程序公正及其心理机制

程序公正是组织公正的重要成分。自从Thibaut和Walker（1975）提出程序公正的概念以后,程序公正被引入了很多领域的研究,得到了极大的发展,但是程序公正的内容需要整合统一。发言权效应和尊重效应讨论了影响程序公正判断的因素,个人利益模型和团体价值模型则分析了其内在的心理机制。程序公正影响了大量与工作有关的态度和行为,并与分配结果产生了交互作用,其内在机制也在文章中得到了讨论。     

The effects of classwide peer tutoring on correct cardiopulmonary resuscitation performance by physical education majors

Previous research conducted on the effectiveness of basic life support skills courses has reported that participants typically do not achieve correct performance of life support skills. We used a multiple baseline design across subjects to assess the effects of a classwide peer tutoring intervention on the correct cardiopulmonary resuscitation skills of ten physical education majors. The classwide peer tutoring intervention consisted of (a) a checklist, (b) a prompting procedure, and (c) immediate feedback on performance. Procedural fidelity measures were taken on the correct implementation of the basic life supports skill course and on the implementation of the classwide peer tutoring intervention. Results indicated that students achieved and maintained 100% correct performance during the classwide per tuition condition. These results challenge the current polices of the American Red Cross and the American Heart Association who have reduced course performance criteria because participants were not achieving an adequate standard of performance.     

知识向技能转化的影响因素

将知识向技能的转化过程分为 :陈述性编码阶段、程序性编码阶段 ,并假设存在一些因素影响陈述性编码向程序性编码的转化过程 ,控制好这些关键因素将有利于提高教学质量。为证明此假设 ,设计了四个实验。实验一、二结果表明 ,发现学习和接受学习中原有知识水平、概念地图策略等因素显著影响陈述性编码阶段 ;实验三、四结果表明 ,发现学习和接受学习中变式练习、解题策略指导等因素显著影响程序性编码阶段 ,对以上实验数据的再分析得出这两阶段存在明显的相互制约关系 ,根据以上结论和 E.D.Gagne的信息加工模型 ,构建了一个智慧技能获得的信息加工模型。     

智慧技能的一般教学模型与实验验证

该文给出了智慧技能的一般教学模型 ,将智慧技能的教学分为两个主要阶段 :陈述性编码阶段、程序性编码阶段。为验证此模型在教学实践中的可行性 ,在课堂教学情境中进行了模拟实验。选取同一所学校初二年级的四个班学生共 2 2 2人 ,随机安排四个班分别接受“欧姆定律”四种教案的教学 :发现式新教案、发现式旧教案、接受式新教案、接受式旧教案 ,随后进行迁移能力测验 ,结果表明采用新教案组织教学 ,即按上述模型控制好影响智慧技能的一些关键因素 ,将更利于学生获取智慧技能。     

AN ANALYSIS OF THE PROCEDURAL COMPONENTS OF SUPPORTED EMPLOYMENT PROGRAMS ASSOCIATED WITH EMPLOYMENT OUTCOMES

This study examined the relation between the procedural components of supported employment programs and employment outcomes for 120 individuals with disabilities. These individuals were involved in supported employment programs established through the Utah Supported Employment Project. The results suggest that successful implementation of supported employment services led to ongoing employment of study participants in community work sites, increased wages, and ongoing opportunities for workers to interact with nondisabled peers. In addition, several procedural components were found to be strongly associated with successful employment outcomes for workers. Results of the study are discussed in terms of the training needs of supported employment program staff and future research for the dissemination of a cohesive technology of supported employment.     

Procedural learning across the lifespan: A systematic review with implications for atypical development

This systematic review aimed to investigate procedural learning across the lifespan in typical and atypical development. Procedural learning is essential for the development of everyday skills, including language and communication skills. Although procedural learning efficiency has been extensively studied, there is no consensus yet on potential procedural learning changes during development and ageing. Currently, three conflicting models regarding this trajectory exist: (1) a model of age invariance; (2a) a model with a peak in young adulthood; and (2b) a model with a plateau in childhood followed by a decline. The aims of this study were (1) to investigate this debate on procedural learning across the lifespan by systematically reviewing evidence for each model from studies using the serial reaction time task; and (2) to review procedural learning in autism spectrum disorder (ASD) and specific language impairment (SLI), two developmental disorders characterized by deficits in communication skills, in the light of these models. Our findings on typical development strongly support a model of age-related changes (Model 2a or 2b) and show that mixed findings regarding the developmental trajectory during childhood can be explained by methodological differences across studies. Applying these conclusions to systematic reviews of studies of ASD and SLI makes it clear that there is a strong need for the inclusion of multiple age groups in these clinical studies to model procedural learning in atypical development. Clinical implications of the findings are discussed. Future research should focus on the role of declarative learning in both typical and atypical development.     

分配不公正下的退缩行为：程序公正和互动公正的影响

以160名中学教师为被试,采用2×2的完全随机设计,以模拟故事（scenarios）的方法呈现刺激,研究了在职称评定中分配不公正的前提下,程序公正/不公正,互动公正/不公正对教师的退缩行为（消极怠工、拒绝帮助、离职、对校长的消极态度）的影响。结果表明,在分配不公正条件下：（1）程序公正、互动公正均影响教师的消极怠工程度;（2）程序公正、互动公正均影响教师的拒绝帮助行为程度,而且交互作用显著;（3）互动公正影响教师对上司的消极态度,程序公正无显著影响;（4）程序公正和互动公正对离职意愿影响均不显著     

家长式领导与组织公正感的关系

以428名企事业单位员工为调查对象,采用问卷法,探讨了家长式领导与组织公正感的关系,结果表明：（1）仁慈领导对组织公正感各维度有显著的积极影响;德行领导对组织公正感各维度有显著的积极影响;权威领导对领导公正有显著的消极影响;（2）在分配公正、程序公正上,德行与权威领导有显著负交互效应;在领导公正、领导解释上,仁慈与权威领导有显著负交互效应。最后,对研究的理论和实践意义作了探讨,并提出了未来的研究方向     

Effects of voice and similarity on procedural fairness and trust: A dual process model of public acceptance based on representatives’ participation

In citizen participation, a few representatives of the total citizen population participate in discussions with authorities regarding public decisions and policies. The present study examines a dual process model in which the representatives’ voice and similarity of values facilitate public acceptance through procedural fairness and trust in representatives, respectively. The results of an experiment employing a scenario method, which included participants from Japan (n = 211) and the Netherlands (n = 200), indicate that the representatives’ voice increased procedural fairness and public acceptance when the similarity of representatives was high. The effects of representatives’ voice on public acceptance via procedural fairness was supported in both nations, while other effects of representatives’ similarity on acceptance via trust were indicated only in Japan. These results suggest that the indirect voice of citizens, as conveyed by representatives, plays an important role in increasing perceptions of procedural fairness and public acceptance among citizens.