体育锻炼促进认知功能的脑机制

不同类型的体育锻炼对各种群体的多种认知功能均具有促进作用, 而相关的生理机制也在不同水平得到研究。在微观水平, 体育锻炼有利于脑细胞的营养供给和能量代谢, 并且能促进神经元的存活和突触生成。在宏观水平, 体育锻炼不仅能够提升海马和小脑等脑结构的体积, 还影响脑区激活水平和脑区间功能连接。值得注意的是, 体育锻炼对认知的促进效应受到诸多因素的影响, 比如个体差异、时间, 以及体育锻炼和认知刺激的相互作用等, 这些影响因素也为在两个水平上系统地阐明体育锻炼促进认知的脑机制提供了新的视角。     

Newcomer psychological contracts and employee socialization activities: Does perceived balance in obligations matter?

We sought to determine the extent to which one’s beliefs about the relationship between an employee and an organization at the start of employment influence subsequent socialization activities. The balance of employee exchange relationships, employee perceptions of both their own obligations and the employers’ obligations, were collected from 120 newcomers in a public sector organization on the first day of employment and again three months later. We found the relationship between employee obligations and two socialization activities (time with mentor and time spent in training) depended on the employee’s perceptions of what the employer owed the employee, such that employees in unbalanced relationships tended to engage in more socialization activities than employees in balanced relationships.     

The efficacy of the Triple P-Positive Parenting Program in improving parenting and child behavior: a comparison with two other treatment conditions

The aim of this randomized controlled trial was to evaluate the efficacy of an evidence-based parenting program (the Triple P-Positive Parenting Program), intending to improve parenting skills and children's well-being. Parents participating in a Group Triple P program (n=50 couples) were compared with parents of a non-treated control group (n=50 couples) and parents participating in a marital distress prevention program (couples coping enhancement training (CCET)) (n=50 couples). The two major goals of this study were (a) to evaluate the efficacy of Triple P compared with the two other treatment conditions over a time-span of 1 year and (b) to answer the question whether this program that was developed in Australia is culturally accepted by Swiss parents. Results revealed that Triple P was effective with Swiss families. Mothers of the Triple P group showed significant improvements in parenting, parenting self-esteem, and a decrease in stressors related to parenting. Women trained in Triple P also reported significantly lower rates of child's misbehavior than women of the two other conditions. However, in men only a few significant results were found. Positive effects of the relationship training (CCET) were somewhat lower than those for the Triple P. These findings are further discussed.     

Learning from explaining: does it matter if mom is listening?

The goal of the current study was to examine whether explaining to another person improves learning and transfer. In the study, 4- and 5-year-olds (N=54) solved multiple classification problems, received accuracy feedback, and were prompted to explain the correct solutions to their moms, to explain the correct solutions to themselves, or to repeat the solutions. Generating explanations (to selves or moms) improved problem-solving accuracy at posttest, and explaining to mom led to the greatest problem-solving transfer. The study indicates that explanation prompts can facilitate transfer in children as young as 5 years and reveals that it matters if mom is listening.     

Transfer as the productive use of acquired knowledge, skills, and motivations

Historically, the notion of transfer has been very controversial, conceptually as well as empirically. Therefore, there is an obvious need for further inquiry aimed at a better understanding of the processes underlying transfer. Taking into account the recent literature, this article defines transfer as the broad, productive, and supported use of acquired knowledge, skills, and motivations in new contexts and learning tasks. As an illustration, an intervention study is briefly discussed. This study shows the possibility of designing a powerful learning environment that yields transfer effects in accordance with this reconceptualized perspective on transfer.     

Happiness in Everyday Life: The Uses of Experience Sampling

This paper uses the Experience Sampling Method data drawn from a national sample of American youth. It examines the proximal environmental factors as well as behaviors and habits that correlate to personal happiness. Momentary-level scores show that reported happiness varies significantly both by day of week and time of day. Furthermore, particular activities are associated with varying degrees of happiness. School activities rate below average scores in happiness, while social, active and passive leisure activities are above average. Particular companions also correlate to differing level of happiness. Being alone rates the lowest levels of happiness, while being with friend corresponds to the highest. Person-level averages of happiness suggest that both higher social class and age correlate with lower levels of happiness, while gender and race do not. Paradoxically, youth who spend more time in school and social activities are happier than those who spend less. Unexpectedly, students who spend more time pleasure reading report lower levels of happiness. Finally, feeling good about the self, excited, proud, sociable, active as well as being in the conditions for flow experience are the strongest predictors of trait happiness.     

小学三年级句群教学实验研究

探讨在小学三年级句群教学条件下,样例的不同呈现方式与练习方法对形成有关图式及其技能的影响。同时,考察陈述性知识、认知技能(一般程序性知识)和策略相互间的关系及对被试任务操作的影响效果。研究结果表明：(1)在实验班中,同时呈现两个以上样例并加以归纳,再循序渐进地进行变式练习,有利于图式与技能形成以及类比迁移,且中差生获益较大;(2)在被试的任务操作中,陈述性知识主效应非常显著,其次为认知技能,再次为策略,陈述性知识和认知技能之间存在显著交互作用。     

表面内容不同方面相似性对样例迁移的影响

应用题表面内容分离为表面概貌和对象对应后,还可以进行再分解。本实验将表面概貌分解为具体属性和问题形式,将对象对应分解表述顺序对应和具体对象对应,研究结果表明,表面内容不同方面的相似性对原理运用有不同的影响。     

Authority-based Argumentative Strategies: A Model for their Evaluation

In this paper, I try to develop an informal model for the analysis and evaluation of argumentative strategies based on active authorities. The explanations necessary to understand the idea of the model and what is modelled are given through the development of the paper. I first give an example of argumentative activities. After that, the main assumption of the model is given. In the third part, the relevant aspects of the argumentative activity are analysed, while the principles of the evaluation are explained in the fourth part. The informal model is presented in the fifth part. In the final remarks, the suggestions for further work are given, as well as a comparison with some related recent works in argumentation theory.