大学生的职业自我概念清晰度与抑郁的关系:性别与性别平等观的调节作用

尽管抑郁的影响因素得到了比较多的探讨,但是鲜有研究探讨职业自我概念清晰度与抑郁的关系以及性别和性别平等观在其中的作用。根据生涯发展理论和自我差异理论,本研究探讨了大学生职业自我概念清晰度与大学生抑郁的关系,并考察了性别和性别平等观在二者关系之间的调节作用。通过对463份大学生的数据进行实证分析发现：（1）职业自我概念清晰度与大学生抑郁负相关;（2）职业自我概念清晰度与抑郁的关系存在显著的性别差异;（3）职业自我概念清晰度、性别和性别平等观对大学生抑郁存在三重交互作用。当个体持有高性别平等观时,男性和女性的职业自我概念清晰度都与抑郁负相关。当个体的性别平等观较低时,女性的职业自我概念清晰度与抑郁正相关。研究结果对于大学生的职业发展和心理健康教育具有重要实践意义。     

Interaction between mode of learning and subjective experience: Translation effects in long-term memory

It has been suggested that writing auditorily presented words at encoding involves distinctive translation processes between visual and auditory domains, leading to the formation of distinctive memory traces at retrieval. This translation effect leads to higher levels of recognition than the writing of visually presented words, a non-translation effect. The present research investigated whether writing and the other translation effect of vocalisation (vocalising visually presented words) would be present in tests of recall, recognition memory and whether these effects are based on the subjective experience of remembering or knowing. Experiment 1 found a translation effect in the auditory domain in recall, as the translation effect of writing yielded higher recall than both non-translation effects of vocalisation and silently hearing. Experiment 2 found a translation effect in the visual domain in recognition, as the translation effect of vocalisation yielded higher recognition than both non-translation effects of writing and silently reading. This translation effect was attributable to the subjective experience of remembering rather than knowing. The present research therefore demonstrates the beneficial effect of translation in both recall and recognition, with the effect of vocalisation in recognition being based on rich episodic remembering.     

Playing counter-strike versus running: The impact of leisure time activities and cortisol on intermediate-term memory in male students

The everyday life of students is characterized by hours of learning in order to pass exams. After learning they tend to opt for an occupation that provides them with a great deal of entertainment. It is obvious that it would be advantageous if the chosen activity had a positive impact on memory consolidation. Due to the circumstance that such activities can lead to stress and that memory is affected by stress we wanted to look at these coherences. We examined the effect of two different common leisure time activities on cortisol and memory to be able to formulate recommendations for society. For this purpose, a group was tested before and after playing a violent computer game while the second group was tested before and after running. In addition, a control group was set up. Salivary cortisol was measured at the beginning, during, and at the end of the experiment.Our data demonstrates that running increases cortisol levels and, performed immediately after a learning period, facilitates memorization of neutral information. In contrast, playing a violent computer game tends to impair memorization.The results of the present study have practical implications for the choice of recreational activities in the context of learning.     

HOLLAND式中国职业兴趣量表的建构

研究宗旨是建构适合我国国情的Ｈｏｌｌａｎｄ式的中国职业兴趣量表。检验结果显示该量表因素结构清晰,具备Ｈｏｌｌａｎｄ六种职业兴趣类型的理论构想,量表的信效度检验结果良好。     

城乡普高生与中职生对未来的规划和态度

以1995名城乡普高生和中职生为被试,采用未来取向问卷(中文版),考察了普高生和中职生对未来的规划和态度的基本特点。研究发现:(1)总体上,普高生对未来教育的投入水平高于中职生,对未来教育和职业目标的实现持更积极乐观的态度。此外,城市普高生对未来教育的探索水平高于城市中职生,但对未来婚姻/家庭的投入水平低于城市中职生;农村普高生对未来职业的探索和投入水平均低于农村中职生。(2)农村青少年对未来职业和婚姻/家庭的投入水平高于城市青少年,且对未来教育目标的实现持更积极乐观的态度。(3)男青少年对未来教育的投入水平低于女青少年,对未来婚姻/家庭的探索和投入水平高于女青少年,且农村男青少年比农村女青少年对未来婚姻/家庭目标的实现持更积极乐观的态度。     

