社会建构论：心理学研究的一种新取向

隶属于后现代心理学思潮的社会建构论，开始于20世纪80年代中期，由格根所倡导。它一开始便竭力瓦解现代心理学的基石，全面挑战现代心理学的传统解释，在心理学界发起了一场理论革命。它在与现代主流心理学的遭遇战中，兼容了非主流的人主义心理学(如人本主义心理学、精神分析心理学)的主张，注重整体性、历史情境性、价值涉入。同时也改造了科学主义心理学如认知心理学、认知发展科学，成为发展他们的新鲜血液。     

Postgraduate conception of research methodology: implications for learning and teaching

This qualitative inquiry investigates postgraduate students’ conceptions of research methodology and how it contributes to their learning. It explores factors likely to motivate student choice of research methodology and challenges in understanding research methods. The research was carried out at research-intensive universities in New Zealand and in Malaysia with similar postgraduate programmes. Participants were enrolled in Masters and Ph.D. programmes. Findings revealed that participants share a recognition that research methodology is a significant body of knowledge in postgraduate education. However, there were noticeable differences in perspectives regarding what constitutes research methodology and whether or not it should be conceived as a discipline. To some participants, learning research methodology is less of a discipline but rather an acquisition of a set of isolated facts and skills without necessarily acquiring a deeper understanding of research. Furthermore, postgraduate students choose research methodology based on a number of factors such as familiarity with a method, methodological orientation of the primary supervisor, the domain of study, and the nature of research problems pursued. Participants reported that the key challenges they face in understanding research methodology include framing research questions, understanding the theory or literature and its role in shaping research outcomes, and difficulties in performing data analysis.     

一种新型农作物智能巡检小车的设计

随着我国对精准农业的日益重视,农业信息服务也渐渐进入人们视野.农作物生长环境条件的优劣直接影响着农作物的生长状况及品质.因此,生长环境检测和调控是农作物生长过程中最重要的部分.本科技制作设计了一种用于农业信息服务的智能巡检小车,该智能小车外形仿SUV设计,可通过手机蓝牙操控;车上搭载GPS模块、温湿度传感器模块等,通过WiFi模块可远程传输农作物生长环境参数;同时图传模块可实现对农作物生长状况实时监控,通过Onenet服务器可在手机或网页上显示小车的定位信息及行驶轨迹.     

Voice,post-structural representation and the subjectivity of ‘included’ students

Aligned with the broader movement from structuralism to the post-structuralisms [Lather, P. 2013. “Methodology-21: What Do We Do in the Afterward?” International Journal of Qualitative Studies in Education 26 (6): 634–645; St. Pierre, E. A. 2009. “Afterword: Decentering Voice in Qualitative Inquiry.” In Voice in Qualitative Inquiry: Challenging Conventional, Interpretive, and Critical Conceptions in Qualitative Research, edited by A. Y. Jackson and L. A. Mazzei, 221–236. London: Routledge; St. Pierre, E. A. 2013. “The Posts Continue: Becoming.” International Journal of Qualitative Studies in Education 26 (6): 646–657], research in disability studies for the past two decades has found ‘the potholes’ [Miller, L., J. B. Whalley, and I. Stronach. 2012. “From Structuralism to Poststructuralism.” In Research Methods in the Social Sciences, edited by B. Somekh and C. Lewin. London: SAGE] of disability rights scholarship. In this paper, I offer a critical research framework in the field of disability studies in education that is theoretical, political and personal. Concentrating on the positioning of disability, I draw on the methodological tools of post-structural representation, subjectivity and constructivist grounded theory to study how discursive practices within (and around) secondary schools shape ‘included’ disabled subjects. In the paper I develop this framework and then demonstrate its application in ongoing research that critically counters the conventions that marginalize particular students in schools.     

