汉语阅读发展研究中几种实验任务之间关系的探讨

本研究综合考察汉语阅读获得与发展研究中经常使用的注音、命名与组词,听写与多重选择的关系。结果发现：注音与命名有很强的一致性,并且都与组词有很高的棚关;在这些任务中,听写的难度最大,多重选择最易;几种任务存在共同的加工规律。文章从词汇识别过程讨论了这些结果的理论含义。     

6～14岁儿童对想象物的文字与图画描述

本研究采用开放式问卷法,通过调查810名6-14岁儿童头脑中想象物的文字与图画描述,考察了儿童想象发展的特点。结果发现：(1)儿童对想象物的文字与图画描述可以分划分为3种水平：表象的记忆水平、表象的再造水平和表象创造水平。其中,对想象物的文字描述水平,年龄发展趋势明显,从小学一至二年级之间和四到五年级之间的发展变化最大;而对想象物的图画描述水平,年龄发展趋势不明显。(2)根据儿童对想象物的文字描述和图画描述的发展的匹配程度,可以把儿童的想象发展分为3种类型：文字与图形符号均衡发展型、文字符号型和图形符号型。     

中学生写作中思维品质的发展特点

从洛阳市一所普通中学6个年级随机选取801名被试,使用自编问卷研究了中学生写作中思维品质的发展特点,结果发现:(1)中学生写作中思维品质总体上呈随年级增长显著上升的发展特点,初二到初三阶段更为突出;(2)深刻性和灵活性品质为上升趋势,但在高一年级存在1个回调点;(3)批判性和独创性从初一到高一呈现明显上升趋势,高一以后呈波浪式发展;(4)中学生写作中的思维品质在初一、初二、高一和高三年级存在性别差异.     

Enhancing the Benefits of Written Emotional Disclosure Through Response Training

Writing about a personal stressful event has been found to have psychological and physical health benefits, especially when physiological response increases during writing. Response training was developed to amplify appropriate physiological reactivity in imagery exposure. The present study examined whether response training enhances the benefits of written emotional disclosure. Participants were assigned to either a written emotional disclosure condition (n = 113) or a neutral writing condition (n = 133). Participants in each condition wrote for 20 minutes on 3 occasions and received response training (n = 79), stimulus training (n = 84) or no training (n = 83). Heart rate and skin conductance were recorded throughout a 10-minute baseline, 20-minute writing, and a 10-minute recovery period. Self-reported emotion was assessed in each session. One month after completing the sessions, participants completed follow-up assessments of psychological and physical health outcomes. Emotional disclosure elicited greater physiological reactivity and self-reported emotion than neutral writing. Response training amplified physiological reactivity to emotional disclosure. Greater heart rate during emotional disclosure was associated with the greatest reductions in event-related distress, depression, and physical illness symptoms at follow-up, especially among response trained participants. Results support an exposure explanation of emotional disclosure effects and are the first to demonstrate that response training facilitates emotional processing and may be a beneficial adjunct to written emotional disclosure.     

Career writing: Creative,expressive and reflective approaches to narrative identity formation in students in higher education

This study investigates whether creative, expressive, and reflective writing contributes to the formation of a narrative career identity that offers students in higher education a sense of meaning and direction. The contents of writing done by students who participated in 2 two-day writing courses before and after work placements and of a control group were compared. Employers were also asked to evaluate students' performance. Writing samples were analyzed using the Linguistic Index Word Count program and an instrument based on Dialogical Self Theory. Work-placement self-reports were gathered, examined, and used as anecdotal evidence presented in the form of case studies. The results show that career writing can promote the development of career identity and holds promise as a narrative career guidance approach.     

Delving into the ‘emotional storms’: A thematic analysis of psychoanalysts’ initial consultation reports

Psychoanalysts’ written reports on initial consultations are a window into the complexities of a crucial aspect of psychoanalytic work. However, systematic research in this area has largely focused on patients’ demographic factors or standardized measures. The present study looked at reports of all the consultations taking place at the London Clinic of Psychoanalysis over one calendar year (N = 100). The aim was to explore psychoanalysts’ different explicit styles of working and reporting as well as further understanding implicit processes used in thinking and writing about each particular consultation experience. A thematic analysis revealed a set of themes that related to a style of working and thinking about the consultation process as a dyadic experience, where the interaction, affective reactions and contact made between the two are the focus when thinking of making a recommendation for psychoanalysis. The majority of the reports had an open, exploratory quality. The writing of reports appears to give the analyst an opportunity to process the consultation experience and arrive at a more triangular position. Writing reports is a more valuable part of the consultation process than has formally been recognized and acknowledged. The limitations of this study as well as the relevance of these findings for future research are discussed.     

Expressive writing promotes self‐reported physical,social and psychological health among Chinese undergraduates

The present study examines the efficacy of expressive writing among Chinese undergraduates. The sample comprised of 74 undergraduates enrolled in a 9‐week intervention (35 in experimental class vs. 39 in control class). The writing exercises were well‐embedded in an elective course for the two classes. The 46‐item simplified Chinese Self‐Rated Health Measurement Scale, which assesses psychological, physical and social health, was adopted to measure the outcome of this study. Baseline (second week) and post‐test (ninth week) scores were obtained during the classes. After the intervention on the eighth week, the self‐reported psychological, social and physical health of the experimental class improved. Psychological health obtained the maximum degree of improvement, followed by social and physical health. Furthermore, female participants gained more psychological improvement than males. These results demonstrated that the expressive writing approach could improve the physical, social and psychological health of Chinese undergraduates, and the method can be applied in university psychological consulting settings in Mainland China.     

Calibrated Bayes Factors Should Not Be Used: A Reply to Hoijtink,van Kooten,and Hulsker

Hoijtink, Kooten, and Hulsker (2016 Hoijtink, H., van Kooten, P., &; Hulsker, K. (2016). Why Bayesian psychologists should change the way they use the Bayes factor. Multivariate Behavioral Research, 51, 1--9. doi: 10.1080/00273171.2014.969364.[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]) present a method for choosing the prior distribution for an analysis with Bayes factor that is based on controlling error rates, which they advocate as an alternative to our more subjective methods (Morey &; Rouder, 2014 Morey, R.D., &; Rouder, J.N. (2014). Bayesfactor: Computation of Bayes factors for common designs. R package version 0.9.9. Retrieved from http://CRAN.R-project.org/package=BayesFactor [Google Scholar]; Rouder, Speckman, Sun, Morey, &; Iverson, 2009 Rouder, J.N., Speckman, P.L., Sun, D., Morey, R.D., &; Iverson, G. (2009). Bayesian t-tests for accepting and rejecting the null hypothesis. Psychonomic Bulletin and Review, 16, 225–237. doi: 10.3758/PBR.16.2.225[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]; Wagenmakers, Wetzels, Borsboom, &; van der Maas, 2011 Wagenmakers, E.-J., Wetzels, R., Borsboom, D., &; van der Maas, H. (2011). Why psychologists must change the way they analyze their data: The case of psi. A comment on Bem (2011). Journal of Personality and Social Psychology, 100, 426–432. doi: 10.1037/a0022790[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). We show that the method they advocate amounts to a simple significance test, and that the resulting Bayes factors are not interpretable. Additionally, their method fails in common circumstances, and has the potential to yield arbitrarily high Type II error rates. After critiquing their method, we outline the position on subjectivity that underlies our advocacy of Bayes factors.