父母养育目标的文化差异

父母养育目标存在着普遍的文化差异。在理论上,对养育目标文化差异的解释呈现出从群体水平到个体水平、从单维到双维的发展趋势。在研究上,除了对文化差异理论的检验之外,养育目标对于各文化群体的养育方式、养育策略,以及子代发展的影响也是研究关注的重点问题。结构化问卷法和开放式列举法是养育目标文化差异研究最常用的两种测量方法,各有其优缺点和适用范围。现有研究存在着过度概括、忽略子女一方的角色和作用等问题,需要将来的研究加以改进和解决     

目标内容效应及其心理机制

以自我决定论为基础的目标内容理论认为,内部目标是指反映个体的内在成长趋向的目标,如自我接受、亲密关系、健康等;外部目标是指如何获得外部奖赏或社会赞许,通过获得外部的价值给别人留下深刻的印象等目标,如财富、权力、地位等。大量的研究表明内、外部目标有着不同的效应,而基本心理需要（关系、胜任、自主）是被证实的能解释内、外部目标内容效应的心理机制。在未来的研究中除了更深入地去探讨其心理机制之外,还要积极进行本土化的实证研究     

Aggregating to the between-person level in idiographic research designs: Personal goal research as an example of the need to distinguish between reliability and homogeneity

In several areas of personality research (e.g., personal networks, interpersonal behaviour, academic effort), the empirical data represent a multilevel structure, in which within-person variables are nested within individuals. Both within-person variation and between-person differences can be related to outcome variables (e.g., emotions, life satisfaction). One major precondition for aggregating within-person data to the between-person level is sufficient reliability of the aggregated data, a point that has received scant attention in previous research. Drawing on the example of personal goal research, we recommend that the two major forms of the intraclass correlation coefficient—the ICC(1) and the ICC(2)—be applied to within-person data in idiographic research designs. These indices allow the homogeneity and reliability of within-person data to be determined separately. Their application is illustrated using data from a study with 4,565 young adults.     

Achievement Goals in Social Interactions: Learning with Mastery vs. Performance Goals

Little work has studied achievement goals in social interaction situations. The present experiment aimed at contributing to this matter by showing the potential of social interaction (in particular disagreement) to moderate the effects of achievement goals on learning. Participants were led to think they interacted with a partner, sharing opinions about a text that they were studying. Mastery and performance goals were manipulated. During the “interaction,” they received either disagreement or agreement from this bogus partner. Results showed that a condition in which mastery goals were induced led to better learning than a performance goal condition only when the partner disagreed. No differences between goal conditions were observed when the partner agreed. Implications for achievement goal research are discussed. Part of this work was conducted during Céline Darnon’s doctoral dissertation under the supervision of Fabrizio Butera, and was written during Céline Darnon’s post-doctorate at the University of Wisconsin-Madison, USA, thanks to a Fulbright fellowship.     

农村中医药人才的培养机制探讨

目前农村中医药人员的人员状况和从业素质令人担忧,主要存在人数减少、人员学识低下、临床能力不足等问题。发展中医药事业,重点是加强中医药人才的教育,培养出一批农村中医药人才骨干队伍,从而满足农村基层对中医药卫生医疗保健的需要。     

On the Induction and Consequences of Variation in Behavior Perception

Research indicates that perceivers regulate information gain from their observation of ongoing behavior by varying the number and kind of actions they identify as meaningful. Although numerous factors have been shown to induce variation in this behavior-perception process, it is not currently known whether observers must consciously and intentionally initiate these changes. To address this question, different observational goals (impression formation or memorization) were nonconsciously primed in participants who then viewed and segmented a behavior sequence into meaningful actions. Although participants were unaware of its effects, the priming manipulation led to quantitative and qualitative shifts in their perception of the behavior that were similar to those found in a previous study in which observational goals were manipulated via explicit instructions. Importantly, these shifts in perception, in turn, influenced evaluations of the observed actor and memory for her behavior. We conclude that an act of will is not required for adjustments in behavior perception to be initiated, and, furthermore, that a full understanding of social judgment cannot be achieved without examination of the behavior-perception process.

ORGANON The Web Tutor for Basic Logic Courses

We would like to introduce the web tutor ORGANON, which aimsto support basic logic courses at the University of West Bohemiain Pilsen (Czech Republic). The application was designed tofulfill two requirements. Firstly, it should help students duringtheir study to practice exercises on their own (providing permanentcontrol during students’ practicing exercises as wellas answering students’ questions immediately as they arise).Secondly, it should reduce teachers’ burden (diminishingthe amount of consultations as well as administrating students’homework including correcting and grading). The tutor is availableat http://kfi.zcu.cz/lide/dostalova/organon.     

A verification framework for agent programming with declarative goals

A long and lasting problem in agent research has been to close the gap between agent logics and agent programming frameworks. The main reason for this problem of establishing a link between agent logics and agent programming frameworks is identified and explained by the fact that agent programming frameworks have hardly incorporated the concept of a declarative goal. Instead, such frameworks have focused mainly on plans or goals-to-do instead of the end goals to be realised which are also called goals-to-be. In this paper, the programming language GOAL is introduced which incorporates such declarative goals. The notion of a commitment strategy—one of the main theoretical insights due to agent logics, which explains the relation between beliefs and goals—is used to construct a computational semantics for GOAL. Finally, a proof theory for proving properties of GOAL agents is introduced. Thus, the main contribution of this paper, rather than the language GOAL itself, is that we offer a complete theory of agent programming in the sense that our theory provides both for a programming framework and a programming logic for such agents. An example program is proven correct by using this programming logic.     

关于学习环模式的研究综述

学习环模式是一种有效的科学学习与教学模式。西方科学教育工作者对此做了大量研究,取得了丰硕成果。本文综述了学习环模式的理论基础、基本结构与发展。这一模式对于我国当前中小学科学课程设计和探究性学习的开展有一定的借鉴意义。     

中学教师教学风格和工作满意度的研究

本研究以上海市四所中学的153名教师为研究对象,进行了教师教学风格量表和工作满意度量表的施测。研究结果表明：（1）从总体上看,教师的教学风格以激进型、立法型、评判型和整体型四种教学风格为主,这四种教学风格是相对复杂、有创造性、效率较高的教学风格;（2）中学教师对同事关系的满意度最高,对自我实现和学校领导的满意度也较高,而对学生素质的满意度最低,其次为工资福利;（3）随着教龄的增长,教师对工作压力和工资福利的满意度逐渐下降;（4）对工作的满意度越高,教师越可能具有立法型、评判型、激进型和整体型四种教学风格,而教师对工作压力不满则倾向于采取消极、保守的教学风格。