小学教师对学生注意问题的知觉准确性研究

本研究以24名小学教师和98名小学生为研究对象,采用访谈法与测验法探讨了小学教师对学生注意问题的知觉准确性及其影响因素。结果表明:(1)从总体上看,小学教师对学生注意问题的知觉有着较高的准确性;(2)小学教师对学生注意问题的知觉准确性水平随教龄和职称的增高而呈下降趋势;(3)小学教师对学生注意问题的知觉准确性水平与其条件性知识掌握情况表现正相关;(4)小学教师对学生注意问题的知觉准确性与其所教年级无关。     

Speed, accuracy, and serial order in sequence production

The production of complex sequences like music or speech requires the rapid and temporally precise production of events (e.g., notes and chords), often at fast rates. Memory retrieval in these circumstances may rely on the simultaneous activation of both the current event and the surrounding context (Lashley, 1951). We describe an extension to a model of incremental retrieval in sequence production (Palmer & Pfordresher, 2003) that incorporates this logic to predict overall error rates and speed-accuracy trade-offs, as well as types of serial ordering errors. The model-assumes that retrieval of the current event is influenced by activations of surrounding events. Activations of surrounding events increase over time, such that both the accessibility of distant events and overall accuracy increases at slower production rates. The model's predictions were tested in an experiment in which pianists performed unfamiliar music at 8 different tempi. Model fits to speed-accuracy data and to serial ordering errors support model predictions. Parameter fits to individual data further suggest that working memory contributes to the retrieval of serial order and overall accuracy is influenced in addition by motor dexterity and domain-specific skill.     

Why convene rater teams: An investigation of the benefits of anticipated discussion,consensus, and rater motivation

This study explores the importance of anticipated group discussion, the consensus decision rule, and rater motivation in determining how well rater teams identify ratee behaviors, i.e., behavioral accuracy. Results, based on 382 raters in 111 teams, suggest that the anticipation of group discussion can improve behavioral accuracy, but it appears that the benefits of discussion-only teams are limited to this anticipation effect. Furthermore, it also appears that rater motivation plays an important role in this type of team. Rater teams required to reach consensus, however, appear to show improved behavioral accuracy, regardless of whether raters can anticipate the consensus discussion and regardless of rater motivation levels. Implications, especially for assessment centers, are discussed.     

Interpersonal perception and personality disorders: Utilization of a thin slice approach

Study 1 expands upon previous research by looking at the ability of untrained raters to detect pathological traits within a normal population of college students. In Study 1, 30-s video clips of 81 target persons were shown to 42 raters. Ratings of traits of personality disorders made by thin slice raters reliably predicted scores on the personality pathology measures obtained from the targets themselves and from close peers. Study 2 is a preliminary examination of how pathological rater traits impacts thin slice accuracy. In Study 2, peer and self-report data were examined regarding 87 thin slice raters. Raters who exhibited traits of narcissistic personality disorder were significantly less accurate in making personality predictions regarding targets. Three clusters of personality items were identified based on rater characteristics related to accuracy in predicting behavior.     

The Effects of Fading a Strategic Self-Monitoring Intervention on Students’ Academic Engagement,Accuracy, and Productivity

In this study, using a single-case multiple-treatment reversal (A-B-A-B-C) research design, we replicated and extended previous strategic self-monitoring research by teaching five students, with and without disabilities, to use ACT-REACT to increase their academic engagement, productivity, and accuracy across new and previously learned math material. Then, we gradually faded the students’ use of the strategic self-monitoring recording sheet until they were no longer using it. When the ACT-REACT self-monitoring recording sheet was in place the students’ engagement and academic productivity increased; however, when it was faded, the results varied. During fading, the students’ performance generally exceeded baseline conditions and compared adequately to intervention effects. Overall, the results of this study support the advantages of strategic self-monitoring and also point to the mixed benefits of fading these procedures in inclusive environments.     

