词汇习得年龄和频率对词汇识别的影响

三个实验考察词汇习得年龄和频率在词汇识别中的作用。实验结果表明：词汇习得年龄是影响汉语双字词词汇识别的重要因素,表现为早期习得的词汇比晚期习得的词汇更具有加工的优势。词汇习得年龄和频率独立地影响汉语双字词的识别过程．它们之间的效应是一种相加的关系。本研究还对词汇习得年龄效应的机制进行了讨论。     

Psychology’s Adaptation to Medical Schools,Teaching Hospitals,and Academic Medical Centers: The Role of Academic Medicine Organizations

Psychologists in medical schools, teaching hospitals, and academic medical centers are comparatively small in number, and are often undervalued and denied full practice privileges. As a profession, psychologists must therefore adapt to the realities of a physician-driven, physician-controlled environment. Psychologists’ adaptation to academic medical settings has been considered from several vantage points. An overlooked aspect of adaptation is psychologists’ knowledge of and participation in academic medicine organizations that regulate medical education and specialization. These organizations significantly influence teaching hospital and medical school environments and the psychologists and academic physicians who work in those environments. This paper focuses primarily on three academic medicine organizations, the Liaison Committee on Medical Education (LCME), the Accreditation Council for Graduate Medical Education (ACGME), and the American Board of Medical Specialties (ABMS), which together shape and regulate medical education across all levels and specialties. Knowledge of the evolution and workings of these organizations is useful information for psychologists, but beyond that, such information is a framework that provides benchmarks for understanding psychology’s evolving system of education and specialization.     

Maternal Perceptions of Competence and Children’s Academic Adjustment: Longitudinal Relations across Early Elementary School

Children’s perceptions of their academic ability play an important role in their academic adjustment, but relatively little research has examined the factors affecting academic self perceptions of young children, especially the role of parents. Seventy-seven children and their mothers were followed longitudinally from kindergarten to fourth grade to assess the association between mothers’ early perceptions of children’s academic abilities in reading and math and children’s later academic adjustment. Mothers’ perceptions of children’s reading ability in kindergarten were associated with children’s later self-perceptions of academic competence and later achievement, above and beyond kindergarten achievement. However, mothers’ perceptions of math ability in kindergarten were not significantly associated with later outcomes. In reading, mothers’ perceptions of children’s natural talent were positively associated with later self-perceptions and mothers’ perceptions of children’s difficulty in school were negatively associated with later self-perceptions. Additionally, mothers’ perceptions of children’s reading competence were positively associated with later reading achievement. This was the youngest sample in which these relations have been examined to date. Longer-term implications for early parental perceptions are discussed.     

A Mixed Methods Study of the Stages of Implementation for an Evidence-Based Trauma Intervention in Schools

A mixed methods study was conducted to examine the implementation process of 26 urban school-based mental health clinics that took part in a training and implementation support program for an evidence-based school trauma intervention. Implementation process was observed using the Stages of Implementation Completion (SIC) measure. Qualitative interviews were conducted with clinic leaders in order to gain insight into clinic processes related to the SIC. Results showed that almost all of the clinics engaged in some activities related to pre-implementation (engagement, feasibility, and readiness), but only 31% of the sites formally started delivering the program to youth. Completing more pre-implementation activities, particularly those related to readiness, predicted program start-up. Qualitative analysis comparing those that implemented the program to those that did not revealed critical differences in decision-making processes, leadership strategies, and the presence of local champions for the program. This study documented the patterns of clinic behavior that occurs as part of large-scale training efforts, suggests some unique challenges that occur in schools, and highlights the importance of engaging in particular implementation activities (i.e., readiness planning, stakeholder consensus and planning meetings) as part of program start-up. Findings indicate that pre-implementation and readiness-related consultation should be employed as part of broad-scale implementation and training efforts.     

Effects of cannabis on eyewitness memory: A field study

Eyewitnesses to crimes are regularly under the influence of drugs, such as cannabis. Yet there is very little research on how the use of cannabis affects eyewitness memory. In the present study, we assessed the effects of cannabis on eyewitness recall and lineup identification performance in a field setting. One hundred twenty visitors of coffee shops in Amsterdam viewed a videotaped criminal event, were interviewed about the event, and viewed a target‐present or target‐absent lineup. Witnesses under the influence of cannabis remembered significantly fewer correct details about the witnessed event than did sober witnesses, with no difference in incorrect recall. Cannabis use was not significantly associated with lineup identification performance, but intoxicated witnesses were significantly better at judging whether their lineup identification was accurate. Theoretical and practical implications of the findings are discussed.     

