不同结构文章重复阅读时主题转换效应的眼动研究

选取36名大学生,运用眼动技术,探讨不同结构类型文章在重复阅读时主题转换效应的变化特点。被试阅读的材料有两类:一是段落内部各个句子之间为平行关系(平行材料);一是每段第一个句子为该段落主题句(总分材料)。结果发现,两类材料在第一遍阅读过程中均出现了显著的主题转换效应,但在重复阅读时,主题转换效应消失,说明读者在第一遍阅读时已构建了文章的主题结构表征,并以此来指导后面的阅读。该结果支持共同策略假设理论,说明无论文章中是否存在标记,读者在阅读时都会构建一定完善的主题结构表征。     

高中二年级学生双字词阅读知觉广度的眼动研究

采用“呈现随眼动变化技术”对12名高中二年级学生的双字词阅读知觉广度进行了眼动研究。结果发现：（1）高中二年级学生的双字词阅读知觉广度具有不对称性。（2）高中二年级学生的双字词阅读知觉广度为注视点左侧一个双字词到右侧两个双字词的空间。     

精细阐述与先行信息激活水平的动态变化

该研究运用窗口阅读及命名探测技术,对即时与延迟状态下合适与不合适背景信息的激活模式进行了探讨。被试阅读含有精细阐述错误信息的语篇,并对合适或不合适的探测词进行命名反应。结果发现,虽然即时条件下,受精细阐述的不合适探测词激活水平高于合适探测词,但当延迟时间为1500ms时,原有的激活模式发生了逆转。这种激活模式的变化主要是由于合适的背景信息随时程延长激活水平得到提升所致。     

篇章阅读中先行信息通达的若干影响因素

采用实时窗口阅读技术,探讨在篇章阅读理解中,当读者在建构先行信息已能考虑其合适与不合适这一条件下,先行信息与当前信息的关系及距离如何影响对先行信息的通达。实验一采用以句子为单位的自控阅读,通过再认探测技术,结果发现,被试在加工含回指词的目标句时,回指词的不合适先行词也会得以通达。实验二以词汇为单位呈现阅读材料,通过命名探测技术,结果发现,与当前回指词关系合适的先行词会得到更快的通达,而先行词与当前回指词距离的远近不会影响先行词的激活水平。     

美国贝克斯特测谎系统在我国法庭科学中的应用

该文简介了美国贝克斯特测谎系统的基本原理及其在我国法院的首次应用情况。在我国这一系统不仅被用于刑事案件,也被用于民事案件,实践证明,测谎技术起到了其他手段所起不到的作用,成为法院办案过程有力的辅助工具和支持系统。为使本系统具有更高的效力和适合中国的国情,需要对贝克斯特测谎系统进行修订,该文也介绍了有关修订和检验的情况。     

Elasticity of Technique: The Psychoanalytic Project and the Trajectory of Ferenczi's Life

The object of this paper is the Elasticity of Psychoanalytic Technique in the work of Sándor Ferenczi. The author sustains that this can be considered neither as an ultimate arrival point nor as a particular stage of Ferenczi's clinical–theoretical body of work, but rather as an ensemble of affective qualities, attitudes and values, which he gradually developed through experience, signalling a paradigm shift in the history of psychoanalysis. The following areas will be explored: the new sensitivity demonstrated by Ferenczi concerning the relational and communicative factors present in the analytic session, his subtle and acute attention to the participation of the analyst's own subjectivity in the therapeutic process, and how these enduring elements of Ferenczi's technique anticipate several significant future developments in psychoanalysis.     

插图在说明文阅读理解中的作用

研究的目的在于揭示插图对说明文阅读理解的影响。实验中使用移动窗口技术对阅读过程中插图的作用进行探讨,并考察空间想象能力在其中的作用。结果表明：１．插图可以改进说明文的阅读理解,提高阅读速度;２．插图可以帮助读者建立文章所描述物体的参照表征,在建立参照表征的过程中,插图有利于重要概念的理解和有关参照表征信息的整合;３．插图有助于空间想象能力低的读者理解重要概念以及整合有关信息。     

