记忆编码策略对心境一致性记忆的调节作用

情绪对记忆的影响会受记忆编码策略的调节。本研究通过2个实验探讨编码策略对心境一致性记忆的调节作用。实验1和实验2均采用2（编码策略：提取练习策略、重复学习策略）×2（词性：消极词、中性词）的实验设计,分别探讨了不同记忆编码策略对普通大学生（实验1）和非临床抑郁大学生（实验2）心境一致性记忆的影响。结果发现：无论是被成功诱导出抑郁情绪的普通大学生,还是非临床抑郁倾向大学生,使用重复学习策略时回忆出的消极词均显著多于中性词,表现出显著的心境一致性记忆,而使用提取练习策略时回忆出的消极词和中性词没有显著性差异,未表现出心境一致性记忆。实验结果表明,记忆编码策略对心境一致性记忆具有调节作用,提取练习策略能够抑制心境一致性记忆。研究结果指明了心境一致性记忆的边界条件,并对非临床抑郁个体的学习与记忆具有重要的启示。     

小学儿童数学态度与数学成就的纵向联系：学业拖延和数学元认知的作用

为深入探讨小学儿童的数学态度、学业拖延、数学元认知与数学成就之间的纵向联系及内在作用机制,对515名三、五年级小学生进行为期半年的追踪研究。结果表明:(1)学业拖延在儿童的数学态度与数学成就之间发挥着即时和纵向中介作用;(2)不同水平数学元认知个体在纵向中介模型中“数学态度→数学成就”这一路径上存在差异。这意味着较积极的数学态度有利于减少小学儿童的学业拖延行为,进而提高其数学成就,而高数学元认知则能够监控和调节个体的数学态度,使其发挥积极作用,从而提高数学成就。该发现为有效促进儿童的数学学习提供了重要实践启示。     

道德认同对大学生亲社会行为倾向的影响：共情的中介作用和正念的调节作用

采用道德认同量表、人际反应指针量表、亲社会行为倾向量表和五因素正念度量表对533名大学生进行调查,探讨道德认同对大学生亲社会行为倾向的影响机制。结果表明：（1）道德认同的两个维度—道德认同内化和道德认同符号化均能正向预测大学生亲社会行为倾向;（2）共情在道德认同内化和符号化对大学生亲社会行为倾向的影响过程中起部分中介作用;（3）正念在道德认同内化和符号化通过共情对大学生亲社会行为倾向的影响过程中起调节作用,正念减弱了道德认同符号化对亲社会行为倾向的正向影响,增强了共情对亲社会行为倾向的正向影响。     

Escalate shamefully,de‐escalate angrily or gratefully: The influence of discrete emotions on escalation of commitment

Decision makers often tend to escalate their commitment when faced with a dilemma of whether to continue a losing course of action. Researchers recently began to investigate the influence of discrete emotions on this decision tendency. However, this work has mainly focused on negative emotions and rarely considered positive emotions, to say nothing of comparing the effects of both of them simultaneously. The current study addresses this need by presenting the results of three experiments that examined the effects of four emotions of both positive and negative valences in escalation situations. Experiment 1 investigated the relationships of three trait emotions (hope, shame, and anger) and escalation of commitment. Experiments 2 and 3 examined the effects of three induced emotions (anger, shame, and gratitude) on escalation of commitment in a student sample and an employee sample, respectively. The results revealed that the effects of discrete emotions in escalation situations are mainly due to their associated differences on the appraisal dimension of responsibility that is related to escalation situations rather than their valence. The theoretical and practical implications are discussed.     

