Aggressive Children and Effective Communication

Testing a component of a theoretical model which postulates that low levels of communication effectiveness accompany the social and affective problems presented by aggressive children, the study compared the communication skills of a group of aggressive (n = 49) and nonaggressive (n = 49) elementary school children (selected on the basis of teacher ratings) in a structured and cooperative communication task. Based on direct observational measures of communication effectiveness and aggression, and on teacher, peer, and self-rating measures of peer rejection and depressive symptoms, results showed that (a) aggressive children exhibited less effective communication skills and more disruptive communication skills than nonaggressive peers; (b) aggressive children experienced higher levels of peer rejection and depressive symptoms than nonaggressive peers; and (c) group differences in communication effectiveness could not be accounted for by differences in observed aggression and remained significant, even after controlling for differences in peer status and affective functioning. These findings highlight the role that ineffective communication may play in the development and maintenance of aggression and have important theoretical and applied implications, which are briefly discussed. © 1994 Wiley-Liss, Inc.     

AMPLE智力模型——PASS智力模型的扩展

本文根据实验事实,对PASS智力模型进行扩展,并提出一个简称AMPLE的智力模型。这个模型基于脑的四个功能系统学说,包括注意（attention）、操纵（manipulation）、计划（planning）、学习（learning）和评估（evaluation）等过程。它是一个囊括觉、知、情、意诸成分在内的全面的智力模型。     

团队任务冲突与团队领导行为及团队学习的关系研究

本研究旨在探讨项目团队领导基于角色的不同行为对团队内部的任务冲突互动,以及团队学习的影响.以128个项目团队为研究对象进行的问卷调查结果表明,在领导行为与团队学习的关系中任务冲突存在显著的中介效应.其中,团队领导的促进者与指挥者角色行为完全通过任务冲突的中介传导,对团队学习产生影响,;而领导的创新型行为则通过任务冲突的部分中介作用,产生对团队学习的正向影响.     

Appetitive memory reconsolidation depends upon NMDA receptor-mediated neurotransmission

Memory persistence is a dynamic process involving the reconsolidation of memories after their reactivation. Reconsolidation impairments have been demonstrated for many types of memories in rats, and signaling at N-methyl-d-aspartate (NMDA) receptors appears often to be a critical pharmacological mechanism. Here we investigated the reconsolidation of appetitive pavlovian memories reinforced by natural rewards. In male Lister Hooded rats, systemic administration of the NMDA receptor antagonist (+)-5-methyl-10,11-dihydro-SH-dibenzo{a,d}cyclohepten-5,10-imine maleate (MK-801, 0.1 mg/kg i.p.) either before or immediately following a brief memory reactivation session abolished the subsequent acquisition of a new instrumental response with sucrose conditioned reinforcement. However, only when injected prior to memory reactivation was MK-801 effective in disrupting the maintenance of a previously-acquired instrumental response with conditioned reinforcement. These results demonstrate that NMDA receptor-mediated signaling is required for appetitive pavlovian memory reconsolidation.     

Short-distance navigation in cephalopods: a review and synthesis

This paper provides a short overview of the scientific knowledge concerning short-distance navigation in cephalopods. Studies in laboratory controlled conditions and observations in the field provide converging evidence that cephalopods use visual cues to navigate and demonstrate spatial memory. A recent study also provides the first evidence for the neural substrates underlying spatial abilities in cuttlefish. The functions of spatial cognition in cephalopods are discussed from an evolutionary standpoint.     

THE ROLE OF FEEDBACK IN VOLUNTARY CONTROL OF BLOOD PRESSURE IN INSTRUCTED SUBJECTS1

Forty normal male volunteers were randomly assigned to one of four experimental conditions and instructed to raise and lower their systolic blood pressure. Subjects received either beat-to-beat feedback contingent on pressure changes, noncontingent beat-to-beat feedback, noncontingent feedback presented randomly with respect to the occurrence of each heart beat, or instructions alone. The order of increase and decrease trial blocks was counterbalanced across groups. Subjects receiving contingent feedback were monetarily rewarded for appropriate pressure changes. Subjects receiving noncontingent feedback received rewards and feedback equal to the mean received by the contingent group. Subjects in the instructions-only condition were also paid this bonus but were informed of their earnings only at the conclusion of the experiment. Results indicated that in the presence of instructions, feedback, whether contingent or noncontingent, added little to subjects' ability to control pressure during a single session. Theoretical and clinical implications are discussed.     

大学生学习动机问卷的初步编制

本研究结合开放式问卷所获资料,在文献研究的基础上建构了大学生学习动机的维度,编制了大学生学习动机问卷,并将之施测于427名大学生。问卷的因素分析结果表明：（1）大学生学习动机归并为求知兴趣、能力追求、声誉获取和利他取向四个维度;（2）自编大学生学习动机问卷的信度和效度指标均达到了心理测量学要求。     

在内隐学习条件下任务难度对于判断准确率的影响

本研究利用自行设计的复杂规则产生出不同难度的任务系统,进而通过实验阐明了内隐学习的三个特征;（一）在任务难度极大的情况下,内隐学习并不发挥作用;（二）在任务难度降低到一定程度的时间,内隐学习开始发挥作用,这仿佛是一个“阈限”;（三）随着任务难度逐渐降低,内隐学习的效率也随着提高,但是最科停止在一个较高的水平而再继续上升,可以间接推断,内隐学习获得了样例的具体信息。     

高效率学习的心理机制研究

本课题通过一系列研究,发现要实现高效率学习,应在知识呈现符合学生认识规律的情况下,具备以下五个主要心理要素:选择性注意是实现高效率学习的前提,元认知是高效率学习的监控系统,非智力因素是高效率学习的动力源泉,学习策略是实现高效率学习的保障,内隐认知,特别是内隐学习是高效率学习的特殊形式。     

中学生学习策略的结构与使用特点

本文采用修订的中学生学习策略量表,系统考察了初一到高三1341名中学生学习策略的使用情况。结果表明:①本次修订的中学生学习策略量表具有良好的信度和效度,划分为认知策略、元认知策略和资源管理策略的结构合理;②中学生在认知策略、元认知策略和资源管理策略的使用上有随年级增长而下降的趋势,在资源管理策略上女生得分明显高于男生;③时间管理策略、努力策略和支持寻求策略对初中生的学习成绩有正向预测作用,调节策略和努力策略对高中生的学习成绩有正向预测作用,而支持寻求策略有负向预测作用。