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簡(jiǎn)介：分類號(hào)G20密級(jí)公開|FIIIIIIIIIIILLLLLIIIIIIILJ0131308學(xué)校代碼學(xué)號(hào)10697201531360I≯JC龍事NORTHWESTUNIVERSITY學(xué)科名稱新聞與傳播專業(yè)學(xué)位類別新聞與傳播碩士作者王姍指導(dǎo)老師李曉潔教授西北大學(xué)學(xué)位評(píng)定委員會(huì)二。一七年西北大學(xué)學(xué)位論文知識(shí)產(chǎn)權(quán)聲明書本人完全了解西北大學(xué)關(guān)于收集、保存、使用學(xué)位論文的規(guī)定。學(xué)校有權(quán)保留并向國(guó)家有關(guān)部門或機(jī)構(gòu)送交論文的復(fù)印件和電子版。本人允許論文被查閱和借閱。本人授權(quán)西北大學(xué)可以將本學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存和匯編本學(xué)位論文。同時(shí)授權(quán)中國(guó)科學(xué)技術(shù)信息研究所等機(jī)構(gòu)將本學(xué)位論文收錄到中國(guó)學(xué)位論文全文數(shù)據(jù)庫(kù)或其它相關(guān)數(shù)據(jù)庫(kù)。保密論文待解密后適用本聲明。學(xué)位論文作者簽名至壁指導(dǎo)教師簽名務(wù)臃1TP秀年6月F曰口汐F7年6月，目西北大學(xué)學(xué)位論文獨(dú)創(chuàng)性聲明本人聲明所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。據(jù)我所知，除了文中特別加以標(biāo)注和致謝的地方外，本論文不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果，也不包含為獲得西北大學(xué)或其它教育機(jī)構(gòu)的學(xué)位或證書而使用過的材料。與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說(shuō)明并表示謝意。學(xué)位論文作者簽名五曲勿R≯。F／7年月S曰

簡(jiǎn)介：?jiǎn)挝淮a單位代碼10475學(xué)號(hào)學(xué)號(hào)104753100546分類號(hào)分類號(hào)B84碩士學(xué)位論文碩士學(xué)位論文受艾滋病影響兒童的情緒調(diào)節(jié)和受艾滋病影響兒童的情緒調(diào)節(jié)和認(rèn)知疲倦的皮質(zhì)醇研究認(rèn)知疲倦的皮質(zhì)醇研究THERESEARCHONSALIVACORTISOLOFEMOTIONREGULATIONANDCOGNITIVEFATIGUESOFCHILDRENAFFECTEDBYAIDS學(xué)科、專業(yè)發(fā)展與教育心理學(xué)研究方向?qū)W習(xí)心理申請(qǐng)學(xué)位類別理學(xué)碩士申請(qǐng)人梁園指導(dǎo)教師趙俊峰教授二〇一三年四月

