画对儿童错误记忆影响的研究

用包括六个离奇的生活事件与六个填充事件对儿童进行测试,三个年龄组的结果表明:画组的儿童与没有画组的儿童相比,更容易说离奇的生活事件发生过,三个年龄组各自的结果没有出现未画事件的显著差异,但在三个年龄组各自的平均数检验中,发现了没有画的离奇生活事件在实验组后测中增长了,画的访谈技术不仅能提高儿童对事件的正确回忆量,同时也可导致错误量的增加。     

青少年自我监控能力的发展研究

本研究用认知操作的部分内容,探索了青少年在认知操作活动中自我监控能力的发展特点,研究发现：随着年龄的增长,计划性中的初步思考时间延长,操作任务越难,初步思考时间越长,停顿次数越多,但停顿次数年龄差异不大;在监视性中的悔步次数逐渐减少,任务越复杂,悔步次数越从,短时注意次数年龄不大;在简单积木操作中,随年龄增长,长时注意次数延长;认知操作的总时间减少,在操作中的拼错数逐渐减少,但年龄差异不大。     

青少年元记忆能力发展的认知研究

元记忆是个体所具有的与自己的记忆活动有关的信念及监控系统 ,其发展研究包括元记忆知识的习得与发展、元记忆监控能力的发展等。 2 0年来的研究表明 :青少年元记忆能力的发展具有年龄阶段性和关键期 ,年龄和教育训练是其两个重要影响因素。但该领域研究还存在理论概括性不高、被试代表性不强和比较缺乏多因素实验研究等问题。其未来的研究中宜采用多因素实验设计 ,不断提高研究的系统性和生态学效度     

Family and School Influences on Youths' Behavioral and Academic Outcomes: Cross-Level Interactions between Parental Monitoring and Character Development Curriculum

The authors examined the joint (interactive) roles of the Second Step curriculum (a validated social-emotional learning and bullying prevention program; Committee for Children, Seattle, WA) and parenting practices on students' behavioral and academic outcomes in Grades 5–8. Participants were 763 parents and their children from 22 schools (8 control and 14 treatment). A 2-level random coefficient model was conducted to assess the effect of parental monitoring on school outcomes, as well as the interaction between character development curriculum and parental monitoring. Results indicated that parental monitoring was a significant predictor of school behaviors and school grades. Furthermore, the Second Step curriculum moderated the relationship between parental monitoring and problem behaviors, prosocial behaviors, and grades at school. Specifically, in schools without the Second Step curriculum parental monitoring predicted higher school grades but had no impact on students' school behaviors. By contrast, in schools with the Second Step curriculum, parental monitoring predicted fewer problem behaviors as well as more prosocial behaviors. The study results highlight the joint influences of the family and the school in children's behavioral and academic trajectories. Results have implications for education and intervention, including improving the school climate, student behaviors, and learning or achievement.     

Identifying the ‘if’ for ‘if-then’ plans: Combining implementation intentions with cue-monitoring targeting unhealthy snacking behaviour

Implementation intentions aimed at changing unwanted habits require the identification of personally relevant cues triggering the habitual response in order to be effective. To facilitate successful implementation intention formation, in the present study, planning was combined with cue-monitoring, a novel way to gain insight into triggers for unhealthy snacking. It was tested whether keeping a cue-monitoring diary and tailoring implementation intentions accordingly improves plan effectiveness. A 2 Monitoring (cue-monitoring, control)?×?2 Planning (implementation intention, goal intention) between subjects design was adopted. Participants (N = 161) monitored their unhealthy snacking behaviour for a week using either a cue-monitoring or a control diary. Participants then formulated a goal intention or an implementation intention tailored to their personal cue. Snacking frequency and caloric intake from unhealthy snacks were examined using a seven-day snack diary. The results did not indicate an interaction but yielded a main effect of Monitoring. Cue-monitoring either or not combined with implementation intentions reduced unhealthy snacking behaviour compared with control. Findings emphasise the effectiveness of cue-monitoring, suggesting that on the short term, cue-monitoring suffices to decrease unhealthy snacking, without additional benefit from planning. Future research should examine whether supplementing cue-monitoring with implementation intentions is required to establish long-term behaviour change maintenance.