大学生心理健康内隐观的现状及成因研究简

目的：探讨大学生心理健康内隐观的结构及不同维度上的差异。方法：采用社会效度方法对大学生的心理健康内隐观进行调查,对数据进行探索性因素分析及不同维度上的独立样本检验和方差分析。结果：1．描述统计显示,大学生的心理健康内隐观涉及的范围广泛,涵盖了认知、人格、道德等多个方面（M=4．66—3．41）;2．因子分析显示,大学生的心理健康内隐观可以概括为四个因子,分别是利他性、自主性、才情和适应性（累积解释率为49．42％）;3．独立样本t检验和方差分析显示,大学生心理健康内隐观在年级、学校性质、学校层次及是否掌握了心理健康知识等维度上差异显著（P〈0．05）。结论：大学生心理健康内隐观由四个因子构成,他们的形成不仅受到“心理健康”知识的影响,而且是生活、学习经历和环境共同作用的结果。     

Error correction in text

Previous research has shown that writers and editors of all ages and abilities have trouble correcting errors in texts. In this study, we were interested in discovering whether people do not correct these errors mainly because (1) they do not have the knowledge to correct them, or because (2) even though they do have the knowledge to correct the errors, they do not use it. The first case would point to aknowledge deficit, or a deficit at the cognitive level; the second case would point to aprocessing deficit, or a deficit at the metacognitive level. The study compared the number and type of implanted errors corrected by high school and college subjects working on two different texts under three different conditions. We found that, for both ages, the biggest stumbling block in correcting errors was not the knowledge of how to correct them, but rather a failure to detect them: They did not use their available knowledge to find the errors. This processing deficit may be the result of a dearth of available error-finding strategies, or knowledge may not be activated because of lack of motivation or because of a failure to perceive the nature of the task.     

Models as Relational Categories

Model-based learning (MBL) has an established position within science education. It has been found to enhance conceptual understanding and provide a way for engaging students in authentic scientific activity. Despite ample research, few studies have examined the cognitive processes regarding learning scientific concepts within MBL. On the other hand, recent research within cognitive science has examined the learning of so-called relational categories. Relational categories are categories whose membership is determined on the basis of the common relational structure. In this theoretical paper, I argue that viewing models as relational categories provides a well-motivated cognitive basis for MBL. I discuss the different roles of models and modeling within MBL (using ready-made models, constructive modeling, and generative modeling) and discern the related cognitive aspects brought forward by the reinterpretation of models as relational categories. I will argue that relational knowledge is vital in learning novel models and in the transfer of learning. Moreover, relational knowledge underlies the coherent, hierarchical knowledge of experts. Lastly, I will examine how the format of external representations may affect the learning of models and the relevant relations. The nature of the learning mechanisms underlying students’ mental representations of models is an interesting open question to be examined. Furthermore, the ways in which the expert-like knowledge develops and how to best support it is in need of more research. The discussion and conceptualization of models as relational categories allows discerning students’ mental representations of models in terms of evolving relational structures in greater detail than previously done.     

Twenty questions about student errors

Errors in science learning (errors in expression of organized, purposeful thought within the domain of science) provide a window through which glimpses of mental functioning can be obtained. Errors are valuable and normal occurrences in the process of learning science. A student can use his/her errors to develop a deeper understanding of a concept as long as the error can be recognized and appropriate, informative feedback can be obtained. A safe, non-threatening, and nonpunitive environment which encourages dialogue helps students to express their conceptions and to risk making errors. Pedagogical methods that systematically address common student errors produce significant gains in student learning. Just as the nature-nurture interaction is integral to the development of living things, so the individual-environment interaction is basic to thought processes. At a minimum, four systems interact: (1) the individual problem solver (who has a worldview, relatively stable cognitive characteristics, relatively malleable mental states and conditions, and aims or intentions), (2) task to be performed (including relative importance and nature of the task), (3) knowledge domain in which task is contained, and (4) the environment (including orienting conditions and the social and physical context). Several basic assumptions underlie research on errors and alternative conceptions. Among these are: Knowledge and thought involve active, constructive processes; there are many ways to acquire, organize, store, retrieve, and think about a given concept or event; and understanding is achieved by successive approximations. Application of these ideas will require a fundamental change in how science is taught.     

