学习时间在重复学习范式中的监测功能

通过让被试在自定步速的学习条件下完成重复学习任务,考察在重复学习范式中学习时间的监测功能。研究发现：在两次学习中,学习时间与学习判断等级和回忆成绩均有显著负相关;在第二次学习中,线索有效性不变,而随着线索利用率的提高,学习判断预测的准确性也显著提高。研究结果验证了学习时间的监测功能。     

The preference for symmetry in flower-naïve and not-so-naïve bumblebees

Truly flower-naïve bumblebees, with no prior rewarded experience for visits on any visual patterns outside the colony, were tested for their choice of bilaterally symmetric over asymmetric patterns in a radial-arm maze. No preference for symmetry was found. Prior training with rewarded black and white disks did, however, lead to a significant preference for symmetry. The preference was not specific to symmetry along the vertical axis: a preference for horizontal symmetry was found as well. The results challenge the notion that a preference for bilateral symmetry is unlearned. The preference for symmetry was the product of non-differential conditioning.     

Where science starts: spontaneous experiments in preschoolers' exploratory play

Probabilistic models of expected information gain require integrating prior knowledge about causal hypotheses with knowledge about possible actions that might generate data relevant to those hypotheses. Here we looked at whether preschoolers (mean: 54 months) recognize “action possibilities” (affordances) in the environment that allow them to isolate variables when there is information to be gained. By manipulating the physical properties of the stimuli, we were able to affect the degree to which candidate variables could be isolated; by manipulating the base rate of candidate causes, we were able to affect the potential for information gain. Children’s exploratory play was sensitive to both manipulations: given unambiguous evidence children played indiscriminately and rarely tried to isolate candidate causes; given ambiguous evidence, children both selected (Experiment 1) and designed (Experiment 2) informative interventions.     

Sources of Cognitive Exploration: Genetic Variation in the Prefrontal Dopamine System Predicts Openness/Intellect

The personality trait Openness/Intellect reflects the tendency to be imaginative, curious, perceptive, artistic, and intellectual - all characteristics that involve cognitive exploration. Little is known about the biological basis of Openness/Intellect, but the trait has been linked to cognitive functions of prefrontal cortex, and the neurotransmitter dopamine plays a key role in motivation to explore. The hypothesis that dopamine is involved in Openness/Intellect was supported by examining its association with two genes that are central components of the prefrontal dopaminergic system. In two demographically different samples (children: N = 608; adults: N = 214), variation in the dopamine D4 receptor gene (DRD4) and the catechol-O-methyltransferase gene (COMT) predicted Openness/Intellect, as main effects in the child sample and as a gene-gene interaction in adults.     

杨时易学思想考论

杨时主要继承了二程的易学思想,注重从义理释<易>,同时也认同画前元有易,推崇先天学,融义理、象教为一炉.然而,杨时的易学旨趣却在于用易,不流于空谈易理.他主张反身而诚,学<易>必须心通的为学之方.由于受到当时学术背景和社会政冶的影响,杨时的易学思想理论建构并未超出前人范畴,但其易学思想在易学史上也有着重要地位和影响.     

心理资本、学习策略与大学生学业成绩的关系

该研究采用《大学生学习策略问卷》和《积极心理资本问卷》对大学生4种学习策略和12种次级策略以及大学生的心理资本情况进行了调查,并在此基础上考察了大学生学习策略、心理资本与其学业成绩的关系。结果显示：大学生对认知、元认知、动机情感以及资源管理等4种学习策略总体掌握较好;在12种次级策略中,大学生对情绪调节、环境选择、过程监控等策略的掌握较好,而对意志努力、准备复述、学业求助等策略的掌握相对薄弱。大学生的心理资本总体情况是正面的,但也有约17%的大学生的心理资本水平偏低。大学生的心理资本和学习策略对其学业成绩有显著的预测作用,其中心理资本对其学业成绩的影响以学习策略为中介。     

TECHNO‐SECULARISM,RELIGION, AND THE CREATED CO‐CREATOR

Abstract. I take up the challenge posed by John Caiazza (2005) to face down the religiously vacuous ethics of techno‐secularism. Techno‐secularism is not enough for human fulfillment let alone human flowering. Yet, communities of faith based on the Bible have a positive responsibility to employ science and technology toward divinely appointed ends. We should study God's world through science and press technology into the service of transforming our world and our selves in light of our vision of God's promised new creation. This warrants invocation of the concept of the human being as the created co‐creator developed in the theology of Philip Hefner.     

成就目标定向与学习策略、学业成绩的关系研究综述

成就目标理论整合了曾经分离的动机研究和认知研究,是社会认知取向在动机领域中的代表性课题。文章对近十年国内外成就目标定向与学习策略、学业成绩的关系研究进行了综述,认为研究所取得的成果加深了我们对学习内在机制的理解。同时,作者也提出了这一领域应改进测量工具、进行重复验证、跨文化研究以及干预研究的主张。     

内隐学习研究方法述评

内隐学习自提出以来就成为认知心理学研究的热点,近40年内隐学习领域的研究在本质上都基于几种经典的研究方法和实验逻辑。本文拟对这些代表性的内隐学习研究方法做系统的介绍和归纳。     

学生学习策略的应用及其教师调控

学习策略是当前心理学和教育学研究的重点内容。学生学习中对学习策略的运用在内容和程度上都有不同的表现;相应地,教师对学生策略应用的调控也体现出不同的风格。继而,学习策略的应用与教师对学习策略的调控彼此之问经常产生相互的作用与冲突,教师需要在策略指导与教学中注意这一点。