认知风格影响学习迁移的眼动研究

用眼动追踪仪考查中学生认知风格在解决较高相似性与较低相似性几何问题中的影响。结果表明:目标问题与所学内容相似性会影响中学生几何问题解决的速度与成绩,中学生在两类几何问题解决中相关眼动指标存在显著差异;认知风格在不同迁移水平几何问题解决中存在不同的影响。     

Naturalistic Decision-Making Task Processes in Multiprofessional Assessment of Disability

Evaluation of preschool children with complex disabilities is regarded as a group decision-making process. This process was studied in two tertiary-level multiprofessional groups in London, UK: one based in a neurodisability center and one organized by a school psychological service. The assessment discussions about two preschool children at each site were audio recorded. Each assessment was carried out over half a day by all the professionals simultaneously with the family. Postassessment interviews were held with each professional and family. Verbal protocol analysis captured the structure of each assessment through six TASK decision-making processes applied at three levels of reasoning and decision making. Sequential application of processes was found to be influenced by the occurrence of a series of three cycles of decision making within each assessment and the decomposition of the assessment task into distinct subproblems.     

中学力学问题表征体系的动态特征

基于McDenott和Larkin的基本假设,该文提出了力学问题的表征体系,并用口语报告分析法实证研究了力学问题表征体系的动态特征。结果表明：问题解决者在解决力学问题过程中一般将建立4个不同层次的表征,并且在物理和数学表征层次所占时间显著多于在文字和朴素表征层次的时间。     

Problem-Solving Appraisal and Psychological Adjustment of Persons with Chronic Low-Back Pain

To examine the role of self-appraised problem-solving ability in the prediction of psychosocial impairment, depression, hopelessness, average pain unpleasantness, and current pain ratings among persons with chronic low-back pain. A second purpose was to enhance theoretical understanding of the mechanisms by which problem-solving appraisal influences adjustment. Correlational and regression procedures were used to test the hypothesized relations procedures between elements of self-appraised problem-solving ability and each criterion variable. Seventy-eight persons enrolled in an inpatient multidisciplinary chronic pain management program. The psychosocial subscale of the Sickness Impact Profile, the Beck Depression Inventory, the Beck Hopelessness Scale, the McGill Pain Questionnaire, and Visual Analogue Scales of Pain Sensory Intensity and Affective Response were the main outcome measures. After first controlling demographic characteristics, elements of self-appraised problem-solving ability assessed by the Problem-Solving Inventory were significantly predictive of depression, hopelessness, psychosocial impairment, and average pain unpleasantness (accounting for 20, 26, 29, and 11% of the respective variance in these constructs). Results indicate complex relations among the elements of problem-solving appraisal, suggesting that the Approach–Avoidance link to psychological adjustment was mediated by Problem-Solving Confidence. Comprehensive problem-solving interventions may be beneficial to persons with chronic pain     

The strategic nature of changing your mind

In two experiments, we studied how people’s strategy choices emerge through an initial and then a more considered evaluation of available strategies. The experiments employed a computer-based paradigm where participants solved multiplication problems using mental and calculator solutions. In addition to recording responses and solution times, we gathered data on mouse cursor movements. Participants’ motor behavior was revealing; although people rapidly initiated movement to the calculator box or the answer input box, they frequently changed their minds and went to the other box. Movement initiation direction depended on problem difficulty and calculator responsiveness. Ultimate strategy selection also depended on these factors, but was further influenced by movement initiation direction. We conclude that strategy selection is iterative, as revealed by these differences between early cursor movement and eventual strategy implementation. After rapidly initiating movement favoring one strategy, people carefully evaluate the applicability of that strategy in the current context.     

The Aha! Moment: The Cognitive Neuroscience of Insight

ABSTRACT— A sudden comprehension that solves a problem, reinterprets a situation, explains a joke, or resolves an ambiguous percept is called an insight (i.e., the " Aha! moment"). Psychologists have studied insight using behavioral methods for nearly a century. Recently, the tools of cognitive neuroscience have been applied to this phenomenon. A series of studies have used electroencephalography (EEG) and functional magnetic resonance imaging (fMRI) to study the neural correlates of the " Aha! moment" and its antecedents. Although the experience of insight is sudden and can seem disconnected from the immediately preceding thought, these studies show that insight is the culmination of a series of brain states and processes operating at different time scales. Elucidation of these precursors suggests interventional opportunities for the facilitation of insight.     

小学儿童执行功能与问题解决能力的关系

本研究选取小学二、四、六年级儿童为被试,采用计算机操作的方式,考察小学生执行功能中抑制、工作记忆和认知灵活性与4类伦敦塔问题解决表现之间的关系。结果表明在问题解决的计划方面,抑制能力较高的被试体现出良好的适应性解决能力,而工作记忆高的被试更能有效的利用资源;根据问题解决路径的不同划分了三大伦敦塔问题解决表现类型,工作记忆和抑制在问题解决中均起到重要作用。     

科学发明问题解决的脑机制再探

选取高生态学效度的科学发明问题作为实验材料, 采用“学习−测试”的两阶段实验范式, 利用静息态功能磁共振成像技术, 基于局部一致性(ReHo)和低频振幅(ALFF)的分析方法, 研究科学发明问题解决的神经机制。在控制被试性别、年龄和常规性问题解决能力后, 结果发现左侧前扣带回(Anterior Cingulate Cortex, ACC)的ReHo值和个体科学发明问题解决的正确率显著正相关, ALFF的结果同样印证了这一发现。结果强调了ACC在科学发明问题解决过程中的重要作用。     

The Moderation Role of Self‐perceived Maternal Empathy in Observed Mother–Child Collaborative Problem Solving

Based on L. S. Vygotsky's sociocultural theory, previous scaffolding studies have examined some factors associated with adjustment of parental support during collaborative problem solving. However, a factor that remains unexplored in the literature is the potential relationship between parental empathy and parental support in collaborative problem solving. The present study addresses this question through the observation of 45 preschool children and their mothers cooperating in a problem‐solving task with two levels of difficulty. Teachers rated the children's fine motor skills, and sampled mothers reported their empathy levels towards their children. Consistent with the notion of scaffolding, negative correlations were found between observed maternal verbal support (cognitive, autonomy, and emotional) and child age, and between observed maternal cognitive support and teacher reports of child motor skills. An analysis of covariance revealed significant empathy‐by‐difficulty interactions for physical and cognitive support after controlling for the effect of child motor skills. Implications of these findings are discussed in terms of the role of child motor skills and the importance of parental empathy in collaborative problem solving. Copyright © 2016 John Wiley & Sons, Ltd.     

Teacher Beliefs and Responses Toward Student Misbehavior: Influence of Cognitive Skill Deficits

This study aimed to examine whether having knowledge of student cognitive skill deficits changes teacher beliefs and responses in regard to classroom misbehavior. Teachers (N = 272) were randomly assigned to an experimental or control condition. Although teachers in both conditions read the same vignette describing a student's misbehavior, the experimental group also reviewed information about the student's cognitive skill deficits. Teachers provided with cognitive skill deficit information were, on average, less likely to believe the student had control over the misbehavior, suggesting perceptions of unintentionality. Furthermore, they were significantly more likely to indicate positive emotional responses. Results suggest that school psychologists may consider sharing cognitive skill deficits information with teachers who are working with students displaying challenging behavior.