中国近现代学习心理学发展轨迹之初探

中国近现代,自公元1900年到公元1949年,这一阶段中国学习心理学发展的轨迹可归纳为三个方面,理论研究：从翻译到评价再到独立探讨;实证研究：从实验法的倡导到大量实验研究的出现,实践研究：从近代学校的建立到大量有实践价值的学习观的提出。     

Stuttering theory,research, and therapy: A five-year retrospective and look ahead

This article reviews events in stuttering theory, research, and therapy that have transpired during the past 5 years. After the retrospective review, current work in the area of stuttering is examined. This analysis of the past and present was conducted in an effort to give clearer direction to future efforts to understand the disorder, and to study and treat it more effectively.     

The Boston Naming Test: Norm data and cue utilization in a sample of normal 6- and 7-year-old children

The object-naming abilities of 83 normal children were examined using the Boston Naming Test developed by E. Kaplan, H. Goodglass, and S. Weintraub (1976, The Boston Naming Test (experimental edition), unpublished test, Veterans Hospital, Boston, Massachusetts). There is currently a lack of available norms for this instrument, especially for populations of younger children. Cue utilization in this sample is explored and attention is focused upon possible gender differences in naming performance and cue strategies. Seven summary scores derived from the test are presented in this report. Results indicate that the Boston Naming Test can discriminate within a normal population sample of young children and provides a relatively normal distribution for six of seven derived scores. Boys were found to have a significantly greater number of items correctly named but no gender differences in cue utilization were evident. A major proportion of the children in this sample of 6- and 7-year-olds used phonological cues almost exclusively, rather than semantic cues also provided. Cue use was not related to age or spontaneously given responses, and none of the children were found to be highly proficient at using both types of cues.     

Verbal behavior

The recent history and current status of the area of verbal behavior are considered in terms of three major thematic lines: the operant conditioning of adult verbal behavior, learning to be an effective speaker and listener, and developments directly related to Skinner's Verbal Behavior. Other topics not directly related to the main themes are also considered: the work of Kurt Salzinger, ape-language research, and human operant research related to rule-governed behavior.     

Automatic and conscious processing in retarded and nonretarded adolescents

Educable mentally retarded and nonretarded adolescents participated in incidental learning tasks that emphasized the utilization of processes that were consciously controlled but not deliberately aimed at memory (Experiment 1). Retarded individuals' performance on a standard recognition test was equivalent to that of nonretarded subjects following phonetic encoding and nonstrategic encoding, but was deficient following semantic encoding. Retarded subjects also demonstrated a lower level of performance on a rhyme recognition task. In Experiment 2, retarded subjects provided a pattern of responding identical to that of nonretarded subjects on a picture-word interference task designed to assess automatic processing. The two groups produced equivalent levels of semantic activation. It was argued that the results of the two experiments indicate deficient semantic processing on the part of retarded individuals relative to that of nonretarded individuals that cannot be accommodated by a structural-deficiency model, a developmental-lag model, or a hypothesis that predicts intelligence-related differences only when the task involves the use of deliberate mnemonic strategies.     

A case report on the use of flooding in stuttering therapy

The last several years have seen the development and use of anxiety-reduction procedures in stuttering therapy. Among these types of methods, systematic desensitization and reciprocal inhibition have been employed almost exclusively. Emotional de-conditioning by means of flooding or implosive techniques has been attempted far less often. This article presents a case report on the utilization of the flooding tactic. Results are offered and discussed relative to the question of whether the elimination of anxiety is a realistic goal in therapy. The suggestion is offered that what many stutterers may really need to develop is the ability to generate fluency-enhancing behaviors in spite of the presence of heightened emotionality.     

Enhancing the social skills of an unpopular girl: A social learning intervention

The use of a social learning approach to reduce the unpopularity of an 11-year-old girl, Rene, at a summer camp was studied. Two social skill deficiencies were suggested to be the cause of Rene's unpopularity by her bunk house counselors: her lack of contact with bunkhouse members during free choice times, and her negative, interfering conversational style. A multiple baseline design was used by the counselors to successively implement reinforcement contingencies on each class of social skill. Substantial improvements in performance were noted concurrent with the application of each contingency. These outcomes were maintained after reinforcement contingencies were withdrawn. Sociometric ratings of Rene's popularity by her bunkhouse mates improved after intervention. These outcomes are discussed from a social learning perspective.     

Subdirectly Irreducible Modal Algebras and Initial Frames

The duality between general frames and modal algebras allows to transfer a problem about the relational (Kripke) semantics into algebraic terms, and conversely. We here deal with the conjecture: the modal algebra A is subdirectly irreducible (s.i.) if and only if the dual frame A* is generated. We show that it is false in general, and that it becomes true under some mild assumptions, which include the finite case and the case of K4. We also prove that a Kripke frame F is generated if and only if the dual algebra F* is s.i. The technical result is that A is s.i. when the set of points which generate the dual frame A* is not of zero measure.