中学生学习策略的结构与使用特点

本文采用修订的中学生学习策略量表,系统考察了初一到高三1341名中学生学习策略的使用情况。结果表明:①本次修订的中学生学习策略量表具有良好的信度和效度,划分为认知策略、元认知策略和资源管理策略的结构合理;②中学生在认知策略、元认知策略和资源管理策略的使用上有随年级增长而下降的趋势,在资源管理策略上女生得分明显高于男生;③时间管理策略、努力策略和支持寻求策略对初中生的学习成绩有正向预测作用,调节策略和努力策略对高中生的学习成绩有正向预测作用,而支持寻求策略有负向预测作用。     

小学生数学应用题解题水平影响因素的研究——视空间能力、认知方式及表征方式的影响

研究采用3(年级)×2(场认知方式)×2(视空间能力水平)×3(问题表征方式)四因素混合实验设计,探讨了这四种因素对小学生数学应用题解题水平的影响。结果表明:年级、认知方式、空间能力以及问题表征方式均是影响小学生应用题解决水平的关键因素;问题表征方式、认知方式、空间能力以及年级四个因素对小学生解题水平存在交互作用,其中图形提示有利于场依存性学生解题水平的提高,低空间-场依存型的学生更适合图形提示;高空间-场依存型的学生随年级升高解题能力发展较快,而低空间-场依存型的学生解题水平提高较慢;随着年级的升高,图式表征对小学生问题解决的促进作用增强。     

策略型学习者认知心理结构及其运行机制

高效率学习是现代社会发展的需要,也是适应信息量急增的社会变革需要的必然选择。从教育心理学的视角研究策略型学习者,对其高效率学习心理,特别是高效率学习认知心理结构及其运行机制进行研究,有助于教育理论与实践工作者准确把握这类特殊教育对象的心理特点与规律,为开展策略型学习者教育提供了心理学依据。     

工作记忆对类比推理的影响

该实验采用2(类比推理类型)×6(组别)双因素实验设计来探讨工作记忆与类比推理之间的关系,尤其关注工作记忆的各个子成分对类比推理的影响。控制组的被试只需完成类比推理测验,而实验组的被试是在双任务的条件下进行实验。结果表明,工作记忆是影响类比推理的一个重要因素。在图形类比推理中,主要有视空间模板中的空间成分,语音回路中的发音成分以及中央执行器的参与;在言语类比推理中,则是视空间模板中的空间成分起主要作用。     

Belief–logic conflict resolution in syllogistic reasoning: Inspection-time evidence for a parallel-process model

An experiment is reported examining dual-process models of belief bias in syllogistic reasoning using a problem complexity manipulation and an inspection-time method to monitor processing latencies for premises and conclusions. Endorsement rates indicated increased belief bias on complex problems, a finding that runs counter to the “belief-first” selective scrutiny model, but which is consistent with other theories, including “reasoning-first” and “parallel-process” models. Inspection-time data revealed a number of effects that, again, arbitrated against the selective scrutiny model. The most striking inspection-time result was an interaction between logic and belief on premise-processing times, whereby belief – logic conflict problems promoted increased latencies relative to non-conflict problems. This finding challenges belief-first and reasoning-first models, but is directly predicted by parallel-process models, which assume that the outputs of simultaneous heuristic and analytic processing streams lead to an awareness of belief – logic conflicts than then require time-consuming resolution.     

Counterfactual reasoning and moral emotion attribution

Studies in the happy victimizer paradigm have shown that preschool children attribute positive emotions to a norm violator whereas older elementary-school children tend to attribute negative emotions. The current research explored the possibility that children's counterfactual reasoning ability (i.e., their capacity to imagine alternatives to reality) can explain this age difference in moral emotion attribution. In Study 1, 100 4- and 8-year-old children attributed significantly more negative emotions to victimizers in a counterfactual-prime condition, in which an alternative course of action was presented before the emotion attribution, than in a no-prime condition, where no counterfactual prompt was given. Counterfactual reasoning ability significantly predicted negative emotion attribution in the no-prime condition. In Study 2, the counterfactual reasoning of 143 4- and 8-year-old children significantly predicted negative emotion attribution to the victimizer. When controlling for counterfactual reasoning, focusing on the victim of a violation did not affect emotion attribution to the violator.     

Propositional Plausible Logic: Introduction and Implementation

Plausible Logic allows defeasible deduction with arbitrary propositions, and yet when sufficiently simplified it is very similar to the Defeasible Logics of Billington and Nute. This paper presents Plausible Logic, explains some of the ideas behind the definitions, applies Plausible Logic to an example, and proves a coherence result which indicates that Plausible Logic is well behaved. We also report the first complete implementation of propositional Plausible Logic. The implementation has a web interface which makes it available to researchers and students everywhere. The implementation is evaluated experimentally, and is shown to be capable of handling tens of thousands of rules and sufficiently many disjunctions for realistic problems.     

Normische Gesetzeshypothesen und die wissenschaftsphilosophische Bedeutung des nichtmonotonen Schliessens

Normic Laws and the Significance of Nonmonotonic Reasoning for Philosophy of Science. Normic laws have the form ‘if A then normally B’. They have been discovered in the explanation debate, but were considered as empirically vacuous (§1). I argue that the prototypical (or ideal) normality of normic laws implies statistical normality (§2), whence normic laws have empirical content. In §3–4 I explain why reasoning from normic laws is nonmonotonic, and why the understanding of the individual case is so important here. After sketching some foundations of nonmonotonic reasoning as developed by AI-researchers (§5), Iargue that normic laws are also the best way to understand ceteris paribus laws (§6). §7 deals with the difference between physical and non-physical disciplines and §9 with the difference between normicity and approximation. In §8 it is shown how nonmonotonic reasoning provides a new understanding of the protection of theories against falsification by auxiliary hypotheses. §10, finally, gives a system- and evolution-theoretical explanation of the deeper reason for the omnipresence of normic laws in practice and science, and forthe connection between ideal and statistical normality. This revised version was published online in August 2006 with corrections to the Cover Date.     

成人期人际性问题解决的策略取向研究

采用开放式问卷,考察252名25至75岁的成人解决人际性问题的策略取向。结果表明：总体上中国成人偏重于二级控制取向;成人前期个体较其他年龄段成人表现出更多的一级控制取向;情境因素对成人的策略取向有较大影响,并且这种影响对不同年龄段成人所产生的效应存在明显差异。     

Inferring hidden causal structure

We used a new method to assess how people can infer unobserved causal structure from patterns of observed events. Participants were taught to draw causal graphs, and then shown a pattern of associations and interventions on a novel causal system. Given minimal training and no feedback, participants in Experiment 1 used causal graph notation to spontaneously draw structures containing one observed cause, one unobserved common cause, and two unobserved independent causes, depending on the pattern of associations and interventions they saw. We replicated these findings with less-informative training (Experiments 2 and 3) and a new apparatus (Experiment 3) to show that the pattern of data leads to hidden causal inferences across a range of prior constraints on causal knowledge.