从词汇记忆策略看大学生英语学习自主性

培养学生学习自主性是教育的重要目标。对15个专业50名大学生进行问卷调查,分析其英语词汇记忆策略选择,结果表明：记忆策略使用频率随信息处理量增加而降低;相对于脱离原有知识的记忆策略,结合原有知识的记忆策略的使用频率明显偏低;使用最多的五种记忆策略多属于传统记忆方法。     

The relative responsiveness of concrete operational seventh grade and college students to science instruction

Numerous persons have suggested that instruction should match the developmental level of the learner. Are “concrete operational” college students developmentally the same as “concrete operational” seventh grade students thus in need of identical instruction? Matched concrete operational seventh grade and college students were given identical classroom instruction in probabilistic and correlational reasoning. The college students performed significantly better on posttest measures which appeared to require greater processing of information while significant differences did not exist on less difficult items. Level of cognitive development, field independence, and fluid intelligence correlated moderately with posttest performance for the seventh grade students. Field independence and fluid intelligence correlated moderately with posttest performance for the college students but not pretest knowledge of specific biological concepts and cognitive level. It was concluded that college students are more responsive to instruction due either to (1) greater amount of experience or (2) greater information processing capacity. Implications for science teaching are discussed.     

The architecture of human information processing: Empirical evidence

This article outlines a path analytic interpretation of data collected in light of a theoretical formulation of a dynamic model of memory, which provides a perspective on the human information processing system as a whole. The model of memory represents an attempt to integrate the relatively static models of memory structures with the more dynamic concepts underlying research on control and processing mechanisms. The outcomes of the study emphasise the role of relational knowledge (taxotomic subject matter structures), strategic knowledge (procedural algorithms) and empirical knowledge (based on first hand experience) in cognitive skill performance.     

Grounding Second Language Vocabulary Instruction in Cognitive Science

Cognitive neuroscience has gained significant insight into the mechanisms underlying the mental lexicon and their impact on second language vocabulary learning. However, relatively little effort has been put into understanding how these mechanisms may impact instructional practices. We attempt to bridge this gap. Towards that end, we first describe three main properties of the mental lexicon: words have distinct form and meaning representations; these representations are organized in multilingual network structures organized by similarity; and the representations differ in strength. Next, we translate the properties into a visual framework that we use to reflect upon how this knowledge affects three important choices in vocabulary instruction: composing word lists, selecting an instruction method, and consolidating newly acquired words. Lastly, we discuss opportunities for both science and practice, highlighting the importance of improving the ecological validity of scientific models and theories, and of developing instructional methods grounded in cognitive science.     

Individual differences in speed of mental processing and human cognitive abilities: Toward a taxonomic model

Extensive research within the field of learning and individual differences focuses upon the relationship between general intelligence and process measures derived from elementary cognitive tasks (ECTs). This emphasis has ignored data indicating that cognitive abilities are best described by three levels (or strata). It has also been suggested that mental speed is a unitary construct, although it is more likely to have a complex structure. To address shortcomings evident in this literature, a multivariate investigation (N = 179) was conducted. Factor analysis of 25 psychometric indices gave seven factors postulated under the theory of fluid (G_f) and crystallized (G_c) intelligence. Correlations between cognitive abilities and parameters derived from 11 ECTs indicated that G_f (alone) was related to processing speed. This relationship is seemingly dependent upon experimental manipulations of task complexity. Regarding the factorial structure of mental speed, the results were unequivocal: Broad second-order factors may be derived from both ECTs and psychometric tests. These constructs are independent from abilities defined by accuracy scores and collectively define a general cognitive speed factor. Implications of these findings are discussed. It would appear that mental speed is more intricate than proposed, and that cognitive complexity (reflected in stimulus-response compatibility effects) plays a crucial role in its ontogenesis. In addition, several explanatory models linking intelligence to processing speed are untenable. It is likely that the search for a basic process of intelligence by means of mental speed frameworks (alone) is misguided.Recently, within the field of individual differences, there has been “an explosion of experimental studies into the speed of mental processes” (H.J. Eysenck 1995, p. 225). Various tasks, ranging from those paradigms assessing simple, psychomotor movements and on up through to measures of complex problem solving and psychometric test performance, have been employed (Stankov & Roberts 1997). The present study was designed to explore speed of processing constructs within a structural model of human cognitive abilities. Utilizing the evidence presented in Carroll's (1993) extensive reanalysis of the main data sets collected within the psychometric discipline this century, the structural model of cognitive abilities adopted is that known as the theory of fluid and crystallized intelligence (see Horn & Noll 1994; Stankov et al. 1995). In contrast, the mental speed measures selected for investigation in this study were chosen on the basis of both experimental and psychometric findings that rely on disparate accounts (e.g., information theory). Notably, mental speed constructs are not presently encapsulated within a single unifying model. Another major aim of the present study was to redress this imbalance by establishing a rapprochement between conceptual models of mental speed and human cognitive abilities.     

