幼儿不同交往类型的心理特征的比较研究

本研究综合运用社会测量法、访谈法和问卷评价法,探讨、比较了受欢迎型、被拒绝型、被忽视型和一般型四种基本同伴交往类型幼儿在心理特征上的异同。结果发现,各类型幼儿在行为、性格、情绪情感、交往积极主动性和交往技能、策略等特征上均存在非常显著的差异,各类型幼儿上述诸方面的表现均不相同。     

题目类型对加法认知策略选择影响的比较研究

随机选取小学二、三年级数学学习不良组儿童各30名,数学学习正常组儿童各30名,采用实验法、观察法和口语报告法相结合的方式,考察了两类儿童在解决简单加法题目、复杂加法题目和连加加法题目时,问题结构类型对两类儿童加法策略选择的影响。结果发现,在不同类型加法题目中,小学二、三年级儿童的策略使用表现出对题目的适应性,数学学习正常儿童的适应性特点更加明显。     

规则顺序与规则类型对儿童规则推理的影响

学前儿童时期是各种推理能力产生和发展的重要时期。本研究采用Frye和Zelazo等（1996）所设计的“二进二出”装置,设置了规则顺序、规则类型的规则推理任务,采用个别实验法,研究了90名3～4岁儿童规则推理能力的发展。在本研究条件下,结果发现：1．当规则呈现顺序不同时,儿童规则推理成绩差异显著,先呈现哪个规则,则利用这个规则进行推理的成绩就较好;2．不同规则类型下儿童的推理成绩差异极其显著,竖直规则下的推理任务更容易;3．3．5～4岁是儿童二维合取规则推理能力发展的快速期。     

小学生攻击性行为的心理分析及对策研究

本研究采用同伴提名法对宁波市560名小学生进行调查,探讨了小学生攻击行为的类型特点及其年级差异,结果发现：（1）小学生言语攻击的比率最高,其次是直接身体攻击,间接攻击的发生率最低。（2）小学生三类攻击行为的比例均存在显著的年级差异。（3）小学生各年级之间既有存在显著性差异,也有不存在显著性差异。同时,本研究进一步分析了小学生攻击性行为产生的原因及其教育干预的对策。     

Development and initial validation of brief public domain RIASEC marker scales

Although commercially developed interest measures based on Holland’s RIASEC types are effectively used in a variety of applied settings, these measures have somewhat limited research utility due to their length and copyright restrictions placed by the test publishers. In the present study, two sets of 8-item RIASEC scales were developed using activity-based items selected from the 30-item RIASEC scales of the Interest Profiler, and two sets of 8-item RIASEC scales were developed using sets of 30 occupational job titles selected from the O∗NET database representing each Holland type. Responses to the items were obtained from three samples of college students with a total of 1024 female and 639 male participants. Results obtained in the initial development and validation process suggest that the sets of brief activity- and occupational-based RIASEC scales developed in the current study retain acceptable levels of reliability and convergent validity. The development of these brief public domain RIASEC interest measures addresses the copyright and length limitations of current scales and may be useful when conducting integrative research examining the inter-relations between Holland’s types and other individual differences measures.     

MUSIC AND METAPHYSICS

Abstract: In this article, I assume that musical works are abstract types, and I raise and address a new question concerning musical ontology that may take the types view at least a step further: When do musical works cease to exist? I then propound my view about musical works as types, which is somewhat like the Aristotelian Realist position concerning universals. Next, I address some objections to that view. Finally, I provide some grounds for rejecting alternative views that see Western classical musical works before 1950 (the sorts of musical works the discussion here is restricted to) either as classes or else as kinds.     

Confidence judgments in real classroom settings: monitoring performance in different types of tests

During testing, students have a valuable opportunity to exercise and improve their self-regulatory skills. However, the extent to which they profit from those experiences may vary according to some personal, test-related, and environmental factors. This study investigated the effects of metacognitive skills and test types on students' test performances, confidence judgments, and on the accuracy of those judgments. A sample of 129 psychology undergraduate students (50 men and 79 women, mean age = 18.9 years) were categorized according to their metacognitive skills (high vs average vs low) and had their test performances and monitoring processes in two different types of tests (i.e., multiple-choice and short-answer tests) compared throughout one academic term. Their test preparation practices, along with their attributional and regulatory processes during test-taking, were also compared by using open-ended questions. The results showed that: (1) high-metacognitive students presented more effective test preparation practices, better test performances, and superior attributional, regulatory, and monitoring processes than their counterparts; (2) differences in performance and judgment accuracy were significantly larger in the short-answer tests than in the multiple-choice tests; and (3) over time, students' performances and confidence levels varied in specific patterns according to the type of test being taken. The results are discussed, focusing on the educational implications of the interactions observed and on how they may determine what students can learn from test-taking experiences. In addition, based on the results obtained, specific suggestions on how to increase the metacognitive awareness of university students through instruction and on how to improve their academic assessment are provided.     

禀赋效应对产品更换决策的影响

以禀赋效应理论为研究基础, 通过两个情景实验对产品更换过程中买卖双方的决策心理进行了研究。实验1表明, 在以旧换新活动中新产品的买方对旧产品的价格有高估的倾向, 对新产品的价格有低估的倾向; 相反, 新产品的卖方对旧产品的价格有低估的倾向, 而对于新产品的价格有高估的倾向, 这说明产品更换决策中存在着双重的禀赋效应。实验2表明, 新产品的买方对旧产品的属性评价显著高于新产品的卖方, 对新产品的属性评价显著低于新产品的卖方, 说明属性评价也存在禀赋效应的特征。双重禀赋效应的存在从消费者行为的角度解释了为什么消费者会出现创新抵制行为。