目标包含结构的文本阅读中目标信息的激活

探讨读者在阅读目标包含结构的文本时,目标信息的恢复激活的条件。运用移动窗口技术,采用3（已经实现、尚未实现与控制条件）×3（强目标愈合信号、弱目标愈合信号与无目标愈合信号）的实验设计。结果是子目标实现与否有主效应,目标愈合信号有主效应,目标实现条件和目标愈合信号有交互作用。结论是在目标包含结构的文本阅读中,目标信息表现出恢复激活的方式,目标愈合信号是目标信息恢复的必要条件,弱的目标愈合信号就可以激活长时记忆中已实现的目标信息,而较强的目标愈合信号才能激活长时记忆中尚未实现的目标信息     

课堂成就目标定向、任务难度、学业水平与元认知监控策略运用

以217名高中生为被试,采用计算机监控的活动操作法,探讨课堂成就目标定向、任务难度对不同学业水平学生元认知监控策略运用的影响。结果表明：（1）课堂掌握目标定向下均比在课堂成绩目标定向下更多地运用元认知监控策略;（2）高学业学生在较难任务上比较易任务上更多地运用元认知监控策略;低学业学生,在课堂掌握目标定向下．在较难任务上比较易任务上更多地使用元认知监控策略;在课堂成绩目标定向下,与课堂掌握目标定向情形相反;（3）临场动机中的自我效能感、目标方向、努力程度在课堂成就目标定向、任务难度对元认知监控策略的影响中具有中介作用。     

新手-熟手-专家型教师成就目标定向与人格特征的研究

本研究采用量表法考察三种类型教师成就目标定向与人格特征的特点。结果表明 ,与普通成人相比 ,我国中学教师比较外倾 ,精神质水平更高。三种类型教师在任务目标上存在显著性差异 ,新手型教师的任务目标水平显著低于熟手型教师 ;而在成绩目标上 ,不存在显著性差异。新手型教师在精神质维度上与熟手型教师存在显著性差异 ,其精神质水平显著低于熟手型教师 ,熟手型教师在神经质维度上与专家型教师存在显著性差异 ,其神经质水平显著低于专家型教师 ,神经质水平高是专家型教师典型的人格特征。     

无意识目标：激活与追求

目标自动激活模型认为,目标是行为满意状态或结果在个体头脑中的表征,它能够通过相关情境自动激活。无意识目标的激活方式有语义激活、工具激活和人际激活。无意识目标追求与有意识目标追求在目标实现、目标投射和动机特征方面相似,但其行为产生机制有所不同。未来研究应该对无意识目标的机制及其具体应用进行深入的探讨     

内在动机及其前因变量

该文比较系统地介绍了目前国内外关于内在动机的概念和具体影响因素诸方面的研究进展,并对未来的研究发展方向进行了展望。内在动机主要是由于活动过程本身特性或个体内发性精神需要所引发的一种活动或工作动力。相关影响因素主要涉及个体需要兴趣情感因素、工作任务本身特性、个体成就目标设置、自我效能感、组织授权与交换以及外在激励方式等方面。未来研究的方向主要在于内在动机具体结构的深入探讨以及不同影响因素的中介变量、调节变量以及诸因素交互作用综合模型的建立等方面     

Mental images: Specific or general,personal or impersonal?

In three experiments the relation between visual images classified in terms of the four categories of personal, impersonal, specific, and general images was explored. The results showed that subjects were able to generate all types of images, with personal images being the easiest to recall. Personal images, together with general images, were the image types being easiest to integrate with one another. Overall, the observations suggested the existence of two imagery dimensions: specific-general, and personal-impersonal. Memory was found to be best for personal images. Personal images turned out to be easier to integrate in memory than specific images. The findings were discussed in terms of different image generation models.     

Generating items during testing: Psychometric issues and models

On-line item generation is becoming increasingly feasible for many cognitive tests. Item generation seemingly conflicts with the well established principle of measuring persons from items with known psychometric properties. This paper examines psychometric principles and models required for measurement from on-line item generation. Three psychometric issues are elaborated for item generation. First, design principles to generate items are considered. A cognitive design system approach is elaborated and then illustrated with an application to a test of abstract reasoning. Second, psychometric models for calibrating generating principles, rather than specific items, are required. Existing item response theory (IRT) models are reviewed and a new IRT model that includes the impact on item discrimination, as well as difficulty, is developed. Third, the impact of item parameter uncertainty on person estimates is considered. Results from both fixed content and adaptive testing are presented.This article is based on the Presidential Address Susan E. Embretson gave on June 26, 1999 at the 1999 Annual Meeting of the Psychometric Society held at the University of Kansas in Lawrence, Kansas. —Editor     

The Limits of Medical Practice

Theoretical Medicine and Bioethics - Should medicine be defined as the enterprise in charge of the health problems of society? If so, then any problem (individual, public, social or political) that...     

Discrimination training facilitates pigeons' performance on one-trial-per-day delayed matching of key location

Six pigeons were tested on a one-trial-per-day variant of delayed matching of key location. In one condition, a trial began with the illumination of a pair of quasi-randomly selected pecking keys in a large 10-key test box. Pigeons' pecks to one key (the sample) were reinforced with 8-second access to grain on a variable-interval 30-second schedule, whereas pecks to the other key (the distractor) had no scheduled consequences. In the second condition, the nonreinforced distractor was not presented. In both conditions, subjects were removed from the apparatus after 15 minutes and placed in a holding cage. Subjects were subsequently replaced in the box after a delay (retention interval) of 30 seconds and were reexposed to the illuminated sample and distractor keys for 1 minute. If a pigeon made more pecks to the sample during this interval, the distractor was extinguished and subsequent pecks to the sample were reinforced on the previous schedule for an additional 15 minutes. If, however, a pigeon made more pecks to the distractor, both keys were extinguished and the subject was returned to its home cage. For all subjects, matching-to-sample accuracy was higher in the first condition. In a second experiment, the retention interval was increased to 5, 15, and 30 minutes, and then to 1, 2, 4, 8, 12, and 24 hours. Most subjects remembered the correct key location for up to 4 hours, and in one case, up to 24 hours, demonstrating a spatial-memory proficiency far better than previously reported in this species on delayed matching tasks. The results are discussed in terms of the commonly held distinction between working and reference memory.