Does the Cognitive Interview Promote the Coherence of Narrative Accounts in Children With and Without an Intellectual Disability?

We examined whether the cognitive interview (CI) procedure enhanced the coherence of narrative accounts provided by children with and without intellectual disabilities (ID), matched on chronological age. Children watched a videotaped magic show; one day later, they were interviewed using the CI or a structured interview (SI). Children interviewed using the CI reported more correct details than those interviewed using the SI. Additionally, children interviewed using the CI reported more contextual background details, more logically ordered sequences, more temporal markers, and fewer inconsistencies in their stories than those interviewed using the SI. However, the CI did not increase the number of story grammar elements compared with the SI. Overall children interviewed with the CI told better stories than those interviewed with the SI. This finding provided further support for the effectiveness of the CI with vulnerable witnesses, particularly children with ID.     

Agreement on Childhood Disability between Parents and Teachers in Vietnam

The purpose of the present study was to examine agreement on childhood disability among the teachers and parents of children with cognitive delays in Vietnam. The participants were 57 teachers in kindergarten programmes (for children 2 to 6 years of age), and 106 mothers and 93 fathers of the children attending these kindergarten programmes. The data were collected using the ABILITIES Index and a demographic information form. The results indicated that teachers rated the children’s level of functioning more severely, especially in the areas of intellectual disabilities and behaviour problems, than mothers and fathers. Logistic regression that examined the factors that predicted the agreement and disagreement among parents and teachers revealed that teachers and parents were more likely to agree when the child’s disability was genetically related or physical. Screening, diagnosis and treatment issues can become more challenging for children with intellectual disabilities who do not have such physical and genetic conditions, especially when the agreement between parents and professionals on the conditions of the children is low.     

谈教学中的有意误导

有意误导是一种启发式的教学手段,是一个见疑、质疑、释疑的过程。实践证明,把有意误导引入课堂,对于提高教学质量有着非常重要的作用。     

Low-achieving (learning disabled) pupils in year 2 of the primary school in Hungary

We selected 60 low-achieving children from a sample of 263 pupils in Year 2 of the primary school in order to analyse the problems of learning disabilities. We explored two questions: whether teachers evaluate the pupils' school performances correctly; and what kind of relationship exists between the low-achieving pupils' cognitive abilities and their school performance. Methods used were questionnaires, pedagogical tests and traditional psychological tests. We obtained the following results: the teachers generally evaluate the pupils' school performance fairly well, but they are inclined to assume a close correlation between the achievements in different subjects, and the teachers' knowledge of the low-achieving children is more reliable regarding the group of pupils as a whole rather than each pupil individually; and the low-achieving pupils' cognitive learning abilities prove to be significantly weaker than their general intellectual abilities.     

行为事件访谈法在学业倦怠原因问卷编制中运用的探索

行为事件访谈技术(Behavioral Event Interview,BEI)是一种开放式的行为回顾式探索技术,是揭示胜任特征模型的主要工具。本研究试图将其运用于教育心理学中,在学业倦怠的研究过程中运用行为事件访谈法,将其与前期研究结果进行映证,证明了其运用于教育心理学领域的有效性。     

广告创意人胜任力模型研究

研究采用行为事件访谈法来确定广告创意人的胜任力特征,并据此形成胜任力调查问卷,对215名广告创意人进行了问卷调查,结果表明,广告创意人的胜任力可归为五个因子:创意智力、营销导向、服务意识、沟通和个性坚韧。     

智力障碍者自尊与社会比较研究的综述

对智力障碍者自尊与社会比较的研究体现了社会对智力障碍者群体的人文关怀,总结相关的研究可为相应的研究及实践工作提供借鉴。智力障碍者的自尊和社会比较各具特点且关系紧密。以社会比较为切入点,可以从内因和外因两个方面对智力障碍者自尊形成及变化的内在机制进行分析和探讨。而对智力障碍者自尊与社会比较的研究能促进对该群体的心理教育实践工作,并改善其所处的环境。     

认知访谈技术研究进展

准确的证人证言对侦破案件、审判定罪有重要作用。为了保证证人证言的准确性,司法心理学家研究了影响证人证言准确性的心理因素,发展出一种有效收集证人证言的方法－认知访谈技术。本文综述了认知访谈技术的研究进展,并对它在司法实践中的应用提出了看法。     

‘And When did You Last See Your Father?’ Exploring the Views of Children with Learning Difficulties/Disabilities

The Gulliford Lecture 2003 was given by Professor Ann Lewis of the School of Education at the University of Birmingham. Professor Lewis's lecture, on which this article is based, focused on the process of listening to the views of children and, in particular, children with learning difficulties. Following the near-universal ratification of the United Nations (UN) Convention on the Rights of the Child, a plethora of recent initiatives, both in the UK and internationally, has encouraged professionals to access children's views about provision (educational, health-related, social and legal). A range of materials has been developed to support this process, often by, or in liaison with, children's charities. At the same time, research provides valuable insights into effective practice in exploring the views of children with learning difficulties. In this article, Ann Lewis reviews ten strategies for gathering the views of children and raises four challenges for the further development of policy and practice. She closes her argument with a call for greater rigour and critical evaluation in this crucial and demanding area.     

关于柏拉图回忆说的再认识

柏拉图的回忆说具有很强的神秘主义色彩 ,但它所阐述的内容并非都是消极的、错误的。本文从其产生的逻辑前提入手 ,论述了柏拉图关于主体认识结构在认识中的积极作用和认识从感性上升到理性的辩证过程的思想。现代科学对天赋观念问题的探讨 ,启示我们重新审视柏拉图回忆说的理论价值。     

对习惯在知识产权领域认识偏差的反思

习惯对知识产权法律制度的发展具有潜在的驱动力,对知识产权案件的审理具有重要的渗透力.由于习惯自身所具备的地方性、时间性、舆论依赖性的特征,以及知识产权领域的学者和法官对习惯的研究和适用欠缺相应的敏锐度,习惯在知识产权领域未得到应有的重视,相关研究更是少之又少.这种认识偏差既会导致习惯对于知识产权法律的补充功能得不到有效...     

求职面试语篇中共同背景的构建

共同背景是交际研究的重要组成部分,求职者积极的会话策略需要建立在对共同背景了解的基础之上。在Istvan Kecskes提出的社会认知语用框架下,以真实的求职面试语篇为语料,对共同背景的构建过程进行了实证研究。分析结果表明：在注意力和意图交互作用的同时,共存在三种共同背景的构建方式。