退化的羽翼--张爱玲对女性附庸为奴心理积淀的洞见

张爱玲为现代女性文化学掀开了一个妇女性内囿的阴暗心狱，提示出千百年来文化积淀形成的女奴依附心理痼疾是影响女性自身解放的思想重压和禁锢，作家理性审视女性自身，揭露与批判毫不留情，具有性别批判的深化作用，把中国现代女性文学女性意识的进化和发展拓向更深的层面。     

文化与心理学关系的三种研究模式及其发展趋势

自20世纪后半期开始，文化与心理学的关系越来越受到心理学家的关注，从而使其成为一个重要的研究领域。跨文化心理学、文化心理学和本土心理学是有关文化与心理学关系的三种主要的研究模式。跨文化心理学的研究对象是不同文化群体的心理与行为比较；文化心理学研究文化对人的心理与行为的影响；本土心理学研究本土背景中与文化相关的和从文化派生出来的心理与行为活动。它们都从不同的角度阐明了文化与心理学的关系。最终，通过一种深层结构理论，即一种普适性理论将会把它们的研究结果整合起来。     

宋琬仕清心态及对其诗歌创作的影响

宋琬作为"国朝六大家"之一,其诗歌创作取得了很高的成就,但对于他入清之后即参加科举考试,出仕清朝的行为却很少有人提及。宋琬在清初的身份和经历比较特殊,他以"白衣秀才"的身份参加科举考试,出仕清朝不属于"失节",但其世家弟子的身份和举家被清兵屠戮的灭族之仇对其心态影响较大。本文分析了宋琬仕清的矛盾心态与缘由,并叙述了仕清行为对其诗歌表现内容和艺术风格的影响。     

教研室群体心理特征及管理

加强教研室建设与管理是高校工作重心;高校教研室群体心理有其自身特点。本通过对这一群体内部主导动机的分析,提出了加强教研室的建设与管理措施。     

Making it happen: Possibilities and pitfalls of Cunningham's educational semiotic

In fundamental agreement with Cunningham's overall thesis, we attempt in this paper to articulate what an educational semiotic might look like on a practical level. For educational psychologists, it should mean an increased awareness of the limited, localized world views offered by current models of cognition and an increased attentiveness to alternate models. For teachers, an educational semiotic offers integration of cognition and affect and instructional strategies that depend upon and facilitate many ways of knowing. For an educational semiotic to be realized, however, there must be much greater attention paid to the roles of motivation and metacognition in semiotic pedagogy.     

The efficacy of `whole word' versus `analytic' reading instruction for children with Down syndrome

An intervention study was conducted toinvestigate whether children with Down syndrome(DS) would benefit from an `analytic' approachto reading instruction, which encompassedexplicit training in phonological awareness.Participants were seven English-speakingchildren with DS aged 8;6 (years;months) to11;1, who demonstrated little or nononword-reading ability prior to intervention.The children received weekly instruction (forsix weeks) in reading aloud 30 regularly speltmonosyllables (e.g., ten, bake) using an`analytic' approach, in which words werelearned by combining onsets with rimes (fourchildren), or a `whole-word' approach (threechildren). Participants' oral reading wasassessed pre- and post-intervention using areading test comprising the 30 trained wordsand 30 untrained (generalisation) words. Mostchildren (six out of seven) read more trainingwords correctly after intervention than before,with significant improvement shown by fourchildren (two trained analytically, and twotrained with whole words). More importantly,reading of generalisation words improvedsignificantly in only three children, all ofwhom had received analytic training. It wasconcluded that children with DS benefit from ananalytic approach to reading instruction, eventhough their auditory-verbal memory (assessedusing digit span) is poor.     

Phonological skills and reading comprehension

In the present study the mainfocus is on the impact of phonologicalawareness on reading comprehension. The studyinvolved 1300 children in Grade 1. Syllableawareness, phoneme awareness, word decodingand reading comprehension were each assessedwith two or three subtests. The results wereanalyzed by structural modeling. Due to themarked skewness observed for some of themanifest variables, separate analyses wereperformed for students with average worddecoding performance and for students with poorword decoding. Both among average and poordecoders, phonological awareness had a directimpact on reading comprehension, indicatingthat phonological factors play an independentrole in the processing of text. One possibleway to explain this observation is that atleast two critical factors in comprehension,vocabulary and short-term memory, are bothdetermined in part by phonological ability. Itmight also be the case that phonologicalawareness partly reflects metacognitiveprocesses assumed to be involved in readingcomprehension.     

Coaching psychology: an approach to practice for educational psychologists

Coaching psychology is a distinct sub-discipline of academic and applied psychology that focuses on the enhancement of performance, development and well-being in the broader population. Applied in educational contexts, the practice of coaching psychology has the potential to have a positive impact by supporting children and adults to achieve enhanced standards of functioning and well-being. It therefore represents a way in which educational psychologists (EPs) might elect to diversify their practice. However, EPs are disproportionately under-represented in the development of this emerging field. This article charts the birth and evolution of contemporary coaching psychology, and presents a case study illustrating the application of this methodology in a school context. Suggestions are given regarding professional development activities that might be undertaken by EPs seeking to develop coaching psychology as a strand of their practice.     

主位研究:文化心理学研究方法的新取向

文化心理学的兴起扩充了心理学研究的领域,同时文化心理学也被视为一种新的方法论主张。主位研究是文化心理学研究方法的新取向。从历史的视角探究了主位研究的起源,并介绍了主位研究在文化心理学中的应用,展望了其发展的动向。以辩证的角度阐述了主位研究与客位研究的关系,并对主位研究做出评价。     

英汉语阅读过程与模式分析

阅读是人们获取知识最重要的方式之一。英语和汉语的阅读学研究人员对英汉语阅读过程与模式的表述各有特点,对他们的观点加以分析,有助于发现英汉语阅读过程与模式的异同点,并利用之为两种语言的阅读服务。