“桑美”台风下受创学生的特质应对方式对自杀态度的影响

为了探讨自然灾害事件下受创学生的特质应对方式对自杀态度的影响,采用创伤后症状反应问卷、特质应对方式问卷和自杀态度问卷对“桑美”台风重灾区的650名中小学生进行了测查,结果表明：（1）学生的创伤后症状反应与自杀态度有着显著的相关;（2）特质应对方式对创伤后症状反应与自杀态度关系的调节效应不显著。结果支持了应对的关联模式,应对具有情境化特点。     

当代西方道德人格研究的两类取向

道德人格研究是西方道德心理学的新主题,主要有两类取向：特质取向和社会认知取向。特质取向把道德人格理解为与道德有关的人格特质,对道德榜样的自然概念和真实道德榜样的人格特征进行了大量研究。社会认知取向以社会认知图式、知识结构和认知－情感机制来解释道德人格,揭示了个体内部动态的心理过程。未来的道德人格研究要强调两类取向的结合,加强发展过程和影响因素研究,并注重多水平与多学科的整合。     

儿童行为与心理水平的特质推理的发展

选取4岁组、5岁组、7岁组、10岁组、12岁组儿童和成人共192名(各年龄组32名, 男女各半)为被试, 采用个别测查法考察学前和小学儿童行为与心理水平的特质推理发展。结果表明: (1)4岁时儿童已能进行行为水平的特质推理, 5岁时才能进行心理水平的特质推理, 即使用特质引发规则进行特质推理, 10岁时两者均达到成人水平。(2)4岁、5岁时儿童心理水平的特质推理显著落后于行为水平的特质推理, 至少7岁时两者处于同一水平上。(3)儿童使用概念相似规则而不是情境匹配规则进行行为预测。(4)4岁儿童不使用简单效价规则进行行为预测, 5岁及以上儿童使用简单效价规则, 但他们是在区分同一特质范畴和不同特质范畴的基础上、在较低的确定程度上使用该规则。     

Intermale aggression in rats selected for emotional reactivity and their reciprocal F1 and F2 hybrids

The aggressive behavior of two selectively bred rat strains (high “H” and low “L” emotional reactivity) and their reciprocal F1 and F2 hybrids were measured during three consecutive days in home-cage intruder tests. In terms of biting, bite latency, on-top-of and aggressive grooming, L males were more aggressive than H and F1 males. There was no difference between H and F1, nor between HLF1 and LHF1 with the exception that LHF1 showed more on-top-of. About one fourth of F2 males were equal to or more aggressive than L in terms of bite latency and number of bites. These findings suggest that aggressiveness was inherited as a recessive, monogenic trait in these rats.     

论人格特质“大七”因素模型

概要介绍和评价了人格特质“大七”因素模型。该模型继承了传统特质分类研究中的“词汇假设”思想和因素分析方法．并在选词标准及方法的客观性上有所改进和提高．在“大五”基础上增加了两个评价维度。文章指出“大七”存在一些问题。     

Strengths-Based Assessment of Children with SED: Consistency of Reporting by Teachers and Parents

Parents and teachers rated the strengths of a group of 20 children diagnosed as having serious emotional disturbance. The degree of consistency between different informants' reports was examined to determine whether certain items and scales on the Behavioral and Emotional Rating Scale (BERS) were more appropriately answered by different sources or in different situations, and whether there were method effects associated with each group. A repeated measures ANOVA and correlations between the informants on each subscale demonstrated significant convergent and discriminant validity as well as possible assessment biases. Results also supported the need for developing separate norms for different informants.     

A generalized rasch model for manifest predictors

A logistic regression model is suggested for estimating the relation between a set of manifest predictors and a latent trait assumed to be measured by a set ofk dichotomous items. Usually the estimated subject parameters of latent trait models are biased, especially for short tests. Therefore, the relation between a latent trait and a set of predictors should not be estimated with a regression model in which the estimated subject parameters are used as a dependent variable. Direct estimation of the relation between the latent trait and one or more independent variables is suggested instead. Estimation methods and test statistics for the Rasch model are discussed and the model is illustrated with simulated and empirical data.     

A method of estimating item characteristic functions using the maximum likelihood estimate of ability

A method of estimating item characteristic functions is proposed, in which a set of test items, whose operating characteristics are known and which give a constant test information function for a substantially wide range of ability, are used. The method is based on the maximum likelihood estimates of ability for a group of several hundred examinees. Throughout the present study the Monte Carlo method is used.     

Multicomponent latent trait models for ability tests

A major research direction for ability measurement has been to identify the information-processes that are involved in solving test items through mathematical modeling of item difficulty. However, this research has had limited impact on ability measurement, since person parameters are not included in the process models. The current paper presents some multicomponent latent trait models for reproducing test performance from both item and person parameters on processing components. Components are identified from item subtasks, in which performance is a logistic function (i.e., Rasch model) of person and item parameters, and then are combined according to a mathematical model of processing on the composite item.The author would like to thank David Thissen for his invaluable insights concerning this model and an anonymous reviewer for his suggestion about the sample space for the model.This research was partially supported by National Institute of Education grant number NIE-6-7-0156 to Susan E. Whitely, principal investigator. However the opinions expressed herein do not necessarily reflect the position or policy of the National Institute of Education, and no official endorsement by the National Institute of Education should be referred. Part of this paper was presented at the annual meeting of thePsychometric Society, Monterey, California: June, 1979.