关联认知原则解析

本文对关联认知原则的三个核心概念(关联程度、认知效果与推理努力)之间的关系进行分析:关联程度决定交际的效果,认知效果与推导努力是提高关联程度的两个变量,认知语用是心智模式与推理规则相结合的言语交际行为。     

A test of theoretical models that account for information processing demands

This study tested four theoretical models in terms of their fit with demands placed on our cognitive system by traditional tests of cognitive ability. We did so by administering seven tests of cognitive ability known to require varying types of processing demands to a large group of college undergraduates (N = 193). We compared the models using confirmatory factor analyses, including those based upon a unitary factor, speed and capacity, crystallized and fluid intelligence, and verbal and spatial ability. The crystallized/fluid model provided the best fit with the data. This finding is consistent with previous research. Implications for education and future research are discussed.     

Developing and Sharing Team Mental Models in a Profession‐driven and Value‐laden Organization

While team mental models have been shown to be effective in facilitating team operations in ordinary transactive organizations, their impact on loosely coupled yet value‐laden organizations is relatively under studied. Using qualitative inquiry methodology, this study investigates the three referential frameworks (i.e., theoretical knowledge, practical experiences, and team consciousness) of the team mental models employed in a nonprofit organization which provides therapy for hearing‐impaired children in Taiwan. The results indicate that fostering a strong team mental model may be an effective way to ensure that the performance of value‐laden practice meets a certain expectation. Moreover, I present arguments that because various cognitive properties of team mental models are formed, shared, and represented in different ways, they should be investigated and understood from a holistic perspective; and that it should also be cultivated by an integrative approach that utilizes theoretical, practical, and organizational knowledge.     

An investigation into high-achiever and low-achiever knowledge organisation and knowledge processing in concept mapping: A case study

This study used concept map content analysis and interviews to gain insights into the knowledge organisation and knowledge processing of pre-service teachers. Forty-eight preservice teachers of elementary science from a teachers’ training college in Sarawak, Malaysia, participated in this study. Correlations between achievement and five concept map characteristics showed that there were significant positive correlations (p<.01) between achievement and: the number of appropriate links; the average number of appropriate concepts per cluster; and, the hierarchy score of subjects’ concept maps, and significant negative correlations (p<.01) between achievement and: the number of inappropriate links; and, the average number of inappropriate concepts per cluster. Interviews with high-achievers and lowachievers revealed that there were differences in the way they processed knowledge during concept mapping. The high-achievers were more thorough than were the low-achievers in cognitive processing of knowledge, taking time to make sense of concepts, sort and group concepts, form relevant links between concepts, and organise concepts hierarchically. Active cognitive processing of knowledge seems to be related to more complex, well-integrated cognitive structures for the material learned.     

