文本阅读中情境模型建构和更新的机制

采用移动窗口阅读技术探讨了文本阅读中情境模型建构和更新的机制。实验材料按照特征描述与目标行为 的关系总体上分为可能、不可能和重新可能三个版本。实验1主要探讨了文章开始部分有明显的焦点信息时情境模 型建构和更新的机制,检验了更新追随假设的合理性;实验2主要探讨了文章开始部分没有明显的焦点信息时情境 模型建构和更新的机制,检验了记忆基础文本加工理论的合理性;实验3使用再认探测任务,进一步检验了更新追 随假设和记忆基础文本加工理论的差异。实验结果表明,文本阅读中情境模型的建构和更新是一个双加工过程,在 自然阅读过程中,读者根据所阅读的信息不同会产生不同的信息加工活动,既会有记忆基础文本加工理论所支持的 协调性整合,也会有建构主义的更新追随假设所支持的焦点整合     

浅谈医学院校科研现状及研究生培养管理

倡导良好的科研风尚并建立有效的研究生培养管理体制,对增强医学院校科研能力,提高研究生培养质量至关重要,也是当前高等医学教育工作者共同关心的问题。对医学院校科研现状及现行研究生培养管理模式中存在的问题进行分析,并提出若干思考及建议。     

Tracking the identity of moving words: Stimulus complexity and familiarity affects tracking accuracy

In two experiments, participants tracked the identity and location of moving words. The task bears resemblance to one performed by air traffic controllers who track multiple moving aircraft, where they are identified with relatively complex alphanumeric call signs. In Experiment 1, stimulus familiarity was manipulated by comparing the tracking of familiar words and pseudowords. In Experiment 2, also stimulus complexity was varied by having the participants track short and long words. Stimulus complexity affected tracking: Short words were easier to track than long words. Moreover, familiarity of identity affected tracking of short words (short familiar words were easier to track than short pseudo-words) but not of long words. The results are interpreted within the framework of the model of multiple identity tracking model. Mathematical simulations suggest that observers may not have enough time for full identification of complex identities in a dynamic situation. Practical implications of the results for air traffic control are discussed.     

类别性空间记忆右侧化优势及其受威胁情境的影响

以往研究发现类别空间关系表征具有左半球激活优势,但在行为表现中是否存在对侧化的右侧化优势尚且不明确。本研究采用两个被试内实验,探讨空间记忆的行为表现是否具有右侧化优势以及这种优势是否受威胁情境的影响。实验1被试学习完一幅模拟地图中物体位置关系后进行相对位置判断任务,结果发现了显著的空间行为反应右侧化优势。实验2使被试在威胁情境中完成相同任务,发现右侧化优势消失。实验表明类别性空间记忆的行为表现具有右侧化优势,且具有情境不稳定性,这为空间记忆的偏侧化研究提供了一定的行为实验证据。     

自我解释的研究现状与展望

自我解释(self-explanation)是指学习者在学习过程中通过自己向自己解释学习内容而获得知识的过程。文章主要阐述了自我解释的含义、分类、三种自我解释效果的认知机制,并且提出自我解释研究中尚待解决的问题及对其进行展望。     

Situational power moderates the influence of Self-Transcendence vs. Self-Enhancement values on behavior in ultimatum bargaining

We examined the interactive effects of personal values and situational power on proposer and responder behavior in an ultimatum bargaining game. The current literature suggests that situational power could moderate the influence of personal values on behavior. For proposers (N = 107), high scores on the Self-Transcendence vs. Self-Enhancement value dimension predicted higher proposals, but only among participants told that they were in a powerful position. For responders (N = 95), high scores on the Self-Transcendence vs. Self-Enhancement value dimension predicted accepting smaller proposals, but again only among participants told that they were in a powerful position. Our results support the idea that high situational power elicits behavior more consistent with one’s standing on the Self-Transcendence vs. Self-Enhancement value dimension.     

Helplessness and the exercise of power in the analytic session

This paper describes a clinical situation in which the analyst may be provoked to become overactive if he feels that his attempts to reach his patient are frustrated. Lack of tolerance for feelings of helplessness may leave him unable to sustain a receptive stance, and he may be drawn into enactments which lead to a power struggle with his patient.
I will try to describe situations where such enactments were compelling. I will also consider what enabled me to extricate myself from the activity, at least intermittently, to re‐establish an analytic attitude in which understanding and containment were priorities.
From time to time I was able to recognize and accept my helplessness and relinquish my attempts to reach the patient. These moments of recognition led to a shift of atmosphere in which a feeling of sadness replaced the more familiar confrontational mood. In these sadder moods the patient felt I was more available, and he too seemed more able to contemplate loss.
Theoretical ideas that enabled me to recognize some of the mechanisms at play included an understanding of narcissistic mechanisms, a recognition of previous ideas of power and dominance such as Freud’s Bemächtigungstrieb, and the role of dominance in the resolution of the Oedipus complex. My previous work on the dread of humiliation allowed me to be sensitive to the way helplessness can come to be associated with being looked down on and humiliated.     

教育现实情境取向的教育心理学研究——德国近十年教育心理学发展的基本走向

摘 要：迄今国内对德国教育心理学的发展状况了解、评介甚少。在全球化的今天,将目光聚焦于曾对心理学,其中包括教育心理学做出过巨大贡献,至今仍在国际心理学界占一席之地的德国十分必要。文章以三种德文教育心理学权威学术期刊近十年发表的论文为资料源进行分析,概括出德国教育心理学的新近发展特点是：以教育现实情境为基本研究取向,以学习者心理研究为中心,以量化研究为主并注重多方法结合,凸现了教育心理学对教育实践的指导价值。德国教育心理学发展的基本走向为：重视校外环境对学习者的影响,重视教与学双主体的相关能力及面临的问题的解决,重视以多媒体网络技术为基础的新媒体的作用、重视整合研究及国际交流等。     

空间转换在记叙文阅读情境模型建构中的作用

采用探测词和事件分割范式探讨了空间转换与事件转换分离的情况下, 空间转换在记叙文情境模型建构中的作用。实验1a重复前人研究, 探讨空间转换对阅读时间和情境模型更新的影响, 并验证在空间转换对情境模型的影响的研究中, 采用多指标探测范式的合理性。实验1b探讨在空间转换与事件转换相分离的条件下, 空间转换对情境模型更新的影响; 实验2a探讨空间转换对事件分割的影响, 并验证在空间转换对情境模型的影响的研究中, 采用事件分割范式的合理性; 实验2b探讨空间转换与事件转换相分离的条件下, 空间转换对事件分割的影响, 从而验证空间转换对情境模型更新的影响。结果表明, 当空间转换与事件转换相分离时, 不引起情境模型的更新, 事件单元是建构记叙文心理表征的核心单元, 空间转换只有在标识事件转换的情况下, 才能引发读者更新情境模型。     

Short report: The impact of measurement conditions on the validity of self-assessment in a selection setting

Two experimental studies investigated the impact of format and instructions on the validity of SAs, using participants applying for junior management positions in a public sector organization. In Study 1 (607 participants) self-assessments (SAs) were valid when applicants rated overall competencies or the same competencies broken down into discrete elements, but not when providing behavioural evidence prior to rating competencies. The effect of social comparison instructions was also explored but found to have no impact on validity. Study 2 used a subset of 193 candidates from the previous study who attended the next stage of the selection process. Consistent with predictions it was found that unbalanced, positively toned scales were more valid than conventional scales, and highest validities were achieved when used with instructions requesting a realistic SA of strengths and weaknesses. Interestingly, gender differences were found in both studies. These findings are discussed in terms of their implications for both research and practice.