Multiple measures of monitoring mental workload

This study explored the possibility of developing a technique combining multiple measures of mental workload. Dual task technique was applied. Twenty subjects were asked to perform computer-simulated monitoring tasks with three different levels of difficulties. A reaction time performance with digital stimuli was added as subsidiary task. The four indexes, accurate reaction time of primary task, variation rate of accurate reaction time of subsidiary task, weighted subjective workload rating and variation rate of heart rate variance, were used and tested. The correlation matrix of the four indexes was examined with principal component analysis technique, and two mathematical models of comprehensive mental workload indexes (CMWIA, CMWIB) were then advanced. It is verified that these two comprehensive indexes were far more sensitive for monitoring mental workload as compared with any one of the preceding four indexes. It was concluded that it was useful to construct some comprehensive mental workload indexes for practical industrial purposes. The project (395174) supported by Zhejiang Provincial Natural Science Foundation of China     

基于脑电信号与集成分类器的心理负荷评估

为了精确评估个体心理负荷状态,需要获取目标脑电信号数据,脑电信号是评估脑力负荷变化的重要指标。机器学习和神经网络越来越多地用于脑力负荷分类。利用脑电信号特征可在时域和频域中提取突出信息。因此提出一个结合支持向量机（SVM）与超限学习机（ELM）的混合型脑力负荷分类框架。其中支持向量机作为成员分类器,可在高维EEG特征中查找隐藏信息|超限学习机用于融合成员分类器的输出。将ELM-SVM模型与经典脑力负荷分类器进行比较,得出该模型训练精度准确率为1,且测试精度提升0.1个百分点。     

基于Stacking模型融合策略的脑力负荷等级评定方法

脑力负荷是一种新兴的可以反应操作者认知状态的指标,其与事故风险及工作效率密切相关,所以实时且准确地评估操作者脑力负荷等级具有重要意义。Stacking模型融合策略可以较好地融合不同分类器与不同特征的学习能力。基于8名参与者的脑电生理信号以及Stacking模型融合策略,设计了3种新型模型进行脑力负荷等级判别。在对新模型进行训练与预测的同时,将其与其它主流分类器进行性能对比。实验结果显示,二维融合模型性能提升最为明显。     

基于需求分析的企业员工心理健康服务模式探讨

有效的企业心理健康服务的前提是对企业需求比较准确的把握.由于行业特征、内部管理模式、企业文化等因素的差异,企业员工心理健康服务需求存在着较大的差异.本文根据企业规模、行业特点、企业员工心理健康服务的发动组织者、服务目标、企业服务人群、任务要求等需求要素,将我国企业员工心理健康服务需求划分为预防宣教型、问题解决型和发展推进型三种主导类型.针对三种主导需求可以采用心理健康促进、问题解决导向、全面推进三种模式员工心理健康服务模式.     

高校教师绩效评价的院校研究与思考

文章以某普通高校某学院全部专任教师为研究对象,以教师1个聘期的教学工作量、科研工作量和教学效果评价3项指标为观测点,分别从职称、学历、年龄段和教研室4个维度对3项指标进行分类统计研究。研究结果表明,教学工作量的主要差异在于学校(教研室)的安排;职称和学历两个因素是影响科研工作量的敏感因素;基础教研室教师的教学效果评价总体高于专业教研室;36～40岁的教师的教学、科研及教学效果均较好。     

基于Bagging与超限学习机的脑力负荷识别模型

为了提高脑力负荷分类准确率,提出一种将Bagging和极限学习机相结合的集成算法。用极限学习机（ELM）作为底层弱分类器,通过多数投票方式决定最终类别的标签,从而构建最终强分类器。实验结果表明,在脑力负荷识别研究问题上,该集成算法的分类准确率在4个被试数据集上分别达到了96.17%、96.02%、92.50%和93.50%。相较于传统的ELM算法,分类准确率在4个被试数据集上分别提升了1.59%、1.34%、2.86%和1.80%。并且新算法在精确率、灵敏度和特异度等评估标准上均高于传统ELM分类器。     

