2岁儿童母亲教养目标与使用策略关系的研究

以105名2岁儿童及其母亲为被试,采用实验室录像观察法,探讨在自由游戏情景下母亲教养目标、使用策略及两者的关系.母亲的教养目标分为四个方面:鼓励儿童的独立、鼓励儿童的接近、不鼓励独立和不鼓励接近;根据压力程度的不同将教养策略分为三大类共11种.结果表明:(1)鼓励儿童独立自主活动是母亲在自由游戏情景下的主要教养目标;(2)母亲使用得最多的为中等程度压力策略、其次是低压力的建议策略;(3)与四种教养目标相关密切的为中、低程度压力的教养策略,即建议、解释、积极评价和指导,在否定的教养目标下使用高压力的干扰和坚持要求执行策略.     

What Happens When Therapists Feel Bored or Anxious? A Qualitative Study of Distracting Self-Awareness and Therapists' Management Strategies

Using a qualitative methodology, we investigated novice and experienced therapists' experiences of and strategies for managing distracting self-awareness. We found that novice therapists were most aware of anxiety and critical self-talk, whereas experienced therapists were most aware of boredom and outside distracters. In addition, although therapists tended to manage distracting self-awareness through self-coaching and refocusing on the client, novice therapists specifically mentioned managing problematic self-awareness through self-disclosure. In contrast, experienced therapists tended to manage problematic self-awareness by using thought stopping techniques. The results provide new avenues for examining therapists' in-session experiences and for investigating the effectiveness of different management strategies.     

Remarks on the Absentminded Driver

Piccione and Rubinstein (1997) present and analyse the sequential decision problem of an “absentminded driver”. The driver's absentmindedness (imperfect recall) leads him to time-inconsistent strategy evaluations. His original evaluation gets replaced by a new one under impact of the information that the circumstances have changed, notwithstanding the fact that this change in circumstances has been expected by him all along. The time inconsistency in strategy evaluation suggests that such an agent might have reason to renege on his adopted strategy. As we shall see, however, this danger is only apparent. There is no serious problem of dynamic inconsistency in this case. My diagnosis of the case under consideration is in many respects similar to the one provided by Aumann, Hart and Perry (1997), but the analysis leading to this diagnosis is not quite the same. This revised version was published online in August 2006 with corrections to the Cover Date.     

Food‐related risk‐reduction strategies: purchasing and consumption processes

Confronted with an alarming social discourse favouring the perception of food risk, modern consumers find themselves in a situation of psychological discomfort caused by consumption of foodstuffs coming from the agricultural and foodstuff industry. To eliminate this discomfort the consumer may change their purchasing and consumption habits (constraining hypothesis) or introduce some measures for the reduction of risk. The aim of this paper is to present a new classification of risk reducers taking into account the diversity of buying and consumption practices. Copyright © 2004 Henry Stewart Publications.     

学习不良儿童的元认知研究

元认知指有关认知过程的知识和对认知过程的调节。在学习不良领域,元认知理论无论在对学生内部加工问题的理解上还是在开发帮助学生获得学业成功的教学方法实践中,都具有重要意义。本文在回顾了这一领域的研究之后,指出一些基本问题仍未得到解决,未来的研究应围绕这些问题的解决展开,进一步揭示学习不良儿童元认知机制,整合认知、动机和情感因素,致力于将学习不良学生培养成自我调节的学习者。     

Relationship Trajectories: A Meta-Theoretical Framework and Theoretical Applications

This article introduces a metatheoretical framework—the Relationship Trajectories Framework—that conceptualizes how human mating relationships develop across their complete time span, from the moment two people meet until the relationship ends. The framework depicts relationships as arc-shaped evaluative trajectories that vary on five dimensions: shape (which includes ascent, peak, and descent), fluctuation, threshold, composition, and density. The framework can depict single trajectories in isolation or two partners’ trajectories with respect to each other (dyadic trajectories). Two theoretical models demonstrate the generative power of the framework—the relationship coordination and strategic timing (ReCAST) model and the sociosexuality trajectory model—both of which integrate close relationships and evolutionary psychological perspectives on mating. Finally, additional examples illustrate how the framework can generate new research questions about core relationships topics.     

社会支持系统在中学生学业压力源和应对策略间的中介作用

采用问卷法对551名中学生的学业压力源、社会支持系统对其应对策略的影响进行研究,结果发现:不同的学业压力源类型及社会支持系统的不同作用方向分别对三种应对策略有不同的预测作用:(1)竞争压力对被动应对策略有直接影响,挫折压力对维持应对策略和主动应对策略有直接影响;(2)发展压力和任务要求压力通过冲突和惩罚等具有反向作用的支持系统间接影响三种应对策略,即具有反向作用的妨碍支持在发展压力、任务要求压力与三种应对策略间具有中介作用;(3)任务要求压力通过肯定与支持、陪伴、满意度等具有正向作用的支持系统间接影响维持应对策略和主动应对策略,即具有正向作用的积极支持在任务要求压力与维持应对策略、主动应对策略间具有中介作用。     

新手—熟手—专家型教师心理特征的比较

为了更深入地了解教师的教学专长发展,采用了量表法分别对433名和469名新手型、熟手型、专家型教师进行了教学策略、成就目标定向、人格特征和职业承诺、职业倦怠两个比较研究。结果表明：⑴在教学策略、成就目标、人格特征上,专家型教师均优于熟手型教师,而熟手型教师又优于新手型教师;在职业承诺和职业倦怠上,专家型教师均优于熟手型教师和新手型教师,而熟手型教师与新手型教师不存在差异。⑵重视课前准备,成绩目标是其重要的工作动机是新手型教师的主要特征;课中策略水平较高,任务目标成为重要的工作动机,具有随和、宽容、乐群、能关心他人的人格特点是熟手型教师的主要特征;教学策略以课前计划、课后的评估、反思为核心,具有鲜明的情绪稳定性、理智、着重实际、自信心和批判性强的人格特点,职业的情感投入程度和职业成就感高是专家型教师的主要特征。⑶三类教师在课后的补救策略、成绩目标、内外向、继续承诺和情绪耗竭上没有显著差异是其共同点。     

Movement Control Strategies in a Dynamic Balance Task in Children With and Without Developmental Coordination Disorder

Abstract

Our study aimed to analyze movement control strategies using predefined criteria for amplitude and differences in these strategies between children with and without DCD. Children with (n?=?28) and without DCD (n?=?15) were included. A video-observation-tool was used to score the moving body parts during a Wii Fit slalom task over multiple time points. Two-step cluster analysis was used to extract distinct movement strategies. Two different movement strategies were identified that were independently validated by a measure of task performance and a subjective mark of quality of the movement. Initial differences between groups and changes over time toward the more successful strategy were found in both groups, albeit in a different percentage. This study shows that the more efficient movement strategy is seen in the majority of the TD children and only in a small number of children with DCD, even after practice.