簡(jiǎn)介：受眾對(duì)川劇價(jià)值的認(rèn)知與消費(fèi)意愿調(diào)查研究以重慶大學(xué)生為例重慶大學(xué)碩士學(xué)位論文（專業(yè)學(xué)位）學(xué)生姓名劉嘉瑩指導(dǎo)教師左曙光教授學(xué)位類別新聞與傳播碩士重慶大學(xué)新聞學(xué)院二O一六年五月重慶大學(xué)碩士學(xué)位論文中文摘要I摘要川劇是在巴山蜀水的土壤中形成和發(fā)展的、是中國(guó)西南地區(qū)影響最大、流傳最廣的地方劇種，在我國(guó)戲曲藝術(shù)中獨(dú)具魅力，其獨(dú)特的臉譜藝術(shù)和表演特技“變臉”被公認(rèn)為是川劇與眾不同的品牌代表。隨著全球化趨勢(shì)的影響，現(xiàn)代科技迅猛發(fā)展，我國(guó)的傳統(tǒng)藝術(shù)受到不同程度的沖擊。在與其他文化的競(jìng)爭(zhēng)中，川劇的市場(chǎng)份額被愈擠愈小，收益甚微。如今川劇的觀眾以中老年為主，川劇的傳承與發(fā)展陷入困境，加強(qiáng)川劇的保護(hù)已刻不容緩。面對(duì)如此嚴(yán)峻的現(xiàn)實(shí)，必須十分重視對(duì)川劇藝術(shù)的接受主體觀眾的研究和培養(yǎng)。觀眾是川劇藝術(shù)作品的接受主體，川劇藝術(shù)必須經(jīng)過觀眾的鑒賞才能產(chǎn)生社會(huì)效益，才能談?wù)撛u(píng)判其價(jià)值。本文以商品的價(jià)值與使用價(jià)值論述了川劇的商品屬性。在社會(huì)主義市場(chǎng)經(jīng)濟(jì)的大環(huán)境下，川劇要和其他文化產(chǎn)品競(jìng)爭(zhēng)，同物質(zhì)產(chǎn)品一樣需要消費(fèi)者消費(fèi)。消費(fèi)者對(duì)川劇價(jià)值的認(rèn)識(shí)影響著他們的消費(fèi)行為。年輕人是文學(xué)藝術(shù)最具有潛力的消費(fèi)群體和傳承主體，大學(xué)生在其中極具代表性，又具備較高的文化素養(yǎng)。對(duì)居于川劇故鄉(xiāng)的重慶大學(xué)生而言，傳承和傳播地方戲曲是一份責(zé)任。本文從受眾的角度出發(fā)，選取重慶大學(xué)生為對(duì)象，對(duì)川劇在大學(xué)生中的受眾、大學(xué)生對(duì)川劇價(jià)值的認(rèn)知與消費(fèi)意愿進(jìn)行調(diào)查研究。全文分為以下幾個(gè)部分第一章從非物質(zhì)文化遺產(chǎn)的概念和特點(diǎn)入手，說(shuō)明川劇需要時(shí)間維度的代際傳承和空間維度的傳播才能得以延續(xù)，必須重視對(duì)年輕觀眾的培養(yǎng)。此章梳理了國(guó)內(nèi)外研究現(xiàn)狀，提出了本論文研究的意義。第二章詳細(xì)介紹了本文的研究方法。本文研究將問卷調(diào)查與深度訪談結(jié)合，從5W模式出發(fā)，借助了傳播效果的認(rèn)知、行動(dòng)和態(tài)度三個(gè)層面進(jìn)行調(diào)查研究。第三章是全文的重點(diǎn)。第一節(jié)對(duì)川劇在大學(xué)生中的受眾進(jìn)行調(diào)查，探討分析了大學(xué)生接觸川劇的情況、大學(xué)生對(duì)川劇的喜好態(tài)度、大學(xué)生排斥川劇的原因、大學(xué)生希望接觸川劇的方式和內(nèi)容。第二節(jié)調(diào)查分析了大學(xué)生對(duì)川劇價(jià)值的認(rèn)知。第三節(jié)以商品的價(jià)值與使用價(jià)值，論述了川劇的商品屬性。川劇作為文化消費(fèi)的一種選擇，要在市場(chǎng)環(huán)境中延續(xù)和發(fā)展必須要爭(zhēng)取消費(fèi)者。此節(jié)調(diào)查研究了大學(xué)生對(duì)川劇的消費(fèi)意愿。第四章總結(jié)了調(diào)查結(jié)果，綜述了調(diào)查現(xiàn)象背后的原因，提出了川劇向大學(xué)生傳播的策略。關(guān)鍵詞關(guān)鍵詞川劇傳播，川劇價(jià)值，文化消費(fèi)，大學(xué)生

簡(jiǎn)介：分類號(hào)密級(jí)UDC編號(hào)10736碩士學(xué)位論文雙文化認(rèn)同整合對(duì)認(rèn)知復(fù)雜性的影響以我國(guó)西北地區(qū)藏族雙文化者為例研究生姓名李卉青指導(dǎo)教師姓名、職稱楊曉莉副教授合作指導(dǎo)教師朱雅雯講師專業(yè)名稱應(yīng)用心理研究方向社會(huì)心理學(xué)二〇一五年五月鄭重聲明鄭重聲明本人的學(xué)位論文是在導(dǎo)師指導(dǎo)下獨(dú)立撰寫并完成的，學(xué)位論文沒有剽竊、抄襲、造假等違反學(xué)術(shù)道德、學(xué)術(shù)規(guī)范和侵權(quán)行為，否則，本人愿意承擔(dān)由此而產(chǎn)生的法律責(zé)任和法律后果，特此鄭重聲明。學(xué)位論文作者（簽名）年月日

