青少年学生性生理、性心理发展及性教育现状研究

目的：研究青少年学生性生理、心理的发展及性教育的现状。方法：采用统一编制的《江西省中学生性现状调查问卷》,采用分层抽样方法,对江西省三县市4所中学的1100名学生进行问卷调查。结果：(1)男生首次遗精平均年龄为14．07岁,女生月经初潮平均年龄为12．96岁;(2)江西青少年手淫行为发生率较国外学生低,但对此行为更多表示否定态度;青少年有较强的异性交往愿望;(3)青少年性教育方面,家庭和学校教育未占主导作用,而女生在学校与家庭中受到的性教育显著高于男生;结论：江西青少年性生理发育正常,但在性生理、性心理发展中出现的正常现象的认识上存在许多误区。此外,青少年缺少必要的性教育,且效果不明显。     

高中生认知方式特点及其与学绩关系的研究

采用认知方式图形测验,对94名普通高中生进行实验研究,探讨了当前普通高中生认知方式特点及其与学绩的关系。结果表明：随着年级的增高,高中生的场独立性增强。高中生的认知方式场依存性、场独立性与学习成绩的相关不显著。在初中毕业刚进入高中,学生的认知方式存在显著的性别差异,但随着年级增长、个体成熟,这种差异逐渐缩小。文理分科对高中生的认知方式发展没有明显的影响。     

Do You Need to Have Them or Should You Believe You Have Them? Resources, Their Appraisal, and Well-Being in Adulthood

How young, middle-aged, and young-old adults use individual resources to cope with challenges and changes in their lives is likely to influence the ways they will approach late life. One of the most important barriers to using available resources is the subjective appraisal of the situation, of the available resources, and of the potential use of these resources. The present study based on 2,313 individuals (25–74 years) from the National Survey of Midlife Development in the United States (MIDUS) examines the structural relations between available social, financial, and health resources, the subjective appraisal of these resources, and well-being in young, middle-aged, and young-old adults. The results indicate that the subjective appraisal of resources mediates the effects of available social, financial, and health resources on well-being irrespective of age groups. The discussion focuses on the importance of the appraisal of available resources as a precondition to successfully cope with stress, and points out avenues for intervention research.     

Women and Men Go to University: Mathematical Background and Gender Differences in Choice of Field in Higher Education

Gender segregation in higher education is well documented. Female students major in mathematics, technology, and sciences less often than men, and they concentrate in humanities and social sciences. Using multinomial logit on the 6,139 applicants to Tel Aviv University in Israel in 1994, I examined the claim that one of the roots of gender segregation in higher education lies in course-taking patterns in high school. The main findings are as follows: Women are underrepresented among the applicants to the mathematics-related fields of study; mathematical background in high school is particularly effective in narrowing the gender gap in applying to selective and attractive, but not mathematically related, fields of study at the university; women rely on high qualifications more than men when applying to selective and male-dominated fields of study. Several explanations of the findings will be discussed.     

Threat Assessment in Schools: A Critique of an Ongoing Intervention

This paper critiques an attempt to apply the FBI threat assessment protocol to an incident involving a homicidal threat by a vocational high school student against the district's superintendent. The student who made the threat was treated in psychotherapy, and the school underwent a threat assessment process that highlighted many operational pitfalls common in assessing homicidal intent in adolescents. Psychotherapy was successful, the student returned to the vocational school, and eventually graduated. Recommendations based on mistakes and successes in performing an FBI-style, profiling approach to threat assessment are made.     

小学语文教科书中人物的心理学研究

语文教科书中的人物具有一定的特征,并影响学生的社会化。本文对人民教育出版社出版的从1993年9月开始使用至今的九年义务教育六年制小学语文教科书进行了统计和分析。统计结果显示：1．在民族类别上,汉族人是少数民族人的25．2倍,显示了以汉族人为中心的特点。2．在形象倾向上,人物的形象倾向反映了教学大纲中的一些要求．但对现代人的形象和时代发展所需的一些精神品质反映不够。3．在身份／职业上,人物的身份／职业主要集中于政治家、军人、文学家等少数几种．对普通平凡的身份／职业描写不多。4．在国别上．中国人物的数量是外国人物数量的5．5倍,对外国人的形象描写未能较好体现出时代发展的要求。     

小学儿童空间物体位置编码( Ⅱ)

采用找物范式研究小学7、9、11岁儿童利用线与线之间的关系对目标物位置进行编码的认知发展。结果表明:交点位置编码和平行线上对应点编码认知成绩的年龄效应显著。实验任务对儿童认知成绩的影响不同,11岁组儿童交点位置编码认知成绩显著好于平行线上对应点编码认知成绩,7岁组和9岁组两个任务的认知成绩差异不显著。     

小学生图形推理策略发展特点的研究

本研究用我们修订的瑞文推理为材料,对145名儿童图形推理策略进行研究。结果发现：小学生在解决图形推理问题时使用六种策略,它们分别是分析策略、不完全分析策略、知觉分析策略、知觉匹配策略、格式塔策略和自主想象策略;不同年龄儿童在解决不同类型题目时的策略使用表现出不同的特点,儿童在解决数量规则题中,知觉分析策略在整个小学儿童阶段占主导地位,而在解决加减规则题中,分析策略占主导地位,随年龄增长而呈上升趋势;小学二年级开始出现图形推理能力发展的飞跃,二年级儿童开始能够同时观察到两种规则,五六年级儿童更能够不受题目形式的影响．而是从本质上把握逻辑规则。