心理学毕业生专业技能调查及其对专业改革的启示

通过对204名心理系历届本科毕业生的调查,结论如下：(1)毕业生对心理学专业教学总体满意度一般,其中对专业实践安排的满意度最低;(2)毕业生认为最重要的技能是“进行心理活动课程”和“心理咨询”,最欠缺的技能是“心理治疗”和“心理咨询”;(3)心理学应用技能课程包含“心理咨询及治疗”、“心理课程及教育”、“心理测评及应用”三个因素。在调查基础上,本文提出了心理学专业改革的设想。     

Knowing what you are doing: Action-demonstratives in unreflective action

Almost everything that we do, we do by doing other things. Even actions we perform without deliberation or conscious planning are composed of ‘smaller’, subsidiary actions. But how should we think of such subsidiary actions? Are they fully-fledged intentional actions (in the sense of things that we do for reasons) in their own right? In this paper I defend an affirmative answer to this question, against a recently influential form of scepticism. Drawing on a distinctive kind of ‘action-demonstrative’ representation, I show that the sceptic's arguments do not go through.     

Spatial navigation: Cognitive variables involved in route retracing among an elderly population

The cognitive processes involved in route retracing are not well known. This study aims to highlight them in an elderly population in which contradictory results have been obtained, certain studies showing specific difficulties for route retracing, others not. Thirty-nine elderly subjects performed a route-learning task (forward-backward) in a garden, then completed spatial knowledge tasks and standardised cognitive tests. Results show four factors that were predictive of route retracing performance: route repetition, the pointing task, and two standardised cognitive tests, one assessing spatial working memory, and another global cognitive efficiency. According to these results, route retracing involves route and survey knowledge (i.e., egocentric and allocentric strategy), and the integration of forward-backward perspectives is underpinned by the spatial working memory. Moreover, the subjects did not make more errors in route retracing than in the route repetition task, suggesting that a real environment could compensate for a failing allocentric strategy.     

It's lonely at the bottom (too): The effects of experienced powerlessness on social closeness and disengagement

Although “powerlessness” is a pervasive experience for employees, prior social power research has predominantly focused on consequences of “powerfulness.” This has led to contradictory predictions for how experienced powerlessness influences employees’ social perceptions and behaviors. To resolve this theoretical tension, we build on Social Distance Theory (Magee & Smith) to develop a theoretical model suggesting that experienced powerlessness reduces social closeness and subsequently causes social disengagement behaviors both at work (reduced helping and increased interaction avoidance) and at home (increased withdrawal). Our model also elucidates the processes that cause powerlessness to reduce social closeness, demonstrating that employees’ affiliation motive and their expectation of others’ interest in affiliating explain this relationship. We further propose that the effect of powerlessness on social closeness will be stronger for employees high (vs. low) in political skill because these employees are more attuned to workplace power dynamics. We find support for our model in an experience-sampling field experiment and two experimental scenario studies. Our research clarifies the effects of powerlessness on social closeness and organizationally relevant downstream consequences, qualifies dominant assumptions that the powerless always behave in ways opposite those of the powerful, and demonstrates the importance of political skill as a moderator of power's effects.     

Geopolitical Forecasting Skill in Strategic Intelligence

Extending research by the authors on intelligence forecasting, the forecasting skill of 3622 geopolitical forecasts extracted from strategic intelligence reports was examined. The codable subset of forecasts (N = 2013) was expressed with verbal probabilities (e.g., likely) and translated to numeric probability equivalents. This subset showed very good calibration and discrimination, but also underconfidence. There was no support for the hypothesis that forecasting skill was good mainly because of the general ease of forecasting topics. First, forecasting skill was as good among authoritative key judgments as in the general set. Second, forecasts that were assigned high degrees of certainty, indicative of ease, (p ≤ 0.05 or p ≥ 0.95) did not discriminate as well as less certain forecasts (0.05 < p < 0.95), and these subsets did not differ in calibration. Sensitivity and benchmarking tests further revealed that if the 1609 uncodable forecasts were all assigned forecast probabilities of .5 (i.e., if all followed a “cautious ignorance” rule), skill characteristics would still show a large effect size improvement over a variety of guesswork strategies. The findings support a cautiously optimistic assessment of forecasting skill in strategic intelligence and indicate that such skill is not primarily attributable to the selection of easy forecasting topics. However, the large proportion of uncodable cases suggests that intelligence forecasts could be improved by avoiding imprecise language that affects not only the codability but also, in all likelihood, the interpretability and indicative value of forecasts for intelligence consumers. Copyright © 2017 John Wiley & Sons, Ltd.     

The Effect of Psychological Skills Training (PST) on Self-Regulation Behavior,Self-Efficacy,and Psychological Skill Use in Military Pilot-Trainees

Set within B. J. Zimmerman’s (1989 Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329–339.[Crossref], [Web of Science ®] , [Google Scholar], A social cognitive view of self-regulated academic learning, Journal of Educational Psychology, Vol. 81, pp. 329–339; and B. J. Zimmerman, 2000 Zimmerman, B. J. (2000). Attaining self-regulation: A social–cognitive perspective. In M. Boekaerts, P. Pintrich, &; M. Seidner (Eds.), Self-regulation: Theory, research, and applications (pp. 13–39). Orlando, FL: Academic Press.[Crossref] , [Google Scholar], Attaining self-regulation: A social-cognitive perspective, in M. Boekaerts, P. Pintrich, &; M. Seidner, Eds., Self-Regulation: Theory, Research, and Applications, pp. 13–39, Orlando, Florida, Academic Press) cyclical model of self-regulation and social–cognitive theory, this study tested the hypothesis that multi-modal psychological skills training (PST) would increase self-regulation behavior, self-efficacy, and psychological skill use in military pilot-trainees experiencing course-related learning difficulties. From pre- to post-intervention, findings showed that specific self-regulation behavior increased linearly. Likewise, significant increases in self-efficacy and psychological skill use occurred, along with concomitant reductions in anxiety and worry. Changes were generally retained at 2-month follow-up. PST highlights potential in modifying pilot-trainee cognitive and behavioral strategies to underpin learning, improve individual/cohort responsiveness, and importantly, cost effectiveness in training provision.     

关于内科临床技能培训教学课程设置的探讨

通过对参加内科临床技能培训的大连医科大学2007级、2009级五年制及七年制临床医学专业学生进行问卷调查及客观结构化临床考试（OSCE）,探讨内科临床技能培训课程的学时及课程内容等设置.100%的学生认为有开设临床技能培训课的必要,50%以上的学生认为在大学4年级开设本课程较合适,50%以上的学生认为12学时的设置较合理,80%以上的学生认为应每4人共用一名模拟人.OSCE证实毕业前12学时培训组成绩优于实习前8学时组.     

Training Motor Sequences: Effects of Speed and Accuracy Instructions

Participants practiced a fixed 3- and a fixed 6-key press sequence for 144 times each. In the speed group, they were instructed to execute their sequences fast without bothering much about errors while the accurate group was instructed to be careful and prevent errors. In the test phase, participants executed series of 3 and 6 responses (a) when all element-specific stimuli were displayed in the familiar order, (b) in response to just the familiar first stimulus, and (c) by responding to random stimuli. The speed instruction yielded stronger sequencing skill while the accuracy instruction developed stronger reaction skill.