TEACHING BETWEEN-CLASS generalization OF TOY PLAY BEHAVIOR TO HANDICAPPED CHILDREN

In this study, young children with severe and moderate handicaps were taught to generalize play responses. A multiple baseline across responses design, replicated with four children, was used to assessthe effects of generalization training within four sets of toys on generalization to untrained toys from four other sets. The responses taught were unique for each set of toys. Acrossthe four participants, training to generalize within-toy sets resulted in complete between-class generalization in 11 sets, partial generalization in 3 sets, and no generalization in 2 sets. No generalization occurred to another class of toys that differed fromthe previous sets in that they produced a reaction tothe play movement (e.g., pianos). Implications for conducting research using strategies based on class interrelationships in training contexts are discussed.     

Providing independent recreational activities to reduce stereotypic vocalizations in chronic schizophrenics.

We evaluated the effects of minimally supervised, independent recreational activities on stereotypic vocal behavior in two chronic schizophrenic patients. In baseline sessions, subjects were observed during unstructured free time in the psychiatric ward. In treatment sessions, therapists presented preferred recreational materials (magazines, models, and art projects), verbally prompted on-task behavior every 20 min, and, in one condition, administered contingent tokens. Independent recreational activities reduced medium-rate self-talk in one subject and high-rate mumbling in a second subject by 60%-70%. Results were the same with or without contingent tokens. Apparent self-maintaining characteristics of these vocal responses are discussed.     

TEACHING SOCIAL/VOCATIONAL SKILLS TO RETARDED ADULTS WITH A MODIFIED TABLE GAME: AN ANALYSIS OF GENERALIZATION

In this study, a social skills training program for institutionalized mildly or moderately retarded adults was extended to include skills relevant to vocational settings. Target behaviors involving a verbal action or reaction within six skill areas were taught using a commercially available board game, Sorry, and a specially designed card deck. The training program featured response specific feedback, self-monitoring, individualized reinforcers, and individualized performance criterion levels. Using a multiple baseline across two groups (n = 3 per group), the game contingencies increased social/vocational skills in all targeted areas. Generalization was assessed in two settings: a simulated workshop in which pre and post measures were taken and in the institutional workshop where the residents worked. The posttraining simulated workshop results revealed that the residents' newly learned skills had generalized. However, repeated generalization measures of the residents' social interactions in the institutional workshop were equivocal as were measures of their productivity.     

SCHEDULE-INDUCED DRINKING: ELICITATION,ANTICIPATION, OR BEHAVIORAL INTERACTION?

We carried out five experiments with rats on fixed-time schedules in order to define the relation between drinking and individual food-pellet presentations. In Experiment 1, unsignaled extra food occurred at the end of occasional fixed intervals, and we compared subsequent drinking patterns with drinking before the extra food presentation. In Experiment 2 we presented signaled and unsignaled extra food and measured elicited and anticipatory drinking patterns. In Experiment 3, we observed the persistence of modified drinking patterns when several consecutive intervals ended with extra pellets. In Experiments 4 and 5, we varied the magnitude of food delivery across (rather than within) sessions to replicate published findings. Results show that schedule-induced drinking is neither elicited by food presentations nor induced by stimuli associated with a high food rate. All subjects seemed to follow a simple rule: during any stimulus signaling an increase in the local probability of food delivery within a session, engage in food-related behavior to the exclusion of drinking. Schedule-induced drinking appears to be the result of dynamic interactions among food-related behavior, drinking, and other motivated behavior, rather than a direct effect of the contingencies of food reinforcement.     

PREFERRED CURRICULAR ACTIVITIES AND REDUCED PROBLEM BEHAVIORS IN STUDENTS WITH INTELLECTUAL DISABILITIES

This research examined the relation between students' preferences for curricular activities and the occurrence of problem and desirable behaviors in 3 students with moderate intellectual disabilities. Activity preference was determined with a systematic assessment procedure. Subsequently, the influence of activity preference on student behavior was evaluated using a reversal design. Results showed that preferred activities were associated with reduced levels of problem behavior and increased levels of desirable behaviors. The findings of this investigation contribute to the applied literature on activity preference and suggest directions for future research in the areas of curriculum design, preference, and curricular modifications as a viable behavior-management strategy.