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簡(jiǎn)介：學(xué)校代號(hào)10532學(xué)密號(hào)S132910008級(jí)湖南大學(xué)碩士學(xué)位論文包含認(rèn)知能力與非認(rèn)知能力的教育回報(bào)率估計(jì)湖南大學(xué)學(xué)位論文原創(chuàng)性聲明本人鄭重聲明所呈交的論文是本人在導(dǎo)師的指導(dǎo)下獨(dú)立進(jìn)行研究所取得的研究成果。除了文中特別加以標(biāo)注引用的內(nèi)容外，本論文不包含任何其它個(gè)人或集體已經(jīng)發(fā)表或撰寫的成果作品。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體，均已在文中以明確方式標(biāo)明。本人完全意識(shí)到本聲明的法律后果由本人承擔(dān)。作者簽名王}；，五日期2。F6年6月6日學(xué)位論文版權(quán)使用授權(quán)書本學(xué)位論文作者完全了解學(xué)校有關(guān)保留、使用學(xué)位論文的規(guī)定，同意學(xué)校保留并向國(guó)家有關(guān)部門或機(jī)構(gòu)送交論文的復(fù)印件和電子版，允許論文被查閱和借閱。本人授權(quán)湖南大學(xué)可以將本學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存和匯編本學(xué)位論文。本學(xué)位論文屬于1、保密口，在年解密后適用本授權(quán)書。2、不保密吼／請(qǐng)?jiān)谝陨舷鄳?yīng)方框內(nèi)打“√’’作者簽名王子I王F日期2?！澳?月6日導(dǎo)師彌抄導(dǎo)嗍沙，6年6月己日

簡(jiǎn)介：河南大學(xué)碩士學(xué)位論文動(dòng)態(tài)認(rèn)知邏輯發(fā)展初探姓名劉珂申請(qǐng)學(xué)位級(jí)別碩士專業(yè)邏輯學(xué)指導(dǎo)教師李振江20080501ABSTRACTDYNAMICCO印ITIVELOGICAIMSATPMVIDINGAFONNAL印PROACHFORTHEINF．OMATIONCH趾GE．ITISANONCLASSICAJLOGICBE觚EENPLLILOSOPHYLOGICALLDCALCULATIONLOGIC．TKSP印ERISDIVIDEDINTOTHREEPARTS．PARTIINTRODUCTION，AROU曲UNDERSTALLDINGONDYN撇ICCO蛐TIVELOGIC．THEB戚CTHEORYOFDYN鋤ICCOGILITIVELOGIC，F(xiàn)OCUSONT11EPROCESSOFINFOMATION．THEPROCESSOFINFOMATIONISCORNPLETEDBYCO弘ITIVELOGIC．DYN鋤ICCOGILITIVELOGICISTHESCIENTIFICPROCESSOFSTUDYINGREASOILINGANDINFONNATIONCHANGE．DYN鼬ICCOGILITIVELOGICEXPRESSESAILDCHARACTERIZES也ECHALLGESOFTHEKNOWLEDGECAUSEDBYEXTEMALACTION．PARTIINLEMARKOFDYNAMICCO印ITIVELOGIC．PUBLICA11NOUILCEMENTLOGICSTARTS、析THTHISA11NOUNCEMENT，CK瞰LCTERIZII培THEIMPACTOFKNOWLEDGETOCOMPLETETHEPROCESSINGOFACTION．ITM2LINLYINSPECTSHOWTOCORNPLETETLLECONVERSIONOFSTATICTODYNAMIC．LATER，M鋤YSYSTEMSISESTA．BLISHEDT11ROUGHAVARIETYOFEXPANSIONBASEDONPALPANIIIWITHDEEPAⅥ，ARENESSONTHECO印ITIVELOGIC，MULTIAGENTCOGILITIVELOGICCAUSESCONCEM．INMULTIAGENTSYSTEM，THECONC印TOFPUBLICKNOWLEDGEISVE叫IRNPONAM．THEMAINEFFECTS鋤DINTERACTIONBE觚EENTHEAGENTSAREBUILTONTHEFOUNDATIONOFTHEPUBLICKNOWLEDGE．DYN鋤ICCOGILITIVELOGICWITHPUBLICKNOWLEDGEIMPROVESINCOGLLITIVEABILI夠ANDCHARACTERIZATIONOFTHEINTERACTIONBE觚EENTHEAGEMS．ATTHESAMETIME，THEDIFFICULTYOFTHECOMPLEXIT，OFSYSTEMA11DTHECOMPLETENESSPROOFWILLINCREAUSE．111EREFORE，HOWTOUILDERSTANDPUBLICKILOWLEDGEINDYN鋤ICCOGNITIVEISAHOTISSUE．HREAUSONINGOFMULTIAGENTCOGNITIVELOGIC，ASAILAGENT，HESHOULDNOTONLYKNOWSTHESITUATIONOFTHEWORLD，BUTALSOKNOWSTLLEREASOLLINGINVOLVEDINOMERAGENTS．HESHOULDCHANGESREASOILINGST印S、ⅣIMALLOTHERAGENTSCOGILITIVECHAJLGES．THEIL

