竞技体育中的攻击与暴力:运动心理学界的一次争论

近年来,国际运动心理学界围绕竞技体育中攻击与暴力的问题展开了一次争论。起因是国际运动心理学会发表《体育中攻击与暴力：国际运动心理学会的立场》文章后受到质疑,于是双方在体育中攻击与暴力的本质、运动员和观众攻击与暴力的区分、媒体的影响、裁判员的角色以及国际运动心理学会的忠告等问题上进行了激烈的辩论。在介绍、审视这次争论基础上,对国际运动心理学会的作法提出了自己的看法。     

心理和谐、家庭和谐与社会和谐

家庭是社会的细胞。家庭和谐了,社会和谐也就有了基础。家庭成员的心理状况对构建和谐家庭有着十分重要的影响。以和谐心理教育为切入点,调适家庭成员的心理,促进家庭成员个体自身及其相互之间的和谐,是构建和谐家庭,促进社会和谐的有效途径。     

Differential effects of norm-referenced and self-referenced feedback on performance expectancies,attributions, and motivation

When feedback is provided to students in a norm-referenced manner that compares the individual's performance to that of others, people who perform poorly tend to attribute their failures to lack of ability, expect to perform poorly in the future, and demonstrate decreased motivation on subsequent tasks. The present study examined the hypothesis that the deleterious effects of failure might be attenuated when failure is expressed in self-referenced terms—relative to the individual's known level of ability as assessed by other measures. In this study, subjects received feedback indicating that they did well or poorly on an anagram test, and this feedback was described as either norm-referenced (comparing the individual's performance to that of others) or as self-referenced (comparing performance to other measures of the individual's ability). As predicted, compared to norm-referenced failure, self referenced feedback resulted in higher expectancies regarding future performance and increased attributions to effort. Contrary to expectations, attributions to ability were not affected. The implications of the results for the structure of academic feedback are discussed.     

科技编辑心理学初探

科技编辑的作用取决于编辑质量,而编辑质量则决定于能否满足社会心理需求的编辑群体的心理品质和心理结构,以及影响编辑心理活动的社会因素。作者从各层次读者与作者的心理需求,编辑人员应有的心理品质,影响编辑心理活动的社会因素,编辑群体最佳心理结构,和按心理活动规律开展编辑工作的经验,对科技编辑心理作了探讨。     

Attributions in a mastery instructional system: Is an emphasis on effort harmful?

Self-worth theorists have claimed that students of lower ability may reduce effort in likely failure situations to avoid the attribution of poor performance to their own incompetence. The likely success of mastery learning, an instructional technique stressing student persistence, has been questioned because of this phenomenon. Several studies which examined the hypothesized relationship between achievement, effort, and perceived ability within a mastery context were conducted. In none of the studies did it appear that students reduced effort because of the threat of failure or that expending effort led to lower estimates of ability. In fact, students expending effort rated their ability as having a more positive influence on performance than less persistent students. It is argued that mastery learning, like some achievement change programs, encourages students to attribute their performance to their level of effort.     

Feedback complexity and corrective efficiency

College undergraduates read a 2400-word passage, responded to 16 multiple-choice questions, and received one of four types of feedback following their responses. Complexity of feedback was inversely related to both error correctability and criterion efficiency taken as a ratio of feedback study time to post-test corrects. The results were discussed in terms of depth of processing and instructional comprehension.     

竞技体操运动员赛前心理归因及控制的研究综述

通过对竞技体操运动员赛前心理压力成因进行研究,结果表明内因和外因双重因素的影响使他们在比赛中很难发挥自己的正常水平.对归因提出了几点具体控制方法与手段,供教练员和运动员借鉴.     

Multivariate prediction of academic performance by Hong Kong University students

Verbal intelligence, English-language skills, personality, and attitude scales were used as predictors of academic performance in 230 male and female arts students at the University of Hong Kong. A series of bivariate, multiple, and canonical correlation analyses were performed. The results showed that verbal intelligence and attitudes, excepting study orientation, were not predictive of performance. English-language skills had the most predictive value, accounting for about 10% of the variance of performance measures. Personality variables failed to predict performance when composite criterion measures (GPAs) were used; however, they proved to be of predictive value when results of individual academic subjects were used as criterion measures. The study points to the importance of using noncomposite criterion measures in prediction and of considering the cultural context of achievement.     

The role of stimulus salience in young children's ability to discriminate two-dimensional rotations: Reflections on a paradigm

Children's ability to discriminate reflections and rotations of visual stimuli was examined within the confines of a mental rotation task. It was hypothesized that success would be affected by both characteristics of the stimulus and by the subtlety of the discrimination required. Forty 3- to 4-year-old children were directed to mentally rotate a stimulus a given number of degrees and to discriminate the appearance of the rotated stimulus from among a set of alternatives. Four stimuli differing in the number of visual orientation cues were utilized across 24 trials. A significant effect was found for number of orientation cues, and data indicated the difficulty children experienced detecting reflections, a task which bears close resemblance to the yes/no option in prototypic rotation studies. Children were only successful with a limited range of stimuli when discrimination of a reflected foil was not required. Results are discussed in light of discrepant findings about children's kinetic imagery ability and the advisability of using this particular paradigm with young Children.     

运动员的攻击行为研究进展

攻击行为是以伤害或损害另一生物体为目的,且该生物体想要避开的任何形式(身体、心理、言语)的行为。根据自2000年以来,国内外学者对体育运动的攻击行为( Aggression in sports)的研究,从运动员攻击行为的定义、测量方法以及影响因素入手,以展示运动攻击领域的最新研究成果,并对该领域未来的研究提出了自己的想法。