AN EXPERIMENTAL COMPARISON OF A CONTINGENCY MANAGED COURSE WITH LARGE LECTURE METHOD1

Contingency management procedures resembling the Personalized System of Instruction (PSI) were compared with a conventional lecture method in teaching an introductory psychology course. The use of a within-subjects design in which half of the students experienced both teaching conditions made it possible to examine the reliability of test-score differences over time when subjects were balanced over conditions. In the contingency management course, material was broken down into 14 small units, each unit covering about 30 pages of text. Students were assigned to an undergraduate teaching assistant who was encouraged to develop a close working relationship with each of his/her 13 assigned students. Specifically, this meant that the assistant was to call each student by his/her first name, show an interest in the student's quiz performance, help the student understand difficult concepts, and discuss various topics of interest to the student. Each week, the teaching assistant administered up to four different 10-item multiple-choice quizzes over the week's chapter. A modified “Doomsday Contingency” required each student either to achieve a score of 80% on one of the four quizzes or drop the course. Most students passed the quiz during the first session of the week; those not passing were tutored on special areas of weakness. No student was actually forced to leave the course under the Doomsday Contingency. Although quizzes were administered on a group basis, they were scored individually while the student stood near by. In addition to the weekly quiz assignment, students under the contingency management procedures were asked to attend one lecture per week. The contingency management method departed from traditional PSI in that (1) self pacing was minimal, such that students were required to master one unit per week or drop the course, (2) teaching assistants met with students in small groups, and usually gave individual tutoring only to those students who did not pass the quiz on the first attempt, and (3) students were asked to attend one lecture per week. However, it was similar to PSI in that small units of subject matter were assigned and unit mastery was assessed through use of undergraduate assistants who delivered immediate feedback. Students in the conventional lecture group attended three 50-min lectures each week; two of these lectures followed textbook material closely, while the third, which was attended by all students, concerned material only indirectly related to the text. As a result, students in both conditions were exposed to essentially identical material. Students in the lecture condition could also obtain copies of the unit quizzes, although few did so. Course grades were determined by scores on two 45-item multiple-choice hourly exams, each covering half of the semester material (each worth 25%), and by a 90-item final exam over the entire course (worth 50%). These measures also served as the dependent variables. The experimental design employed a crossover technique in which one fourth of the students began with the contingency management method and then switched to lecture method at midsemester, while another fourth began with the lecture method and switched to contingency management. The other students stayed in the same condition throughout the semester, half under contingency management and half under the lecture method. On the last day of class, all students filled out an extensive questionnaire that assessed their opinions and attitudes about the teaching techniques. In addition to allowing for assessment of any progressive effects that the contingency management procedures might have had over time, the crossover design also permitted students to make meaningful comparisons of the two teaching methods, since half of the students experienced both methods in the same course. Although average test performance was only slightly higher under the contingency management condition, this difference occurred on each exam and was statistically reliable in each case. Further, the method did not interact with time, as it produced about a three-item advantage per half semester. On each of the three exams, teaching method accounted for between 5 and 8% of the total variance in test scores. Finally, attitude measures indicated that students experiencing half a semester of the contingency management procedures preferred them to the lecture technique, but that only those students with a full semester of contingency management rated the course significantly better than students in the full semester lecture course.     

Race and Countertransference: Two “Blind Spots” in Psychoanalytic Perception

In this paper I propose an approach for the evocative use and resolution of racial and countertransferential manifestations in the treatment situation. When addressed with the interest they warrant, these phenomena can become powerful tools for the advancement of the treatment, rather than blind spots. The therapist's own treatment is offered as the most likely means through which the evocative and pernicious effects of race and countertransference can be mastered.     

The effects of prior expectations and outcome knowledge on polygraph examiners' decisions

The present study deals with the question of whether judgments made by experts working in familiar contexts are affected by prior expectations and beliefs. Two experiments in which prior expectations were manipulated were designed to determine whether and to what extent polygraph examiners are affected by their prior expectations when analyzing and interpreting polygraph charts. Prior expectations affected the examiners' judgments when the polygraph charts did not include clear indications of guilt or innocence, but when the objective physiological evidence included strong indications which clearly contradicted the examiner's expectations, judgments were not affected by these expectations. Theoretical and practical implications of these results are discussed.