簡(jiǎn)介：寧夏大學(xué)碩士學(xué)位論文動(dòng)態(tài)測(cè)驗(yàn)中不同類型兒童的認(rèn)知改變力姓名張莉申請(qǐng)學(xué)位級(jí)別碩士專業(yè)應(yīng)用心理學(xué)指導(dǎo)教師張麗錦201104IIABSTRACTTWOCHILDRENWITHSIMILARINTELLECTUALPROFILESMAYREACHDIFFERENTABILITYLEVELAFTERAPERIODOFLEARNINGTHISMEANSTHEYHAVEDIFFERENTCOGNITIVEDEVELOPMENTPOTENTIALOBVIOUSLY,CONVENTIONALANDSTATICASSESSMENTCANNOTOFFERSOMEINFORMATIONABOUTCHILDREN’SPOTENTIALCOGNITIVEDEVELOPMENTLEVELBUTDYNAMICASSESSMENTBASEDONVYGOTSKY’STHEORYOFZONEOFPROXIMALDEVELOPMENTZPDCANCOMPENSATEFORTHISSHORTAGEBASEDON“PRETEST–INTERVENTION–POSTTEST”WITHINDYNAMICASSESSMENT,CHILDREN’SLEARNINGPOTENTIALISMEASUREDBYTHEIRBENEFITANDELEVATEDPERFORMANCEDURINGANDAFTERINTERVENTIONCOGNITIVEPOTENTIALWASALSOCALLEDCOGNITIVEMODIFIABILITYFEUERSTEIN,ETAL,1979PERVIOUSSTUDIESHAVESHOWNTHATCHILDREN’SCOGNITIVESTYLEORCOGNITIVELEVELCANINFLUENCETHEIRCOGNITIVEMODIFIABILITYTZURIEL,1997TZURIELTZURIELTZURIEL2COGNITIVESTYLETESTSCREENINGOUT20ITEMSFROM53PICTURES,WEACQUIREDCOGNITIVESTYLETESTEACHCONTAINING10ITEMSMFFTAANDMFFTBEXPERIMENT2EXPLORINGTHEDIVERSITYOFCOGNITIVECHANGEOFCHILDRENWITHDIFFERENTCOGNITIVESTYLEANDCOGNITIVELEVELWITHINADYNAMICASSESSMENTCONTEXTBASESONGRADUATEDPROMPTTECHNIQUESACCORDINGTOCOGNITIVESTYLEANDCOGNITIVELEVEL,98CHILDRENOFGRADE2WERECLASSIFIEDINTOFOURTYPES,INCLUDINGCHILDRENOFHIGHCOGNITIVELEVELANDREFECTION,CHILDRENOFHIGHCOGNITIVELEVELANDIMPULSION,CHILDRENOFLOWCOGNITIVELEVELANDREFECTION,ASWELLASCHILDRENOFLOWCOGNITIVELEVELANDIMPULSIONTHENTHESEPARTICIPANTSWEREDIVIDEDINTOINTERVENTIONGROUPANDMATCHEDGROUPONTHEBASISOFTHEIRTYPEANDGENDERBOTHOFTWOGROUPSWEREADMINISTEREDAPREANDPOSTTEACHINGPHASESONTHESERIATHINKINGINSTRUMENTSTIBEFOREANDAFTERINTERVENTIONTHEFORMERGROUPACCEPTEDDYNAMICTRAININGUSINGTHESAMETOOLWHEREASTHELATTERRECEIVEDTHESAMETIMEOFFREEPLAYMANIPULATIVE

簡(jiǎn)介：分類號(hào)；墼墼；§墼I密級(jí)；單位代碼～學(xué)號(hào)2迦12鯉西北大學(xué)碩士學(xué)位論文題目疊塹叢壘塹羞魚絲蘭堡絲』基旦盤鯊壟堊鱧羞壅盟塞作者壁堡塑指導(dǎo)教師高壹蒸專業(yè)技術(shù)職務(wù)塾塾撞學(xué)科專業(yè)L座垣塑壅塋答辯日期星QQZ生墨旦學(xué)位授予日期二OO七年五月說(shuō)明該基因可能還與學(xué)習(xí)記憶有關(guān)。從原位雜交好成績(jī)組與差成績(jī)組ILLRAPLMRNA表達(dá)有顯著性差異可以進(jìn)一步確定該基因參與了學(xué)習(xí)記憶的過程。關(guān)鍵詞智力低下X連鎖非特異性智力低下尼J見4兒J基因原位雜交免疫組織化學(xué)法

