視、听語文材料同时識記的干扰与相对优势

問題識記时若有两种或多种感觉通道同时活动,可能彼此助长,也可能相互干扰。这对于了解識記时神經中枢各部分的活动与相互影响可能有一定的启发意义。视、听两种感觉通道在学习时最常应用,两种感觉通道可以同时或先后接受同一的刺激物,也可接受不同的刺激物。以往关于比較視、听材料識記效果的研究較多,結果指出,两种感觉材料的識記效果一般难分高低,主要决定于材料的性貭与被試的經驗等条件。     

体育馆比赛厅观众席距离与视觉辨认的关系

問題 深入地探討体育館內观众席的视觉效果問題,是保証观众“看得好”的首要因素,是合理分布观众席、决定比賽厅平面形式(如圓形、椭圓形、方形、矩形等)的必备前提。决定观众席视觉效果的两大因素是观察距离及观察方位。关于这两个問題,国內外先后都进行过研究,但距离、方位与观众席分区方法的关系等問題,一般多局限在理論方面的討論,不能完全符合于实际情况。要对这些問題进行更深入的探討,必需进行视知觉心理学方面的实驗和研究,非仅靠建筑学知識所能解决,本研究卽试图通过知觉心理学的研究方法,对体育館比賽厅观众席距場地距离与視觉辨认的关系进行一些探索。     

Correspondence truth and scientific realism

I argue that one good reason for Scientific Realists to be interested in correspondence theories is the hope they offer us of being able to state and defend realistic theses in the face of well-known difficulties about modern physics: such theses as, that our theories are approximately true, or that they will tend to approach the truth. I go on to claim that this hope is unlikely to be fulfilled. I suggest that Realism can still survive in the face of these difficulties, as a claim about the kind of theories we want to aim for. I relate this conception of Realism to various contemporary discussions, both by realists and antirealists.     

体育馆比赛厅观众席方位与视觉效果的关系

問題 体育馆內的比赛场地为长方形,观众席多沿场地四周布置,由于场地形状及比赛的主要进行方向等因素的影响,所以不同方位的观众席视觉效果卽不相同。 有关观众席方位的划分,国內外都曾有过一些研究,各持不同见解,结论也不一致。如有人凭经验来划分,显得依据不足;有人按场地几何关系来划分,则不足以说明空间     

Applying cognitive acuity theory to the development and scoring of situational judgment tests

The theory of cognitive acuity (TCA) treats the response options within items as signals to be detected and uses psychophysical methods to estimate the respondents’ sensitivity to these signals. Such a framework offers new methods to construct and score situational judgment tests (SJT). Leeds (2012) defined cognitive acuity as the capacity to discern correctness and distinguish between correctness differences among simultaneously presented situation-specific response options. In this study, SJT response options were paired in order to offer the respondent a two-option choice. The contrast in correctness valence between the two options determined the magnitude of signal emission, with larger signals portending a higher probability of detection. A logarithmic relation was found between correctness valence contrast (signal stimulus) and its detectability (sensation response). Respondent sensitivity to such signals was measured and found to be related to the criterion variables. The linkage between psychophysics and elemental psychometrics may offer new directions for measurement theory.     

The Kent-Rosanoff Word Association: II. A Comparison of Sex Differences in Response Frequencies

Wenger, M. A., Jones, F. N., and Jones, M. H. Physiological Psychology. New York: Holt, 1956. Pp. 472. Reviewed by Harry C. Mahan     

朗读与默读对初一学生識记和理解课文的影响

朗讀与默讀是閱讀的两种形式,在語文教学中有效地运用朗讀与默讀是提高閱讀效率的重要条件。据有些中学語文教师反映,初一学生只习慣于朗读,而不善于默讀。不論什么学科的課文,什么性貭的文章,一概誦讀。这些教师认为,朗读固有利于熟記成誦,但     

The Kent-Rosanoff Word Association: I. New Frequencies for Ages 18–21 and a Comparison with Kent-Rosanoff Frequencies

Imitative behavior was studied with the use of 36 kindergarten children who were either reinforced or not reinforced for imitative behavior prior to observing a male model exhibit aggressive behaviors. The children were tested for imitative aggressive behaviors in an eight-minute free-play situation, by means of a five-category rating scale. The results revealed that the reinforced group emitted significant more physical, verbal, and nonimitative aggression than the nonreinforced group. A second test examined the retention of the model's aggressive behavior under an incentive condition. The incentive condition diminished the initial differences found in the first test, revealing a nonsignificant difference between the reinforced and nonreinforced groups. Hence, the study provided support for both the “contiguity” and “generalized imitation” theories of social modeling.