初中生考试成绩归因模式研究

在广泛调查初中生对考试成绩的归因和情感反应的基础上,根据Ｗｅｉｎｅｒ的动机和情绪的归因理论,提出了初中生对考试成绩归因的假设模式,然后运用协方差结构模型的统计方法对这个假设模型进行了检验．虽然最初模型经ｘ２拟合度检验被拒绝,但经设定探查产生的最终模型较合适地拟合了数据,并部分支持了Ｗｅｉｎｅｒ的归因理论．按照这个模型,努力归因一内源性维度对初中生的自信心、期望、成就动机产生积极的影响．     

Ecosystemic consultation in the kibbutz: social process and narrative in two cases of community “epidemic”

This paper emphasizes working with the social component of the biopsychosocial model. A dual approach for renarrating dysfunctional community narratives and for changing the social process is described. This approach was applied to two cases of epidemics allegedly cased by mysterious environmental agents that occured on kibbutzim. The collective adoption of irrational beliefs is analyzed by using concepts from sociology and crowd psychology. The suggestive effects of the emotional contagion and of the preoccupation with a persistent belief are examined by applying the concept of monoideism. The epidemics were resolved by working in collaboration with the community. The intervention programs mobilized inner resources by helping the kibbutzim to adopt a more unified approach to their presenting problems, and by challenged them to face previously avoided more fundamental dilemmas.     

恐惧发生与预防的实验研究：──Ⅰ、强烈噪音下恐具行为的动物模型

通过不同方法对ＳＤ型大鼠分四组进行实验处理,观察比较大鼠的行为,发现：在突然的高强度噪音条件下,大鼠出现恐惧的行为反应;强刺激组大鼠恐惧行为较控制组明显增多,行为的唤醒适应能力异常,并存在显著的个体差异;噪音脱敏训练对提高大鼠在高强噪音条件下的应激能力、减少恐惧具有良好的促进作用;在脱敏训练中尤以逐渐递增噪音强度、刺激时间与平均分配实验日结合的方法效果最为显著。     

Increasing the variability of response sequences in pigeons by adjusting the frequency of switching between two keys.

Three experiments compared the amounts of behavioral variability generated with two reinforcement rules. In Experiments 1 and 2 pigeons received food whenever they generated a sequence of eight pecks, distributed over two keys, provided that the sequence contained a certain number of change-overs between the keys. Although no variability was required-the birds could obtain all reinforcers by repeating the same sequence-the pigeons emitted a large number of different sequences. In Experiment 3 pigeons received food whenever they generated a sequence that had not occurred during the last 25 trials. After prolonged training, the birds showed more sequence variability than in the first two experiments. The analysis of the internal structure of the response sequences revealed that, in general, (a) the location of the first peck was highly stereotyped; (b) as the trial advanced, the probability of switching to the initially preferred key decreased whereas the probability of switching to the other key increased; and (c) a first-order Markov chain model with transition probabilities given by a logistic function accounted well for the internal structure of the birds' response sequences. These findings suggest that, to a large extent, the variability of response sequences is an indirect effect of adjustments in changeover frequency.     

试评外周神经生理效应的函数之争

大量的神经生理学实验久已证实由刺激引起的外周神经生理效应具有类似于心理物理效应的高度压缩现象。从外周神经纤维中观察到的神经脉冲频率或发生电位是描述这种压缩效应的常用方法。半个多世纪以来一部分研究人员观察到压缩效应遵守刺激强度的线性对数函数,而另一部分研究人员则观察到幂函数。这种传统实验分歧,通过笔者前时建立的刺激一效应方程,得到合理的说明和两者的统一     

The Ambiguity of Covariation: A Conceptual Note

Three dimensions of propositions, the factual, the epistemic and the modal, and their relationships, are described. The five factor model of personality is based on correlations between ordinary language items. The terms of this language are fuzzy and context-dependent in meaning, and, therefore, unsuitable for epistemic/modal analysis. Hence, one cannot decide to what extent FFM is a priori versus empirical. Only a scientific language, with explicitly stated primitives, axioms, and definitions will permit such a decision.     

Peer networks and bullying in schools

This study looked at how the social constellations in school classes relate to bullying problems. Using peer-evaluation questionnaires, the peer networks of children with different participant roles (such as victim, bully, assistant of bully, reinforcer of bully, defender of victim, outsider) were explored. The subjects were 459 sixth-grade-children (218 girls, 241 boys), aged 11 to 12 years, in Finland. The main findings were: 1) Children who tended to behave in either similar or complementary participant roles in situations of bullying formed networks with each other. The individual child's behavior in bullying situations was strongly connected to how the members of his/her network behaved in such situations. 2) Bullies, assistants, and reinforcers belonged to larger networks than did defenders, outsiders and victims. 3) Children outside the networks were most often victims. It was concluded that behavior in bullying situations can be said to be one feature around which the peer networks in school classes are organized. Thus prevention, as well as intervention strategies against bullying should focus not only on individual children, but also on the wider social context of the class.