北京市道路交通标志的心理学评价

实验分三部分进行。第一部分使用汽车司机调查表测定80种标志的可理解度,对标志意义的85％正确理解率定为标志可接受性标准。第二部分对第一部分中未达到标准的标志进一步进行长时记忆测验,以85％的再认正确率作为标志可接受的标准。第三部分对第一部分中未达到标准的标志进行短时记忆再认正确率和再认反应时测验,并对第二、第三部分的结果进行相关分析。结果表明:(1)65种标志理解度达到可接受标准,(2)交通标志的理解度主要取决于标志本身图形符号的直观性和单义性,以及司机的过去经验和学习效果。司机对标志的态度也对理解度有一定影响,(3)在理解度未达到标准的15种标志中,有14种的学习和记忆效果较好,长时记忆和短时记忆再认正确率都达到可接受标准。(4)“解除禁止超车”标志各项测验成绩均未达到标准,不宜作为正式标志使用,(5)以长时记忆和短时记忆再认正确率以及正确再认反应时作为指标来评价交通标志的优劣程度同样有效。     

大学班集体人际关系的心理学研究

本研究综合运用调查访问、社会测量法和观察法对大学文科和理工科一、二、四年级的21个班的人际关系作了考察。结果表明,1)大学班集体非正式的内部结构有一定的特点,2)班集体中的两极人物有明显的个性特质,3)大学生择友的基本要求是品德和心理相似性,4)大学生对班集体领导人的心理品质有一定的基本要求,5)大学生的自我观念与他们的人际关系有着密切的联系。     

Exploring the Context-Sensitivity of Collective Action Motivations and the Mobilizing Role of Social Media: A Comparative Interview Study With Activists in Germany and Turkey

Western scholarship has underlined the relevance of social identity, perceived efficacy, emotions, and cost–benefit assessments as central catalysts of collective action. Little has been done to understand the context-sensitivity of these catalysts by means of cross-culturally comparative designs. The current study explores their context-sensitivity. It aims to find out whether existing opportunity structures in a democratic, nonrepressive country like Germany produce catalysts of collective action different from those produced in an autocratic, repressive country like Turkey. It also aims to understand the role of social media in mobilizing people in these two contexts. Semistandardized interviews with activists were carried out in both countries (n = 18 in Germany and n = 15 in Turkey) and analyzed by means of a cross-culturally comparative inductive coding procedure including initial and focused coding. Results show that collective action is related to different configurations of collective-action catalysts in the two countries. Solidarity concerns at the face of existential risks are more pronounced in Turkey, whereas political-change concerns are more important in Germany. The role of social media accordingly differs, adhering to the different activist goals. Theoretical implications for the role of context in studying collective action are discussed.     

人际关系适应特征的情境评价方法研究

本研究运用情境评价法对人际关系适应特征进行了实验研究 ,结果表明 :1以 Schutz提出的人际关系六因素为评价标准 ,采用情境评价法比问卷形式能更有效地揭示人际适应特征 ;2在情境评价中 ,以合作为主的情境设置比以竞争为主的情境设置更利于反映出人际适应特征 ;3情境评价采用定向、组织、交流和问题解决等阶段的过程设计符合情境评价的实际进程 ,有助于分阶段展开被试的行为特征 ,提高情境评价的可控性和准确性。     

The reciprocal relations between teachers' perceptions of children's behavior problems and teacher-child relationships in the first preschool year

To examine the reciprocal relations between teacher-child relationships and children's behavior problems, the authors analyzed cross-lagged longitudinal data on teacher-child relationships and children's internalizing and externalizing problems using a structural equation modeling approach. The homeroom teachers of 105 first-year preschoolers aged 2-3 years filled in the Student-Teacher Relationship Scale and the Child Behavior Checklist/2-3, first at 3 months after the children's preschool entrance and then at the end of the first preschool year. Results showed significant cross-wave reciprocal relations between externalizing problems and teacher-child conflict and significant cross-wave relation from early internalizing problems to later teacher-child conflict. However, the cross-wave associations between internalizing and externalizing problems and teacher-child closeness were not significant.     

基于CiteSpace的心理委员研究演进路径分析

通过CiteSpace对心理委员研究文献进行可视化分析发现,中国对于心理委员的研究始于2004年,经历了初期开创阶段、快速发展阶段、波动下降阶段,现处于平稳发展阶段; 截止到2021年,心理委员研究领域共有548名作者,高产作者有詹启生、王自华、来燕、闫娟丽等。多数研究者更倾向独立研究而缺少持续与合作研究; 心理委员研究领域共有313所机构,高产机构有天津大学、云南师范大学等,各机构之间合作缺乏; 研究热点集中于高校、心理健康、大学生、胜任力、培训、高职院校、危机干预等。近年来转向了互联网模式下心理委员培训的研究、心理委员专用量表编制的研究。越来越多的实证研究方法引入了该领域。     

Validation of the Chinese Revision of Emotional and Behavioral Screener among Preschoolers (4–7 years old)

The study aimed to examine the psychometric properties of the Chinese revision of the Emotional and Behavioral Screener (EBS), and to extend its application to preschoolers (4–7 years old). Teachers and parents of 216 preschoolers (age M?=?5.11, SD?=?0.9) were invited to complete the EBS, and some of the teachers were also asked to complete the Preschool Behavioral and Emotional Rating Scale (PreBERS) (N?=?80) and the Strength and Difficulties Questionnaires (SDQ) (N?=?90). Results of confirmatory factor analysis suggested that the original single-factor model of the EBS didn’t fit the data well. Based on the results of a series of exploratory factor analyses, we proposed a two-factor model instead, representing externalizing and internalizing problems respectively. The Chinese revision demonstrated satisfactory internal reliability, inter-rater reliability, convergent validity and divergent validity. All these evidences supported its use among Chinese preschoolers to identify those who will be at risk of suffering from emotional and behavioral disturbances.     

Cognitive diagnosis modelling incorporating item response times

To provide more refined diagnostic feedback with collateral information in item response times (RTs), this study proposed joint modelling of attributes and response speed using item responses and RTs simultaneously for cognitive diagnosis. For illustration, an extended deterministic input, noisy ‘and’ gate (DINA) model was proposed for joint modelling of responses and RTs. Model parameter estimation was explored using the Bayesian Markov chain Monte Carlo (MCMC) method. The PISA 2012 computer-based mathematics data were analysed first. These real data estimates were treated as true values in a subsequent simulation study. A follow-up simulation study with ideal testing conditions was conducted as well to further evaluate model parameter recovery. The results indicated that model parameters could be well recovered using the MCMC approach. Further, incorporating RTs into the DINA model would improve attribute and profile correct classification rates and result in more accurate and precise estimation of the model parameters.     

客体工作记忆对注意的导向作用：抑制动机的影响

通过两个实验验证了客体工作记忆内容对注意的导向过程是灵活可控的; 与客体工作记忆内容匹配的刺激既可以捕获注意, 也可以被抑制。实验1通过操作匹配试验概率来诱发不同水平的抑制动机, 考察在客体工作记忆内容对注意的导向作用中抑制动机的影响。匹配试验中有分心物与客体工作记忆内容相同。控制试验中所有搜索项目均与客体工作记忆内容不同。实验2保持实际匹配试验概率恒定, 仅通过改变指导语来调节抑制动机水平, 以排除练习的干扰。两实验结果均表明, 当抑制动机水平较低时, 匹配分心物会捕获注意; 而当抑制动机水平足够高时, 匹配分心物会被抑制。并且, 抑制动机水平的高低还会影响认知控制的效应量和时程。