Nostalgia for America's past can buffer collective guilt

This research examined when, and for whom, American collective nostalgia can relieve feelings of collective guilt. In the Pilot Study, path analyses revealed that national glorification is associated with collective nostalgia, and collective nostalgia is associated with lower collective guilt. Our experimental studies test the role of these variables in determining responses to the elevated salience of past ingroup harm doing. Collective nostalgia was associated with lower collective guilt especially after reminders of America's harm doing in Study 1 . In Study 2 we predicted and showed that reminders of American harm doing would evoke spontaneous collective nostalgia for participants high in national glorification. The remaining studies tested the hypothesis that collective nostalgia serves to buffer collective guilt. Collective guilt was lower after reminders of past harm doing for participants who engaged in collective nostalgia ( Study 3 ), and this was especially pronounced for participants high in national glorification ( Study 4 ).     

中小学生情绪调节策略的发展特点

情绪调节策略近年已成为发展与教育心理学的研究热点.本研究采用问卷法考察了中小学生情绪调节策略的年级、性别、学业水平发展特点.结果表明在认知重评策略上无性别差异,有年级差异,有学业水平差异,高年级较低年级、高学业水平较低学业水平更倾向采用认知重评策略;在表达抑制策略上无年级差异,无学业水平差异,有性别差异,男生较女生更倾向采用表达抑制策略.     

初中生英语自我效能感与知觉到的教师期望、英语成绩的关系

研究主要考察初中生英语自我效能感、知觉到的教师期望与英语成绩的关系.探索性和验证性因素分析结果表明,初中生英语自我效能感包括学科能力感、目标自信感、挫折效能感和策略使用感四个维度.研究得出高成绩组学生的英语自我效能感及知觉到的教师期望显著高于低成绩组学生;英语自我效能感具有显著的性别差异、年级差异与学校类型差异;年级、学校类型、英语自我效能感中的能力因子与挫折因子及知觉到的教师期望中的态度因子是英语成绩的显著预测变量.     

在汉字视觉识别中字形和字音作用的实验研究

对高、低频汉字分别进行音同、形似、义近和无关四种条件下的目标字的启动识别和倒掩蔽识别的研究,考察汉字视觉识别中字音、字形的激活和激活点问题。结果证实：（１）在汉字识党识别中,字形不仅参与而且在到达心理词典之前被激活;（２）在汉字视觉识别中字音也参与,但字音不在到达心理词典之前被激活,因而,不存在语音转录现象．汉字视觉识别过程符合“直通假设”;（３）从总的来看,字颇影响汉字视觉识别。     

学校心理环境对小学4～6年级学生学业表现的作用及条件

本研究基于具有良好全国代表性的中国儿童青少年心理发育特征数据库,使用多水平建模,分析了来自全国100个区县421所学校的心理环境特征对10826名小学4~6年级学生学业表现的影响途径及其发挥作用的条件。研究结果表明:(1)小学4~6年级学生学习动机和态度及学业成绩中分别有10.0%和33.3%的变异来自学生个体以外的学校因素。(2)在控制学生年级、性别、家庭背景和学校所在地、师资、学校学生总体家庭社会经济地位(SES)等基本特征后,学校总体和学生个体知觉两个层次的学校心理环境对学生学习动机和态度的影响均显著大于其对学生学业成绩的影响;与个体知觉到的心理环境相比,学校总体心理环境对学生学业成绩的作用相对较强。(3)学校总体心理环境对学生学业表现的影响受到学校所在地、学校师资水平、学校学生总体社会经济地位的显著调节。学校总体心理环境对处于师资水平较低、平均家庭年收入较低学校学生的学习动机和态度具有相对更强的保护作用;对处于农村、师资水平较低、平均家长文化水平较低学校学生的学业成绩具有相对更强的保护性作用。上述结果表明,学校总体心理环境对学生学业表现具有重要影响,个体知觉到的心理环境仅部分中介其作用;且学校总体心理环境对学生学业表现的作用强度受到学校所在地、师资水平和学校学生总体社会经济地位的调节。