对影响高校青年教师师德建设因素的探究

教师已成为高校不可或缺的生力军,而青年教师师德方面存在的问题不容忽视。高校青年教师师德问题的影响因素可由内因而至外因划分为四个维度——心理健康、职业认知、评价机制、外部环境,可从"良好的心理健康、正确的职业认知、科学的评价机制、积极的外部环境"四个方面加强青年教师师德建设。     

College chemistry students' mental models of acids and acid strength

The central goal of this study was to characterize the mental models of acids and acid strength expressed by advanced college chemistry students when engaged in prediction, explanation, and justification tasks that asked them to rank chemical compounds based on their relative acid strength. For that purpose we completed a qualitative research study involving students enrolled in different types of organic chemistry course sections at our university. Our analysis led to the identification of four distinct mental models, some of which resembled scientific models of acids and acid strength. However, the distinct models are better characterized as synthetic models that combined assumptions from one or more scientific models with intuitive beliefs about factors that determine the properties of chemical substances. For many students in our sample, mental models served more as tools for heuristic decision‐making based on intuitively appealing, but many times mistaken, concept associations rather than as cognitive tools to generate explanations. Although many research participants used a single general mental model to complete all of the interview tasks, the presence of specific problem features or changes in the nature of the task (e.g., prediction vs. explanation) prompted several students to change their mental model or to add a different mental representation. Our study indicates that properly diversifying and sequencing the types of academic tasks in which students are asked to participate could better foster meaningful learning as different types of cognitive resources may be activated by different students, and thus shared, analyzed, and discussed. © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 396–413, 2011     

The Context of Thought Experiments in Physics Learning

This paper takes a cognitive perspective in an attempt to analyze mental mechanisms involved in contextual learning. In the following, it is suggested that contextualized environments evoke mental mechanisms that support reasoning about what if, imaginary situations – utilizing a powerful mental mechanism known from the history of physics as thought experiments (TEs). Thought experiments are associated with visualization of data and imagery that originate in implicit knowledge. This paper suggests that thought experiments rely on sensory memories constructed by the learner during past experience. Such sensory memories are activated by the context. The first part of the paper deals with the definition, nature, incidents, and experimental data related to implicit knowledge and TEs. Empirical results are then analyzed in order to explore the role of sensory memories and underlying schemata in TEs, thereby suggesting a set of embodied schemata that act as implicit assumptions and provide context-dependent epistemological primitives that underlie imaginary events in a manner that will statistically match the outer world.     

Team learning: building shared mental models

To gain insight in the social processes that underlie knowledge sharing in teams, this article questions which team learning behaviors lead to the construction of a shared mental model. Additionally, it explores how the development of shared mental models mediates the relation between team learning behaviors and team effectiveness. Analyses were performed on student-teams engaged in a business simulation game. The measurement of shared mental models was based on cognitive mapping techniques. The results indicate that a team learning perspective provides insight in how people share knowledge. Particularly the team learning behaviors identified as co-construction and constructive conflict are related to the development of shared mental models. In addition, a shared mental model of the task environment in a team leads to improved performance. This underscores the importance of developing shared cognition in teamwork.     

Nonsuicidal Self-Injury: Characteristics,Functions, and Strategies

Nonsuicidal self-injury (NSSI) is a significant issue among college students but few resources are available to college mental health professionals. This article consolidates extant knowledge on NSSI from the empirical and clinical literature, including common NSSI characteristics (rates, methods, demographics, and concomitants), intrapersonal and social functions, and NSSI's relation to suicide. Practical strategies for assessing NSSI among students are presented, as are empirically informed treatments. With this knowledge, college mental health professionals will have a theoretical and practical understanding of NSSI and will be better equipped to work with students who self-injure.     

贫困大学生认知倾向、社会支持与心理健康的相关研究

以176名贫困生为研究对象,采用认知倾向问卷、社会支持问卷和症状自评量表进行测试,探讨贫困生认知倾向、社会支持和心理健康三者之问的关系,结论是：多元逐步回归分析显示主观支持和乐观因子对心理健康有一定的预测作用,贫困生认知倾向和社会支持对心理健康有显著的影响．     

近五年理工科入学新生心理健康状况研究

为更好地了解理工科大学生的心理健康状况,分析和解决大学生存在的心理问题,本研究采用大学生人格问卷（UPI）,对近5年理工科入学新生的心理普查数据进行统计分析。结果表明,（1）近5年理工科入校新生一类学生率在9.29%-14.6%之间,心理健康水平保持稳定。（2）理工科学生的心理问题主要体现在认知和情绪两方面。男生主要是对躯体过分关注,女生主要是情绪不稳定,依赖性强;农村学生主要是自卑问题,城市学生主要是对躯体过分关注。