家庭教养方式对男性罪犯犯罪性获得的影响

该研究对赣州监狱成年男性服刑人员进行父母教养方式(EMBU)问卷的测试。结果表明,家庭教方式是犯罪倾向性获得的心理机制,影响着个体认知图式的形成,对犯罪性获得产生普遍性的影响;影响犯罪的严重程度;父亲因子更多在一般犯罪性层面发挥作用,而母亲因子会影响犯罪的特殊倾向;家庭结构因素要通过家庭功能因素对犯罪发生作用。结论是:不良的教养方式对犯罪性的获得产生深刻的影响。     

Teaching and Learning Logic in a Virtual Learning Environment

Teaching and learning in a virtual learning environment (VLE)poses some difficulties, but also challenges and opportunitiesto rethink the whole learning process, particularly in abstractsubjects like logic or high level mathematics. On the otherhand, resources and ways to work, now available in VLEs, mightsoon extend to all kinds of environments. In this paper, wewill present experiences at the Open University of Catalonia(UOC), a particular VLE, concerning the whole process of teachinglogic and mathematics. In addition, we will discuss some challengesand we will present some innovation projects allowed by thepresent and near future technologies.     

个体与群体情境下3～5岁幼儿延迟满足的实验研究

采用实验法以90名3~5岁的儿童为被试,探讨其在个体和群体情境中延迟满足的特点。研究结果表明:3~5岁幼儿的延迟满足能力存在着显著的年龄差异,随着年龄的增长而不断提高;3岁幼儿延迟满足能力较弱,而4、5岁的幼儿在这种能力上有了较明显的发展,但从整体上来看,幼儿阶段的延迟满足能力仍然很低;3~5岁幼儿的延迟满足能力在不同的情境、不同性别中不存在显著的差异。     

小学儿童尊重行为与人格、班级环境的关系

以356名北京市两所小学三、四、五年级的小学儿童为被试,采用自编的小学儿童尊重行为问卷、国内修订的学生人格五因素问卷和班级环境问卷,考察小学儿童尊重行为的特点,并探讨人格和班级环境对尊重行为的影响.结果发现:(1)小学儿童的总体尊重行为和其中的理解欣赏具有显著的性别差异和城郊差异;(2)尊重行为与人格各维度具有显著的相关,与班级环境中除了竞争气氛之外的其他四个维度都有显著相关;(3)人格的宜人性、谨慎性、情绪性和开放性以及班级环境中的同学关系能够显著预测尊重行为,人格和班级环境的不同维度对于尊重行为不同维度具有不同的预测力;(4)小学儿童的班级环境可以归为三种类型:积极型、一般型和问题型,不同类型的班级环境在尊重行为上具有显著差异.     

人类空间记忆和空间巡航

人类如何表征周围环境的空间结构信息,如何利用记忆中的空间表征来指导个体在环境中的空间活动,已成为认知心理学、神经科学、地理学以及人工智能研究的重要课题。文章综述了作者负责的实验室及其合作者近年来在视觉空间信息表征、基于运动的空间表征更新,以及认知系统中的不同空间信息处理模块等方面的研究工作,对以上问题及其内在的认知机制问题进行了初步的探讨     

Do Health Care Workplaces Affect Treatment Environments?

Previous research has demonstrated that characteristics of the health care workplace influence staff outcomes such as morale and burnout, but the potential effect of health care workplaces on the treatment environment has been little studied. Building on a model proposed by Schaefer and Moos (1993), we propose that the workplace factors of supervisory work environment (e.g. support from supervisors, managerial control) and programme philosophical orientation (e.g. disease model of addiction, psychosocial learning model of addiction) predict four treatment environment elements: patient autonomy, staff control, staff sensitivity, and patient alienation. Multiple regression analysis of data drawn from a survey (response rate = 86%) of 327 staff members at 15 Veterans Affairs (VA) inpatient substance abuse treatment programmes revealed that greater managerial control over staff predicted greater patient alienation, lower staff sensitivity towards patients, and greater staff control over patients. Stronger disease model programme orientations predicted less patient alienation and greater staff sensitivity, whereas stronger psychosocial model programme orientations predicted less staff control. These results suggest that health care workplaces may influence treatment environments. Implications for further research and practice are discussed. © 1997 John Wiley & Sons, Ltd.     

