解题策略的同质性和线性逻辑斯谛模型的拟合

为探讨线性逻辑斯谛模型（ＬＬＴＭ）的拟合条件及其和解题策略同质性之间的关系,让被试比较两个负整数指数幂的大小,发现全体被试的数据不能与拉希模型及ＬＬＴＭ相拟合。把被试按其解题策略分成不同策略组后,同一策略组被试的数据可以拟合于拉希模型,但对于ＬＬＴＭ,同一策略组的数据中部分项目的拟合较好,另外一些项目的拟合较差。这一结果表明,解题策略的同质性是ＬＬＴＭ拟合的必要条件,但还不是充分条件。     

母子关系、师生关系与儿童入园第一年的问题行为

通过对102名托班幼儿的母亲和教师间隔9个月的两次测查,考察了母子关系、师生关系在儿童入园第一年的问题行为发展中的作用。结果表明：控制了儿童入园三个月时的问题行为后,(1)母子关系无法直接预测入园一年时的问题行为,师生关系冲突性可以反向预测入园一年时的退缩和违纪问题;(2)儿童性别调节了母子关系冲突性对入园一年时攻击问题的预测,即母子关系冲突性对入园一年时攻击问题的正向预测作用仅对女孩成立,对男孩则不成立;(3)师生关系亲密性调节了母子关系亲密性对入园一年时的退缩、焦虑、攻击和违纪问题的预测,即母子关系亲密性对入园一年时各种问题行为的负向预测作用仅对师生关系亲密程度高的儿童成立,对师生关系亲密程度低的儿童则不成立;对师生关系亲密程度低的儿童来说,母子关系亲密性对入园一年时的焦虑问题甚至具有正向预测作用     

Sex differences in the association of math achievement with visual-spatial and verbal working memory: Does the type of math test matter?

Previous research on sex differences in mathematical achievement shows mixed findings, which have been argued to depend on types of math tests used and the type of solution strategies (i.e., verbal versus visual-spatial) these tests evoke. The current study evaluated sex differences in (a) performance (development) on two types of math tests in primary schools and (b) the predictive value of verbal and visual-spatial working memory on math achievement. Children (N = 3175) from grades 2 through five participated. Visual-spatial and verbal working memory were assessed using online computerized tasks. Math performance was assessed five times during two school years using a speeded arithmetic test (math fluency) and a word problem test (math problem solving). Results from Multilevel Multigroup Latent Growth Modeling, showed that sex differences in level and growth of math performance were mixed and very small. Sex differences in the predictive value of verbal and visual-spatial working memory for math performance suggested that boys seemed to rely more on verbal strategies than girls. Explanations focus on cognitive and emotional factors and how these may interact to possibly amplify sex differences as children grow older.     

学习困难儿童的问题解决特点研究

本研究选取学习困难儿童和正常儿童各 3 2名 ,设置河内塔问题解决的情境 ,采用临床观察法 ,对学习困难儿童在问题解决中的特点作了初步的探究。研究发现 :1与正常儿童相比 ,学习困难儿童在发现和有效运用策略方面明显不足 ,但当学习困难儿童对问题情境比较熟悉后 ,有明显的进步 ;2一定的提示并不能帮助学习困难儿童最有效地应用策略。     

样例类型与解释方式对初中生数学概率问题解决的效果

为考察样例类型与解释方式对初中生数学概率问题解决的促进作用,实验1随机选取初中生90名,比较正确样例组、正误样例组、对照组的学习效果,实验2随机选取另外90名初中生,比较有教学解释、有自我解释与无解释的正误样例组的即时与延时测试学习效果,研究发现:(1)正误样例学习效果显著好于正确样例;(2)有解释的正误样例学习效果显著好于无解释的正误样例;(3)与有教学解释的正误样例学习效果相比,有自我解释的正误样例学习效果显著且更持久。     

Are there gender differences in cognitive reflection? Invariance and differences related to mathematics

ABSTRACT

Cognitive reflection is recognized as an important skill, which is necessary for making advantageous decisions. Even though gender differences in the Cognitive Reflection test (CRT) appear to be robust across multiple studies, little research has examined the source of the gender gap in performance. In Study 1, we tested the invariance of the scale across genders. In Study 2, we investigated the role of math anxiety, mathematical reasoning, and gender in CRT performance. The results attested the measurement equivalence of the Cognitive Reflection Test – Long (CRT- L), when administered to male and female students. Additionally, the results of the mediation analysis showed an indirect effect of gender on CRT-L performance through mathematical reasoning and math anxiety. The direct effect of gender was no longer statistically significant after accounting for the other variables. The current findings suggest that cognitive reflection is affected by numerical skills and related feelings.     

亲子关系对贫困儿童问题行为的影响

以247名贫困儿童为被试进行问卷调查,构建家庭社会经济地位和亲子关系对贫困儿童问题行为的多重中介模型,得到抑郁、自我控制的中介作用。结果显示,亲子关系和社会经济地位分别通过中介路径影响贫困儿童问题行为,与亲子关系有关的中介路径为91.25%,与抑郁有关的中介效应为57.60%,与自我控制有关的中介效应为57.15%. 结论：良好的亲子关系或成为贫困儿童的保护因子;应关注贫困儿童心理健康,增加有效心理疏导机制;注重培养贫困儿童的自我控制能力。     

In which direction to move? Facilitative and interference effects of gestures on problem solver's thinking

Recent research shows that co-speech gestures can influence gesturers’ thought. This line of research suggests that the influence of gestures is so strong, that it can wash out and reverse an effect of learning. We argue that these findings need a more robust and ecologically valid test, which we provide in this article. Our results support the claim that gestures not only reflect information in our mental representations, but can also influence gesturer's thought by adding action information to one's mental representation during problem solving (Tower of Hanoi). We show, however, that the effect of gestures on subsequent performance is not as strong as previously suggested. As opposed to what previous research indicates, gestures' facilitative effect through learning was not nullified by the potentially interfering effect on subsequent problem-solving performance of incompatible gestures. To conclude, using gestures during problem solving seems to provide more benefits than costs for task performance.     

The basis of behavioral momentum in the nonlinearity of strength

The persistence of operant responding in the context of distractors and opposing forces is of central importance to the success of behavioral interventions. It has been successfully analyzed with Behavioral Momentum Theory. Key data from the research inspired by that theory are reanalyzed in terms of more molecular behavioral mechanisms: the demotivational effects of disruptors, and their differential impacts on the target response and other responses that interact with them. Behavioral momentum is regrounded as a nonlinear effect of motivation and reinforcement rate on response probability and persistence. When response probabilities are high, more energy is required to further increase or to decrease them than when they are low. Classic Behavioral Momentum Theory effects are reproduced with this account. Finally, it is shown how the new account involving motivation and competition is closely related to the metaphor of force and action that is at the core of Behavioral Momentum Theory.     

Prospective Elementary Teachers Learning to Reason Flexibly with Sums and Differences: Number Sense Development Viewed Through the Lens of Collective Activity

I present a viable learning trajectory for prospective elementary teachers’ number sense development with a focus on whole-number place value, addition, and subtraction. I document a chronology of classroom mathematical practices in a Number and Operations course. The findings provide insights into prospective elementary teachers’ number sense development. These include the role of standard algorithms and their relationship to the evolution of classroom mathematical practices that involve reasoning flexibly about number composition, sums, and differences.