父母、同伴依恋与希望的相互作用模型:一项大学新生的追踪研究

为了考察父母、同伴依恋与希望的纵向关系,本研究以大学新生为研究对象,采用父母、同伴依恋问卷与希望量表,对1283名大一学生进行为期一年共三次的追踪研究。结果发现：（1）三次测量的父母、同伴依恋均与希望存在正相关;（2）交叉滞后模型表明,父母、同伴依恋与希望均存在相互影响的关系;（3）基于性别差异的分组模型分析表明,仅同伴依恋与希望的横断关系存在性别差异,女生相关系数显著大于男生。研究揭示,依恋与希望存在稳定的横向相关关系,并且依恋与希望存在相互预测的纵向关系。     

亲子分离与青少年同伴侵害和抑郁的关系:一项追踪研究

采用追踪研究设计,对贵州省1094名青少年进行了间隔半年的两次测查,考察早期亲子分离对青少年后期同伴侵害经历及抑郁水平的影响及性别差异。结果表明：（1）早期亲子分离能显著增加T1同伴侵害和抑郁,并通过T1的同伴侵害和抑郁间接影响T2的同伴侵害和抑郁;（2）亲子分离、同伴侵害和抑郁的关系存在显著性别差异：在女生组中,早期亲子分离不仅能够显著增加T1抑郁水平,还通过影响T1抑郁间接影响T2的同伴侵害状况,且早期亲子分离也可以边缘显著预测T1的同伴侵害状况;在男生组中,亲子分离仅能显著预测T1的同伴侵害经历,对于T1抑郁及T2时间点的各变量则无显著影响;（3）无论是否受到亲子分离的影响,同伴侵害与青少年抑郁之间均存在相互作用关系。研究结果提示早期亲子分离会导致青少年后期同伴侵害经历及抑郁水平上升,且主要体现在女生群体中,这为经历亲子分离后青少年心理健康干预方案的制定提供了科学依据。     

Peer teaching: Students teaching students to increase academic performance

Peer teaching among students has a powerful role in the learning process and has been studied and recognized as an effective teaching method. Research on peer teaching applied in different contexts has shown that learning through the process of teaching others increases students' academic performance. In Indonesia, some research on peer teaching has been conducted, but there has been no research on peer teaching in the context of theological studies. Hence, this empirical study aims to verify whether peer teaching is effective when applied in a theological school setting. In this study, students of a homiletics course were the research sample. Results show that peer teaching had a positive effect on students' academic performance. However, further research is recommended on the application of peer teaching in other subject areas to confirm the effectiveness of peer teaching in a theological school context.     

情绪智力的代际传递：有调节的中介模型

为考察父母情绪智力对青少年情绪智力的代际传递效应,同时探讨情感温暖的中介作用以及同伴关系的调节作用,对644名初中生及其父母进行调查,由父母报告自身情绪智力水平,青少年报告父母情感温暖、同伴关系以及自身情绪智力水平。结果发现：（1）父母情绪智力显著正向影响子女情绪智力。（2）父母情感温暖在父母情绪智力与子女情绪智力之间中介效应显著。（3）同伴关系在父母情感温暖影响子女情绪智力的路径中起显著调节作用。     

Children's reasoning with peers in cooperative and competitive contexts

We report two studies that demonstrate how five‐ and seven‐year‐olds adapt their production of arguments to either a cooperative or a competitive context. Two games elicited agreements from peer dyads about placing animals on either of two halves of a playing field owned by either child. Children had to produce arguments to justify these decisions. Played in a competitive context that encouraged placing animals on one's own half, children's arguments showed a bias that was the result of withholding known arguments. In a cooperative context, children produced not only more arguments, but also more ‘two‐sided’ arguments. Also, seven‐year‐olds demonstrated a more frequent and strategic use of arguments that specifically refuted decisions that would favour their peers. The results suggest that cooperative contexts provide a more motivating context for children to produce arguments.

Statement of contribution

What is already known on this subject ?

• Reasoning is a social skill that allows people to reach joint decisions.
• Preschoolers give reasons for their proposals in their peer conversations.
• By adolescence, children use sophisticated arguments (e.g., refutations and rebuttals).

What the present study adds?

• Cooperation offers a more motivating context for children's argument production.
• Seven‐year‐olds are more strategic than five‐year‐olds in their reasoning with peers.
• Children's reasoning with others becomes more sophisticated after preschool years.

     

The Advantage of Democratic Peer Punishment in Sustaining Cooperation within Groups

In social dilemma situations, individuals benefit from uncooperative behavior while exploiting resources of the collective. One prominent solution to prevent uncooperative behavior and to increase cooperation is to establish a system of costly peer punishment, that is, the possibility for every individual involved in the dilemma to impose costly punishment on interaction partners. However, recent research revealed that, in contrast to a situation without punishment, peer punishment is inefficient and maladaptive in the sense that the total payoff is reduced and punishment of cooperative individuals (i.e., antisocial punishment) is possible. In the present work, we propose that a system of democratic peer punishment, that is, direct and equal participation of each individual in the punishment decision‐making process with punishment only executed when a majority has voted for its execution, can address the shortcomings of a peer punishment system. Using iterated public goods games, we show higher cooperation levels, higher total payoffs, and reduced executed punishment in the democratic compared with a peer punishment system. Moreover, we document that fairness perceptions, satisfaction, and interpersonal trust are increased in the democratic punishment system. Implications for how cooperation and democratic punishment systems may evolve are discussed. Copyright © 2018 John Wiley & Sons, Ltd.     

Molar versus as a paradigm clash.

The molar view of behavior arose in response to the demonstrated inadequacy of explanations based on contiguity. Although Dinsmoor's (2001) modifications to two-factor theory render it irrefutable, a more basic criticism arises when we see that the molar and molecular views differ paradigmatically. The molar view has proven more productive.     

The young women's network: a case study in community development

While young women have been found to be at additional risk for psychological morbidity after a breast cancer diagnosis, their specific needs in relation to support are not well described. A community development approach was utilized to develop the Young Women's Network, a peer support programme for young women who have been diagnosed with breast cancer that addresses their specific psychological and social needs. Central to this approach was the key role of the target group in both the definition of the problem and the generation of the solutions. This article describes the steps involved in developing this programme and guidelines for health professionals and community members who may wish to replicate either the Young Women's Network or this particular approach to programme development. Copyright © 2001 John Wiley & Sons, Ltd.     

遮挡范式下对碰撞时间的估计

本文研究视觉信息对碰撞时间估计的影响。实验采用遮挡范式（ｏｃｃｌｕｓｉｏｎ ｐａｒａｄｉｇｍ）,遮挡一段固定的距离,让被试估计该段距离所用的时间。自变量为移动速度与挡板的宽度。过程：让被试看速度知觉仪上移动的红灯,估计碰撞发生时按下电键。结果表明,移动速度对时间估计的准确性影响显著,速度越大,估计准确性越高;移动速度还与挡板宽度存在交互作用,即速度快、挡板宽度时碰撞时间的估计更准确,而速度慢、挡板     

Qualitative differences in the representation of abstract versus concrete words: Evidence from the visual-world paradigm

In the present visual-world experiment, participants were presented with visual displays that included a target item that was a semantic associate of an abstract or a concrete word. This manipulation allowed us to test a basic prediction derived from the qualitatively different representational framework that supports the view of different organizational principles for concrete and abstract words in semantic memory. Our results confirm the assumption of a primary organizational principle based on association for abstract words, different from the semantic similarity principle proposed for concrete words, and provide the first piece of evidence in support of this view obtained from healthy participants. The results shed light on the representational structure of abstract and concrete concepts.