Can infrastructure improvements mitigate unsafe traffic safety culture: A driving simulator study exploring cross cultural differences

This paper presents the results of a cross-cultural study to investigate the influence of traffic safety culture and infrastructure improvements on driver behaviour. To achieve this, the driving style of UK drivers was compared with that of Nigerians with and without experience of driving in the UK. A driving simulator experiment compared the actual driving style of these three groups of drivers in different safety critical scenarios. The simulated road environment varied depending on how much infrastructure was provided (low or high infrastructure). In addition, the Driver Behaviour Questionnaire was used to collect self-reported data on violations, errors and lapses. It was hypothesised that Nigerian drivers with no experience of driving in a UK road system would report and engage in more unsafe driving behaviour compared to the other two groups, and that increasing infrastructure would have little positive benefit. Overall, the results supported these hypotheses, indicating that the behaviours of drivers are interpretable in relation to their traffic safety culture, compared to changes in their driving environment.     

Planet Braitenberg: Experiments in virtual psychology

Braitenberg vehicles are simple robotic platforms, equipped with rudimentary sensor and motor components. Such vehicles have typically featured as part of thought experiments that are intended to show how complex behaviours are apt to emerge from the interaction of inner control mechanisms with aspects of bodily structure and features of the wider (extra-agential) environment. The present paper describes a framework for creating Braitenberg-like vehicles, which is built on top of a widely used and freely available game engine, namely, the Unity game engine. The framework can be used to study the behaviour of virtual vehicles within a multiplicity of virtual environments. All aspects of the vehicle’s design, as well as the wider virtual environment in which the vehicle is situated, can be modified during the design phase, as well as at runtime. The result is a general-purpose simulation capability that is intended to provide the foundation for studies in so-called computational situated cognition—a field of study whose primary objective is to support the computational modelling of cognitive processes associated with the physically-embodied, environmentally-embedded, and materially-extended mind.     

Triangulating School Climate: Areas of Convergence and Divergence Across Multiple Levels and Perspectives

Students often have differing perceptions of their school's climate. Although these subjective perceptions can be meaningful outcome predictors, discrepancies create challenges for those seeking to globally characterize or intervene to improve the climate of a school. Trained, independent  observers can provide insights on perceptible and ostensibly malleable aspects of the school; however, the extent to which these observations help us to understand differences in students’ report of school climate has not been examined. To study this, we assessed convergence and divergence between independent observers’ assessments and students’ perceptions of school climate at the classroom and school levels. Data come from the Maryland Safe and Supportive Schools Initiative (MDS3), which included 20,647 students and observations of 303 teachers in 50 high schools. Students responded to survey items regarding safety, engagement, and environment; independent observers assessed teachers’ classroom practices and the school physical environment. A three-level model partitioned variance to the individual, classroom, and school levels. The variance in students’ climate perceptions was primarily between students, with most classroom and school intraclass correlation coefficients (ICCs) ranging from 0.01 to 0.08, though one was as high as 0.20; however, observations explained large percentages of between-school variation in climate (58%–91%). Findings suggest the potential utility of outside observations for explaining school-level variation in school climate to inform decision-making and future research.     

Caregivers can implement play-based instruction without disrupting child preference

Young children diagnosed with autism spectrum disorder often require systematic teaching to learn new skills, and caregivers can teach their children by embedding learning opportunities in a play-based context. However, researchers have not evaluated procedures to train caregivers how to implement a combination of strategies designed to establish rapport and early language skills while maintaining play as a preferred context. Caregiver–child dyads composed of 2 mothers and their sons were recruited to participate. A multiple-probe design across strategies was used to demonstrate the efficacy of behavioral skills training on the mothers' integration of parallel play, child-directed interaction, teaching requests (mands), and teaching labels (tacts). Both children acquired the target requests and labels as a function of their mothers' teaching. By assessing the children's preferences, we confirmed the teaching strategies did not decrease toy engagement or the value of playing with their mother. We obtained stimulus generalization of the mothers' implementation of the strategies from a clinic to their home and maintenance of mother and child performance across a month.