © 2002 Wiley‐Liss, Inc.     

Putting lexical constraints in context into the visual-world paradigm

Prior eye-tracking studies of spoken sentence comprehension have found that the presence of two potential referents, e.g., two frogs, can guide listeners toward a Modifier interpretation of Put the frog on the napkin… despite strong lexical biases associated with Put that support a Goal interpretation of the temporary ambiguity (Tanenhaus, M. K., Spivey-Knowlton, M. J., Eberhard, K. M. & Sedivy, J. C. (1995). Integration of visual and linguistic information in spoken language comprehension. Science, 268, 1632–1634; Trueswell, J. C., Sekerina, I., Hill, N. M. & Logrip, M. L. (1999). The kindergarten-path effect: Studying on-line sentence processing in young children. Cognition, 73, 89–134). This pattern is not expected under constraint-based parsing theories: cue conflict between the lexical evidence (which supports the Goal analysis) and the visuo-contextual evidence (which supports the Modifier analysis) should result in uncertainty about the intended analysis and partial consideration of the Goal analysis. We reexamined these put studies (Experiment 1) by introducing a response time-constraint and a spatial contrast between competing referents (a frog on a napkin vs. a frog in a bowl). If listeners immediately interpret on the… as the start of a restrictive modifier, then their eye movements should rapidly converge on the intended referent (the frog on something). However, listeners showed this pattern only when the phrase was unambiguously a Modifier (Put the frog that’s on the…). Syntactically ambiguous trials resulted in transient consideration of the Competitor animal (the frog in something). A reading study was also run on the same individuals (Experiment 2) and performance was compared between the two experiments. Those individuals who relied heavily on lexical biases to resolve a complement ambiguity in reading (The man heard/realized the story had been…) showed increased sensitivity to both lexical and contextual constraints in the put-task; i.e., increased consideration of the Goal analysis in 1-Referent Scenes, but also adeptness at using spatial constraints of prepositions (in vs. on) to restrict referential alternatives in 2-Referent Scenes. These findings cross-validate visual world and reading methods and support multiple-constraint theories of sentence processing in which individuals differ in their sensitivity to lexical contingencies.     

内隐操作绩效的加工分离:四分模型及其研究

一般认为,社会认知过程的内隐测量反映了不受个体控制的自动化加工.本文简要介绍了新近由Sherman等人提出的内隐操作绩效的四分模型及其相关研究.该模型认为,社会认知过程的内隐测量效应并非单纯自动加工的结果,而是多种加工成分的综合表达,这些成分包括联想的自动激活,确定正确反应的能力,对被自动激活联想的成功克服以及反应偏向的影响.该模型为重新认识内隐加工效应的机制提供了新的概念框架和分析技术,被广泛应用于基于内隐测量的社会认知研究领域,并引起该领域研究者的广泛关注.     

就业危机形势下——大学生就业心理问题分析及对策研究

在当前就业危机的严峻形势下,大学生就业是一个社会热点和难点问题。大学生的就业压力越来越大,由此导致大学生出现了自卑、不平衡、自负等一系列的就业心理问题。本文就大学生就业心理问题的表现、产生就业心理问题的原因以及应采取的措施作以分析。