动态测验对“数学学习困难”儿童的进一步甄别

本研究意在考查动态测验对数学学习困难儿童作进一步程度区分的有效性。以传统且常用的数学学习困难鉴别方式和标准选取30名四年级数学学习困难儿童为实验组,30名同年级智力匹配儿童为对照组,以Swanson认知加工测验(S-CPT)的4个子测验为测量工具对被试进行动态测验。结果发现：(1)在传统数学学习困难鉴别方式的基础上,动态测验的“潜在认知能力”指标可以对儿童数学成绩增加19%的预测力;(2)以“潜在认知能力”指标为依据能够将数学学习困难儿童进一步区分为“发展落后”和“发展缺陷”两个水平;(3)“发展落后”儿童一年内数学成绩发生了增长性变化,与正常儿童水平相当,而“发展缺陷”儿童的数学成绩没有变化。研究证实关注潜能指标的动态测验范式在快速、准确甄别数学学习困难儿童上具有独特效用。     

Process as a world structure

Described is a space model of developmental process and its projection on a plane—the Diagram of development. The latter is used to interpret the process of human history both on universal scale and that of the twentieth century with Soviet history as an instance. Hence unexpected conclusions are received about the impending social change in the world. Summarized are results of the previous mathematical analysis of the Diagram, the content of qualitative changes in the developmental processes is exposed. Also described are probable effects of the world view change in science when the world is seen as a developmental process. Examined are also the perspectives of the distant future for the humankind as a most rapidly developing part of nature. The questions of the human destiny and the role of man's activities in the Universe are also dwelt upon.     

An Evolutionary Topological Theory of Participatory Socioeconomic Development

The epistemological foundation of unity of knowledge is used to formulate a system-model of participatory socioeconomic development. The micro-properties of such a participatory development approach are deeply ethical in nature. In order to bring out the endogenous role of ethics derived from the moral law in reference to the epistemic foundation, and thereby explain their impact on the socioeconomic development experience, the methods of topological space and topological mappings are found to be appropriate for formalizing the complex nature of participatory dynamics. They emerge in the midst of institutional and organic interaction, integration, and evolution. The application of topological methods to participatory socioeconomic development thus opens up a field that is rarely used by mathematical economists. In this sense this article is an original contribution to the area of ethical development theory and its topological explanation and application.     

Early Education in Plato's Republic

In this paper, I reconsider the commonly held position that the early moral education of the Republic is arational since the youths of the Kallipolis do not yet have the capacity for reason. I argue that, because they receive an extensive mathematical education alongside their moral education, the youths not only have a capacity for reason but that capacity is being developed in their early education. If this is so, though, then we must rethink why the early moral education is arational. I argue that the reason is rooted in the nature of moral explanations. These sorts of explanations are rooted in the Forms and thus one can only understand those explanations when they have knowledge of the Forms. But this requires preparation – the very sort of preparation that is provided by both the mathematical and moral educations.     

高考数学试卷多维项目反应理论的分析及应用

高考数学学科试卷的试题综合性较强,一道试题通常考查多种能力属性,而基于单维性假设下的经典测量理论和传统的项目反应理论无法完成该种情形下试卷测量性能分析和考生作答表现分析.本文以MIRT理论为基础,使用CONQUEST软件为工具进行分析,可以获得试卷内部不同能力维度之间的相关以及考生不同维度的能力参数,为提升命题质量和改进教学提供了依据,表明MIRT具有很好的应用前景.由于MIRT理论的复杂性以至于目前分析软件的不足制约其进一步的深入应用,这是今后应该深入研究的问题.     

Introduction to special issue on contributions of mathematical psychology to clinical science and assessment

Evolution of clinical mathematical psychology, exemplifying integrative, translational psychological science, is considered in light of target, idealized scientific systems. It is observed that mutual benefits to psychological clinical science, and quantitative theory, potentiated through their interlacing as exemplified in this special issue, stand to parallel the historical symbiosis between older disciplines and mathematics. Enumerated are the range of psychological processes and clinical groups addressed, forms of modeling implemented, and clinical issues engaged, the latter ranging from intervention, to elucidation of deviant basic processes. A denouement comprising cogent quotations from historical figures in science concludes this Introduction.