The effects of stimulus similarity on different types of behavioral contrast

Pigeons were trained on multiple schedules with component stimuli of different degrees of similarity. In Experiment 1, a two-component schedule was used in which the two stimuli were either two line orientations or a line orientation versus a diffuse color. Reinforcement rate was varied in one component to determine the effects of stimulus similarity on different aspects of behavioral contrast. Contrast in terms of average response rates (molar contrast) was larger with less similar stimuli. Local contrast effects at the beginning of the component were larger for more similar stimuli, but these effects were more variable and did not attain statistical significance. Independent of the level of molar contrast, the local pattern of schedule interaction differed for the two levels of similarity: with more similar stimuli, the maximum degree of interaction occurred at the beginning of the components and then decreased; with less similar stimuli, the degree of interaction increased throughout the components and was at its maximum near their end. In Experiment 2, the same three stimuli were used while reinforcement rate in the middle component of a three-component sequence was varied; this isolated the effects of the preceding schedule from those of the following schedule. Contrast effects were generally greater in the target component preceding the variable schedule, and these were enhanced by less similar stimuli. Contrast in the target component following the variable schedule was manifested primarily in terms of the behavior at the beginning of the component, and these effects were inconsistently related to stimulus similarity. The functional separation of the effects of stimulus similarity on the different locations of contrast suggest that “anticipatory contrast” and “local contrast” depend upon different mechanisms, thus excluding any account of contrast solely in terms of relative rate of reinforcement.     

Psychodata: disassembling the psychological,economic, and statistical infrastructure of ‘social-emotional learning’

ABSTRACT

Psychology and economics are powerful sources of expert knowledge in contemporary governance. Social and emotional learning (SEL) is becoming a priority in education policy in many parts of the world. Based on the enumeration of students’ ‘noncognitive’ skills, SEL consists of a ‘psycho-economic’ combination of psychometrics with economic analysis, and is producing novel forms of statistical ‘psychodata’ about students. Constituted by an expanding infrastructure of technologies, metrics, people, money and policies, SEL has travelled transnationally through the advocacy of psychologists, economists, and behavioural scientists, with support from think tank coalitions, philanthropies, software companies, investment schemes, and international organizations. The article examines the emerging SEL infrastructure, identifying how psychological and economics experts are producing policy-relevant scientific knowledge and statistical psychodata to influence the direction of SEL policies. It examines how the OECD Study on Social and Emotional Skills, a large-scale computer-based assessment, makes ‘personality’ an international focus for policy intervention and ‘human capital’ formation, thereby translating measurable socio-emotional indicators into predicted socio-economic outcomes. The SEL measurement infrastructure instantiates psychological governance within education, one underpinned by a political rationality in which society is measured effectively through scientific fact-finding and subjects are managed affectively through psychological intervention.     

全球化时代的全球性问题--以环境问题为例

全球性问题是具有全局性、战略性的重大问题。环境问题已成为现实的全球性问题之一。在经济全球化的时代,环境破坏之提升为全球性问题,其根源在于资本主义生产方式的全球化所造成的一系列社会矛盾。从全球化的视野看环境问题,不能脱离国际经济和国际政治关系。环境问题与社会主义的命运密切相关;在我国,环境问题的解决状况是衡量改革是否坚持社会主义方向的重要标准之一。     

Competing sources of stimulus value in anticipatory contrast

In previous studies of anticipatory contrast, identical target components (A and B) preceded either a lower (extinction) or a richer schedule. Higher response rates occurred during the target preceding the lower rate of reinforcement, whereas preference was in favor of the target preceding the richer schedule. In Experiment 1, the response and preference measures were positively related when additional stimuli, with no reinforcement of their own, preceded the target components. The effect of these additional stimuli was presumed to be due to their overshadowing of the Pavlovian association between the target components and their following schedules. Experiment 2 also demonstrated a consistent relation between response rate and preference in a conditioned reinforcement procedure. In the absence of a strong Pavlovian association, anticipatory contrast, like other forms of contrast in free-operant procedures, reflects an increase in the value of the target component with an unchanged reinforcement schedule.     

Literacy corps Iran's gamble to conquer illiteracy

Summary TheLiteracy Corps program was launched by Iranian government officials in October 1962 as a radical departure from both traditional and modern approaches to illiteracy among rural children. The program has been rapidly formulated and implemented in the midst of many public statements by government officials. As the program has evolved from formulation, to training, to implementation, this observer has grown increasingly skeptical. As a plan it has been hastily conceived and poorly financed. The military flavor that has been maintained in both selecting and training the teachers seems quite useless to, if not destructive of, an effective educational program. The consistent failure to relate the literacy program to an over-all program of teacher training and elementary school development marks Iran'sLiteracy Corps as a stop-gap measure rather than a bold, basic attack on the country's problem of educational opportunity for all its people.

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Literacy corps — Irans Wagnis im Feldzug gegen das Analphabetentum

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Literacy corps — l'aventure de l'Iran dans sa campagne contre l'analphabetisme

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Data for this analytical report were gathered by the author while in Iran as a Fulbright Professor at The University of Tehran, 1962–63.