手持技术在乙酸乙酯皂化反应中的应用

用电导法测定乙酸乙酯皂化反应速率常数是物理化学动力学部分的一个重要实验．电导率仪作为一种常用的电化学分析仪器有着广泛的用途,但使用中一般都需要手工绘制电导率——时间变化图,数据处理工作量大且准确度受到影响,这在一定程度上限制了电导测定方法的普遍应用．本实验采用手持技术仪器,通过计算机处理数据,具有定量、便携、实时、准确、直观、综合性强等特点,是实现改革扣发展的有效手段,也为深刻理解乙酸乙酯皂化反应提供了技术条件．     

作高成绩下降可能的原因

通过对操作反应时的研究,表明作高的过程中存在表象旋转现象．这提示我们,在钝角边偏离正位时,作高成绩下降可能是表象旋转所致．     

高校思想政治教育要树立以学生为本的新理念

深入学习贯彻落实全国加强和改进大学生思想政治教育工作会议精神,切实加强大学生思想政治教育,培养和造就“四有”新人,是当前和今后一个时期高校的首要任务。本文从树立以学生为本理念的重要性、必要性和以学生为本不断创新高校思想政治教育工作等方面进行了初步探讨。     

石家庄市居民心理和谐状况研究

心理和谐是心理健康的重要内容和体现。自我和谐和主观幸福感可以作为心理和谐的衡量指标。本研究随机抽取1257名石家庄市居民为对象,以《自我和谐量表》和《幸福感指数量表》为研究工具,运用SPSS统计软件,调查分析了石家庄市居民心理和谐现状,结果表明:性别因素对石家庄市居民心理和谐程度无影响;年龄、学历、职业、家庭月收入、婚姻状况和身体健康状况对石家庄市居民心理和谐程度有影响。     

浅析大学生心理资本现状及提升对策

心理资本是一种综合的心理资源,是个体在成长和发展过程中展现出来的积极心理状态,它主要包括四个方面:自信、希望、乐观和韧性。目前,大学生心理健康状态应加强重视,高校工作者应建立联防机制来构建及培育大学生的心理资本。培育大学生的心理资本有助于提高其心理健康水平和心理综合素质,心理资本也是大学生发展过程中的重要法宝,是维持人发展的内在驱动力。     

我国心理健康研究的现状、热点与发展趋势

目前,心理健康研究呈现出对象多元化、方法多样化、内容丰富化的特点,心理障碍的神经机制研究、心身交互作用的机制研究、药物与网络成瘾的机制研究、心理健康服务体系的机制研究成为热点。从我国国民心理健康研究的状况来看,其研究主要包括独生子女的心理健康问题、学生群体的心理健康问题、特殊群体的心理健康问题、职业群体的心理健康问题以及网民群体的心理健康问题五个方面。随着我国心理健康研究的不断深化,也给学校心理健康教育带来了诸多启示:完善筛查机制,提高心理问题的甄别率;采用多种干预方法,促进学生全面健康发展;提供多方保障,提高学校心理健康服务体系的服务质量。     

抗逆力研究及对我国学校心理健康教育的启示

抗逆力是近二三十年来欧美国家青少年研究领域的一个热点问题。抗逆力的发现推进了心理健康教育的范式变革。抗逆力是能力、过程与结果的统一。学校心理健康教育的工作要点是激活抗逆力。借鉴抗逆力的研究成果,我国学校心理健康教育的重点应由“关注问题”转向“关注优势”;坚持发展性辅导为主,障碍性治疗为辅的价值取向;把挖掘学生抗逆力作为心理健康教育的核心内容。     

