Tips to make research teaching and learning enjoyable and productive for counsellors,psychotherapists and their tutors

This article identifies the learning expectations and experiences of qualified counsellors and psychotherapists undertaking higher education awards with specific regard to research activity. Drawing on the current literature and some early findings from focus group research with students, combined with our personal and professional experiences, we identify what contributes to a productive research experience. This is used as a basis to provide tips for both teachers and those new to research to make counselling and psychotherapy research enjoyable and productive. A full research paper is in preparation.     

任务重要性对决策策略有效性的影响

研究以选择决策中决策任务的主观性为关注点,通过现场和实验室两项实验考察决策任务重要性对启发式和分析式策略有效性的影响。结果发现,在感知任务重要的情况下,采用分析式策略的被试决策后满意度高于采用启发式策略的被试;在感知任务不重要情况下,采用启发式策略的被试决策后满意度高于采用分析式策略的被试。研究表明,决策者感知到的任务重要与否会影响启发式和分析式两种决策策略的效果。     

基于认知诊断测评的个性化补救教学效果分析：以“一元一次方程”为例

基于“为学习而测评”理念,以促进学生学习为目的,本研究进行了基于认知诊断测评的个性化补救教学效果分析。首先,以“一元一次方程”章节为例,编制两份平行的认知诊断测评试卷。然后,通过对不同地区（城市和农村）七年级学生的施测与分析,发现城市学生对属性的掌握情况优于农村学生对属性的掌握情况。之后,选择农村学生为补救对象,通过对比基于认知诊断测评和传统教学两种个性化补救教学的效果,发现两种补救教学方法均能提高学习成绩,但前者的补救效果显著优于后者的。总之,本研究结果表明采用基于认知诊断测评的个性化补救教学能够有效促进学生学习,为实践者应用认知诊断测评促进学生学习提供了实践依据。     

Reframing the Catholic Understanding of Just War: Two Contrasting Approaches in the Interwar Period

During the inter war period, European Catholic authors exhibited two different approaches to the question of just war. One approach was articulated at the “Fribourg Conventus,” a 1931 meeting of French, Swiss, and German theologians, whose subsequent declaration (Conventus de bello, published in 1932) called for a reformulation of Catholic teaching based on the premise that the traditional just‐war doctrine had been superseded by developments in international law. A competing approach was articulated by the Dutch Jesuit Robert Regout, who maintained that the just‐war doctrine could contribute to the formation of international law by providing a much‐needed normative foundation for the use of armed force by individual states in redress of their violated rights. After presenting these two approaches and explaining how they differ, this essay shows how the outlook of the Conventus de bello is reflected in subsequent papal statements on armed force—to the detriment of the traditional terminology of just war.     

个体与群体情境下幼儿延迟策略的实验研究

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策略的使用状况。研究结果表明：在注意转移策略的使用上，存在着显著的年龄差异；在被动策略的使用上4岁组的幼儿具有显著差异；在个体与群体情境下，除了寻求帮助策略上有显著的差异外，其他延迟策略上均无显著差异；在延迟策略的使用上没有显著的性别差异。     

Effectiveness of online word of mouth on exposure to an Internet-delivered intervention

The use of online word of mouth (WOM) seems a promising strategy to motivate young people to visit Internet-delivered interventions. An Internet-delivered intervention aimed at changing implicit attitudes related to alcohol was used in two experiments to test effectiveness of e-mail invitations on a first visit to the intervention. The results of the first experiment (N = 196) showed that an invitation by e-mail from a friend was more effective to attract young adults (aged 18–24 years) to the intervention website than an invitation from an institution. A 2 × 2 design was used in the second experiment (N = 236) to test manipulations of argument strength and the use of peripheral cues in invitations. Results showed that weak arguments were more effective to attract young adults to the intervention website when an incentive was withheld. These results need to be taken into account when using online WOM as a strategy to improve exposure to Internet-delivered interventions.     

Serial-Position Effects in Motor Short-Term Memory

This study examined the effect of the length of a series of movements on the recall of those movements. Subjects (n =45) were randomly assigned to one of three experimental groups with each group recalling either three, six, or nine movements on a linear-slide apparatus. The subjects, while blindfolded, were presented with each movement by actively moving to a stop. Recall occurred 5 sec after the last movement to a stop on a trial. All subjects were given nine trials, each containing a different series of to-be-recalled movements. Results indicated that absolute error of recall of the three movements increased in a linear fashion. However, for six and nine movements, a bowing effect of the recall curve was noted following the fifth position. A primacy effect was more ‘ evident than was a recency effect. Accuracy of recall was a function of list length up to six movements, after which accuracy was not further impaired.     

Effects of Voluntary and Automatic Control of Center of Pressure Sway During Quiet Standing

The authors investigated the effects of voluntary and automatic control on the spatial variables (envelope area, maximal amplitude, and root mean square [RMS]) of center of pressure (COP) displacement during quiet standing and identified differences in their postural control strategies (mean velocity [MV], mean power frequency [MPF], and power density). COP data were recorded under relaxed (experimental control), still (voluntary control), and dual (automatic control) conditions. RMS was significantly lower in the still and dual conditions than in the relaxed condition. MV, MPF, and power density were significantly higher in the still condition than in the dual condition. These results indicate that both voluntary and automatic control decrease the spatial variables of COP displacement; however, their postural control strategies are different.     

Students Aggress Against Professors in Reaction to Receiving Poor Grades: An Effect Moderated by Student Narcissism and Self‐Esteem

Laboratory evidence about whether students’ evaluations of teaching (SETs) are valid is lacking. Results from three (3) independent studies strongly confirm that "professors" who were generous with their grades were rewarded for their favor with higher SETs, while professors who were frugal were punished with lower SETs (Study 1, d = 1.51; Study 2, d = 1.59; Study 3, partial η² = .26). This result was found even when the feedback was manipulated to be more or less insulting (Study 3). Consistent with laboratory findings on direct aggression, results also indicated that, when participants were given a poorer feedback, higher self‐esteem (Study 1 and Study 2) and higher narcissism (Study 1) were associated with them giving lower (more aggressive) evaluations of the "professor." Moreover, consistent with findings on self‐serving biases, participants higher in self‐esteem who were in the positive grade/feedback condition exhibited a self‐enhancing bias by giving their "professor" higher evaluations (Study 1 and Study 2). The aforementioned relationships were not moderated by the professor's sex or rank (teaching assistant vs.professor). Results provide evidence that (1) students do aggress against professors through poor teaching evaluations, (2) threatened egotism among individuals with high self‐esteem is associated with more aggression, especially when coupled with high narcissism, and (3) self‐enhancing biases are robust among those with high self‐esteem. Aggr. Behav. 39:71‐84, 2013. © 2012 Wiley Periodicals, Inc.     

Using a Sharp Instrument to Parse Apart Strategy and Consistency: An Evaluation of PPT and Its Assumptions

Potential Performance Theory (PPT) is a general theory for parsing observed performance into the underlying strategy and the consistency with which it is used. Although empirical research has supported that PPT is useful, it is desirable to have more information about the bias and standard errors of PPT findings. It also is beneficial to know the effects of violations of PPT assumptions. The authors present computer simulations that evaluate bias and standard errors at varying levels of strategy, consistency, and number of trials per participant. The simulations show that, when the assumptions are true, there is very little bias and the standard errors are low when there are moderate or large numbers of trials per participant (e.g., N = 50 or N = 100). But when the independence assumption is violated, PPT provides biased findings, although the bias is quite small unless the violations are large.