国外有关非智力因素的实证研究

国外的许多心理学家已经对非智力因素问题进行了大量的实证性研究。心理测量学家们主要是围绕智力因素与非智力因素的关系展开研究。而一些教育心理学家和实验心理学家则宁可去研究动机、情感、人格等因素对学生学业成就的影响。对国外非智力因素实证研究的回顾将有助于今天国内的非智力因素研究。     

初中学生心理健康状况及其影响因素

本研究对441名初中学生进行问卷调查,结果发现：1．有7．5％的初中学生存在明显的心理健康问题。2．初中学生心理健康存在性别与年级的差异。女生比男生,初三、初二学生比初一学生有更多的心理健康问题。3．日常生活压力是影响初中学生心理健康的重要因素。4．解决问题、求助两种应付方式对学生的心理健康有积极作用,而自责、幻想、忍耐、合理化等应付方式则会危害心理健康。     

The Social Phobia and Anxiety Inventory: Reliability and Validity in an Adolescent Spanish Population

The objective of this study is to examine the factor structure and psychometric properties of the SPAI in a sample of adolescent Spaniards. The results obtained support the use of the correlated two-factor SPAI subscales and indicate high coefficient alpha values for the SPAI subscales. The results provide support for the use of the SPAI in an adolescent population in a non-English-speaking country. Both exploratory and confirmatory factor analyses of the Social Phobia subscale showed a four-factor structure, instead of a five-factor dimension, as suggested by previous studies. Effects for gender and age and gender interaction were found. Limitations and suggestions for future research are discussed.     

TRAINING AND GENERALIZATION OF SEXUAL ABUSE PREVENTION SKILLS FOR WOMEN WITH MENTAL RETARDATION

Previous research has shown that behavioral skills training to teach sexual abuse prevention skills to women with mental retardation results in skill acquisition but poor generalization. In this investigation we evaluated procedures for enhancing generalization following training. Five women with mental retardation received 10 behavioral skills training sessions followed by in situ training when the skills did not fully generalize. Behavioral skills training resulted in skill acquisition and in situ training produced generalized responding during naturalistic assessments.     

Making the Parents as Partners Principle a Reality: The Role of the Alliance

We explore the dimensions of the Parents as Partners principle, the widely touted, but somewhat elusive construct in the literature on treating children with serious mental illness, whose poorly defined boundaries, lack of empirical grounding, and overemphasis on instrumental dimensions attenuates its usefulness as a guide for practice and research. Four major barriers to the realization of this principle are outlined, all of which may impede actualizing partnership in practice and may also inhibit the early formation of a positive clinician/parent alliance, a neglected, though key dimension of true partnership practice. The alliance, which has a long clinical and research history in psychotherapy and behavioral research, and more recently, in a variety of community-based interventions, is a precursor to active client partnership with helpers and to treatment participation, as well as therapeutic in its own right. After reviewing relevant alliance research, we close with a beginning research agenda to incorporate the alliance as an integral component of future conceptualization and research about the Parents as Partners principle.     

珠心算的心理机制实验研究述评

本文回顾了近年来有关珠心算心理机制的实验研究,指出该方面的研究主要是通过采用”专家一新手“对比的研究方法,探索珠心算训练对记忆广度、记忆的迁移、加工方式及左右脑功能的影响。     

掩蔽刺激的空间参考框架对视觉表象旋转的影响

本实验通过将具有参考框架信息的前置刺激改为掩蔽刺激,进一步探讨参考框架的变化和表象旋转的过程。结果表明：１、因掩蔽刺激而引起的主观参考框架的产生是瞬间完成的,而不是由原先直立的参考框架经过连续旋转后形成的。２、显示了倾斜字母的加工不完全是整体表象的线性旋转过程,而可能是整字一成分的混合加工过程。     

Food choice in rats (Rattus norvegicus): the effect of exposure to a poisoned conspecific

Three experiments were conducted to examine the effects of exposure to a poisoned conspecific on subsequent food aversion in rats. In Experiment 1A, rats that had been aversively conditioned to a cocoa-flavored food were exposed to a poisoned conspecific that had eaten the same food. On the subsequent choice test, the animals increased their aversion to that food. These results were reconfirmed in Experiment 1B, in which a cinnamon-flavored food was used as the stimulus. In Experiment 2, subjects were first exposed to a poisoned conspecific and then conditioned to the food which the conspecific had eaten. On the test, they showed no sign of increased aversion to that food.     

Evaluation of a sexual abuse prevention program for adults with mental retardation.

Programs to teach sexual abuse prevention skills to persons with mental retardation have rarely been evaluated empirically, and typical evaluations are limited to assessment of the participants' knowledge rather than their performance of specific skills. In the present study, 6 adult women with mental retardation were trained in sexual abuse prevention, and performance was assessed using four separate measures: pretests and posttests of knowledge, verbal report, role play, and naturalistic probes. All women learned the skills but failed to exhibit them to criterion during the probes. We discuss the implications for further training and assessment of sexual abuse prevention skills.     

IDENTIFICATION AND VALIDATION OF CRITICAL CONVERSATIONAL SOCIAL SKILLS

In this study, we used a four-step social validation process to identify and validate critical skill components that constitute high school students' conversational behavior. The four steps were nominating target behaviors, establishing a normative range of performance, manipulating simulations of behavioral dimensions, and comparing ratings of judges to levels of performance on those behavioral dimensions. Multiple measures, both quantitative and qualitative, suggested that the rate and percentage of time initiating and responding verbally, the percentage of time attending, and the percentage of time not engaging in distracting motor behavior related to favorable ratings by a wide variety of 60 judges. Findings are discussed in relation to the utility of the multistep social validation process and the identification of critical social skill components as targets of interventions.