成人期基本认知能力的发展状况研究

从横向与纵向两种角度,通过比较、分析不同年龄的成人在五项认知测验上的成绩,考察了成人期几项基本认知能力的发展状况。横向比较表明,各项能力随年龄增长基本呈不断下降趋势,但下降的显著程度在不同项目或年龄组有不同表现。纵向分析显示,经过三年,在各项测验上成绩提高或保持稳定的人数占相当大的比例;除词汇理解外,成绩降低的人数百分比从６０岁或７０岁开始大幅度提升。     

小学生写作元认知的问卷编制

该研究采用分层随机抽样的方法,对小学四五六年级学生的写作元认知情况进行了调查,然后利用因素分析的方法,根据心理测量学的原理自行编制了一套小学生写作元认知问卷。因素分析的结果表明,小学生写作元认知包括三个大的因素:写作元认知监控和体验、写作元认知知识和策略以及写作元认知评估。     

自由目标效应与样例效应对学生写作成绩影响

“自由目标效应”和“样例效应”是认知负荷理论为解决学习者的认知资源限制而提出的两个重要的教学设计原则。通过两个实验,研究“自由目标效应”和“样例效应”对不同写作水平学生写作成绩的影响。被试为406名初中一年级学生。结果表明,“自由目标效应”和“样例效应”受学生写作水平的影响。“自由目标效应”对高水平写作者有促进作用,但会降低低水平写作者的成绩;“样例效应”对低水平写作者有促进作用,但对高水平写作者的写作成绩无显著影响。     

Using Creative Techniques With Children Who Have Experienced Trauma

Verbal and emotional forms of expression can be difficult for young children who have experienced trauma. Creative methods and approaches such as puppets, sandtray, letter writing, and art are therapeutic mediums that provide an outlet for a young client’s story of trauma to be told. Children can use puppets to depersonalize and share feelings with a counselor that would provide insight into their coping strategies. Similarly, sandtray is another nonverbal approach that gives children the opportunity to externalize their feelings safely and can be easily used with extroverted and introverted clients. Letter writing and art can empower children and give them hope for the future. In summary, creative techniques can allow counselors to help explore stories of trauma with young clients.     

Success in the first phase of the vocational career: The role of cognitive and scholastic abilities,personality factors,and vocational interests

The present study examines the relationship of cognitive and scholastic abilities, vocational interests, and personality traits with vocational success in the first phase of the vocational career. Drawing on large samples of technicians and industrial clerks, the effects of the covariates on satisfaction and dropout intention in the first months of vocational education and training (VET) were examined. Results show that the sets of predictor variables, especially personality traits and vocational interests, had a large proportion of variance in common, but exhibited different patterns of effects. Whereas in the case of personality traits the predictor-outcome relationships were largely invariant across different fields of VET, vocational interests exhibited a non-invariant pattern of effects that was in line with the congruence hypothesis (Holland, 1997). Vocational interests in the dominant domain characterizing the field of VET were the strongest predictors, whereas interests in the non-dominant VET domains were less important for predicting success. Abilities did not turn out to be important predictors of the markers of success under study. The results underscore the crucial role of personality traits and vocational interests in securing success in the first phase of vocational career.     

小学六年级学生写作构思策略培养的实验研究

本研究运用心理模拟法创立了写作构思活动模式,并根据心智技能按阶段形成的理论对构思策略进行了分阶段培养。结果表明:①写作构思活动的实践模式可以有效地提高学生的写作构思策略水平,并进而促进其写作技能整体水平的提高;②小学六年级学生在写作技能上不存在明显的性别差异,智力水平对写作技能也没有明显影响;③学生原有的写作技能水平对于当前的写作活动有显著影响,教师在教学前应设法了解学生的写作水平。     

‘Brain-Malfunction’ Cases and the Dispositionalist Reply to Frankfurt's Attack on PAP

Harry Frankfurt has famously argued against the principle of alternate possibilities (PAP) by presenting a case in which, apparently, a person is morally responsible for what he has done even though he could not have done otherwise. A number of commentators have proposed dispositionalist responses to Frankfurt, arguing that he has not produced a counterexample to PAP because, contrary to appearances, the ability to do otherwise is indeed present but is a disposition that has been ‘masked’ or ‘finked’ by the presence of a counterfactual controller. This article argues that this response to Frankfurt does not undercut his attack on PAP, since there are Frankfurt-style counterexamples to the principle—‘brain-malfunction’ cases—that evade the dispositionalist analysis.