FOK判断与可接近信息之间的关系

通过三个实验,用语义联想集大小不同的中文单字词研究了靶项目联想集的大小与FOK判断等级和准确性的关系。实验一通过两种不同联想集大小的靶子,比较外显的、提取出的信息和内隐的、语义网络中固有的被激活信息量对FOK判断等级和FOK判断准确性是否有不同的影响。实验二和实验三通过不同的靶子呈现时间和学习遍数,比较不同的识记强度对不同大小联想集的靶子的FOK判断等级和FOK判断准确性的影响。实验结果表明：FOK判断等级随外显的、提取出的信息总量的增多而增高,随内隐的、语义网络中固有的被激活信息量的增多而降低。FOK判断准确性随靶子本身的激活强度的增强而增高,随内隐的、语义网络中固有的被激活信息的激活强度的增强而降低,FOK判断准确性取决于这两种激活强度的综合作用。     

认知诊断CAT中具有非统计约束选题方法的比较

项目曝光控制和内容约束关系到测验安全、测验的信度和效度, 是计算机化自适应测验(Computerized Adaptive Testing, CAT)中两类重要的非统计约束条件。本文在认知诊断CAT中针对内容约束和项目曝光控制要求, 运用5种方法选择测验项目。它们分别是：(1) Monte Carlo方法与项目合格方法相结合, 记为MC-IE; (2) Monte Carlo方法与最大优先指标方法相结合, 记为MC-MPI; (3) Monte Carlo方法与限制阈值方法相结合, 记为MC-RT; (4) Monte Carlo方法与限制进度指标方法相结合, 记为MC-RPG以及(5) Monte Carlo方法与最大后验概率方法相结合, 记为MC-PP。然后通过在线性、收敛、发散、无结构和独立五种属性结构下构建题库并运用重参化融融统和模型模拟被试反应比较它们的选题表现。研究发现, (1) 相同选题方法在不同属性结构下项目曝光率的分布类似, 测量精度按线性、收敛、发散、无结构和独立结构的顺序依次降低; (2) 相同属性结构下, 不同方法的测量精度高低依次为MC-PP、MC-IE、MC-RT、MC-MPI和MC-RPG方法; 项目曝光均匀性优劣依次为MC-RPG、MC-MPI、MC-RT、MC-IE和MC-PP方法。统一量纲值表明, MC-RPG方法的综合表现最好, MC-MPI方法的表现次之。     

人类的判断为什么不精确：进化论和脑科学的解释

人类的判断并非十分精确,而且人类还无法清醒认识到自己判断并不准。进化心理学理论认为看似不精确的判断最小化了人类付出的生存代价,从而使个体具有更大的收益,在竞争资源中具有适应优势;而脑科学领域运用fMRI、TMS等技术发现了前额叶的某些区域与判断的精确性有关。未来的研究有待结合进化发展心理学的角度、进化适应的现实解释性角度和认知神经科学发现临床应用的角度展开。     

任务类线索对学习难易度判断及其准确性影响的实验研究

摘要：通过两个实验考察任务类线索（词频、关联性、学习次数）对学习难易度判断及其准确性的影响。结果表明：（1）词频和关联性对学习难易度判断均有显著影响,高频词对、有关联词对的预测成绩显著高于低频词对和无关联词对的预测成绩;（2）高频词对和低频词对的预测成绩均出现高估,但低频词对的估计更准确;有无关联词对相比,无关联词对预测成绩偏差更大,有关联词对的难易度判断更准确;（3）词频高低只影响成绩的预测,不影响实际回忆成绩;关联性既影响对成绩的预测,也影响实际回忆成绩。（4）学习次数对难易度判断没有显著影响,但随学习次数增加,判断准确性降低,出现低估现象。结论：材料因素对学习难易度判断等级具有较稳定的影响;不同材料因素（词频、关联性）对难易度判断准确性的影响方式不同;学习次数对学习难易度判断没有显著影响;学习难易度判断中存在练习伴随低估效应。     

Narrow Structuralism: Paving a Middle Path Between Cummins and Millikan

Millikan [2000] has levelled a number of persuasive criticisms against Cummins's [1996] theory of mental representation. In this paper, I pave a middle path in the debate between Cummins [2000] and Millikan [2000] to answer two questions. (1) How are representations applied to targets? (2) How is the content of a representation determined? The result is a new theory of mental representation, which I call narrow structuralism.