关于高校学生心理健康教育的几点思考

心理健康教育是当代高校的一项重要工作。本文从当前高校的心理健康教育的理论基础入手，强调心理健康教育应是一种理念，处于学校工作的核心地位。选择适宜的心理健康教育内容和教育行政部门的大力支持是心理健康教育工作开展的保证与保障。并结合实际探求当前高校进行心理健康教育的具体途径。     

Visuospatial anatomy comprehension: The role of spatial visualization ability and problem‐solving strategies

The present study explored the problem‐solving strategies of high‐ and low‐spatial visualization ability learners on a novel spatial anatomy task to determine whether differences in strategies contribute to differences in task performance. The results of this study provide further insights into the processing commonalities and differences among learners beyond the classification of spatial visualization ability alone, and help elucidate what, if anything, high‐ and low‐spatial visualization ability learners do differently while solving spatial anatomy task problems. Forty‐two students completed a standardized measure of spatial visualization ability, a novel spatial anatomy task, and a questionnaire involving personal self‐analysis of the processes and strategies used while performing the spatial anatomy task. Strategy reports revealed that there were different ways students approached answering the spatial anatomy task problems. However, chi‐square test analyses established that differences in problem‐solving strategies did not contribute to differences in task performance. Therefore, underlying spatial visualization ability is the main source of variation in spatial anatomy task performance, irrespective of strategy. In addition to scoring higher and spending less time on the anatomy task, participants with high spatial visualization ability were also more accurate when solving the task problems. Anat Sci Educ 7: 280–288. © 2013 American Association of Anatomists.     

Young Children's Awareness of Their Mental Activity: The Case of Mental Rotation

From Piaget's early work to current theory of mind research, young children have been characterized as having little or no awareness of their mental activity. This conclusion was reexamined by assessing children's conscious access to visual imagery. Four-year-olds, 6-year-olds, and adults were given a mental rotation task in the form of a computer game, but with no instructions to use mental rotation and no other references to mental activity. During the task, participants were asked to explain how they made their judgments. Reaction time patterns and verbal reports revealed that 6-year-olds were comparable to adults both in their spontaneous use and subjective awareness of mental rotation. Four-year-olds who referred to mental activity to explain their performance had reaction time and error patterns consistent with mental rotation; 4-year-olds who did not refer to mental activity responded randomly. A second study with 5-year-olds produced similar results. This research demonstrates that conscious access to at least 1 type of thinking is present earlier than previously recognized. It also helps to clarify the conditions under which young children will and will not notice and report their mental activity. These findings have implications for competing accounts of children's developing understanding of the mind and for the "imagery debate."     

The improvement in mental rotation performance in primary school-aged children after a two-week motor-training

The present study investigated the influence of motor training on mental rotation performance in children aged between 8 and 10 years Two groups of 42 children each solved a psychometric mental rotation task with three-dimensional block figures. After the initial test, one group received two weeks of specific coordinative motor training every school day for 20?min, while the other group did not receive any additional training. At the end of the training period, all children solved the mental rotation task again. The results show that both groups improved their performance from the pre- to the post-test; however, the improvement for the training group was higher than for the non-training group. This study shows the influence of motor training on mental rotation performance.     

如何克服钢琴演奏中的紧张心理

钢琴演奏时经常出现把握不准节奏、肌肉紧张、心率加速、记忆短暂空白等现象，造成这些现象的原因是心理紧张，训练不到住。在训练过程中，从掌握良好的技巧、提高自身的修养、增强自信心、积极参加各种表演等方面，培养良好的心理素质，掌握适当的心理调节方法，这些紧张的心理现象是可以克服的。     

教师精神生态论的理论旨趣与学术意蕴

教育实践的现实难题引发了教师精神困境的理论探索。教师“精神生态”论主张援引生态学的理念,通过呼唤教师精神世界的复归,克服物质生活异化与精神价值消解所引发的精神困境,重建教师精神生态平衡。教师“精神生态”问题的提出具有重要的学术意义,它蕴含着对教师专业发展问题更为深入的探讨。