簡(jiǎn)介：ACOGNITIVEPOETICSAPPROACHTOTHECOHERENTMECHANISMOFTHEZOOSTORYATHESISSUBMITTEDTOTHESCHOOLOFFOREIGNLANGUAGE＆CULTURESNINGXIAUNIVERSITYINPARTIALFULFILLMENTOFTHEREQUIREMENTSFORTHEDEGREEOFTHEMASTEROFARTSINENGLISHLANGUAGE＆LITERATURELIYANFEIUNDERTHESUPERVISIONOFPROFESSORMAJULINGMARCH，2015ACKNOWLEDGMENTSTHECOMPLETIONOFTHISTHESISBENEFITSFROMANUMBEROFPEOPLEWHOHAVEGIVENTHEIRHANDSTOMEFIRSTANDFOREMOST，1WOULDLIKETOEXPRESSMYHEARTFELTGRATITUDETOMYSUPERVISOR，PROFESSORMAJULINGFORHERINSTRUCTIVESUGGESTIONS，DILIGENTREVISIONANDARDENTENCOURAGEMENT．HERRIGOROUSATTITUDETOWARDSTHEACADEMICRESEARCHANDPERSONALINTEGRITYWILLBETHEMOSTVALUABLEGUIDANCEFORMYFUTURELIFE．MYSINCERETHANKSALSOGOTOOTHERPROFESSORSINTHESCHOOLOFFOREIGNLANGUAGESCULTURESOFNINGXIAUNIVERSITY．WITHTHEIRDEVOTEDTEACHING，IREAPNOLITTLEBENEFITSTHATPAVETHEWAYFORNAYSATISFACTOLTGRADUATIONIAMALSOGRACEFULTOMYFAMILY．WITHOUTTHEIREMOTIONALSUPPORT，IHAVENOCONFIDENCETOKEEPMYMINDONLEARNINGANDCOMPLETINGTHETHESIS．LASTBUTNOTTHELEAST，IAMALSOGRATEFULTOMYROOMMATESANDFRIENDSWHOPROVIDEMEWITHNUMEROUSSUPPORTINTHEDAILYLIFE

簡(jiǎn)介：西南大學(xué)碩士學(xué)位論文動(dòng)機(jī)認(rèn)知神經(jīng)生理機(jī)制的研究姓名趙瑞芳申請(qǐng)學(xué)位級(jí)別碩士專業(yè)發(fā)展與教育心理學(xué)指導(dǎo)教師張慶林20100401西南大學(xué)碩士學(xué)位論文ABSTRACTPHYSIOLOGICALMECHANISMSTUDYONMOTIVATIONDEVELOPMENTAND一一一一ATIONALPSYCHOLOGYPOSTGRADUATEZHAORUIFANG乳TORPROFZHANGQINGLINABSTRACTMOTIVATIONISTHEDRIVETOSTIMULATEANDSUSTAINOFINDIVIDUALACTIVITIES，ITPLAYSANIMPORTANTROLEINHUMAN’SWORK，ANDVERYIMPORTANTINHUMANPROGRESSANDSOCIALDEVELOPMENT．HIGHMOTIVATIONCANBRINGHIGHEFFICIENCY．ACCORDINGTOTHEPURPOSEOFACTION，THEMOTIVATIONOFPEOPLECANBEDIVIDEDINTOEXTRINSICMOTIVATIONANDINTRINSICMOTIVATION．EXTRINSICMOTIVATIONCOMESFROMOUTSIDEOFTHEPERFORMER．YOUDOTHETASKSBECAUSESOMEONEELSEWANTSYOUTODOORBECAUSEOFFACTORSEXTERNALTOYOU1IKEMONEYORGOODGRADES．INTRINSICMOTIVATIONOCCURSWHENYOUAREINTERNALLYMOTIVATEDTODOSOMETHINGBECAUSEITETHERBRINGSYOUPLEASURE．YOUDOTHETASKSJLASTBECAUSEYOUWANTTODO．MOTIVATIONPLAYSTHEROLEOFACTIVATE，PO硫TOTHEPURPOSEANDMAINTAINONPEOPLE’SBEHAVIORACTIVATION．COMPAREDTOEXTRINSICMOTIVATION，INTRINSICMOTIVATIONCANMAINTAINPEOPLE’SACTIVITIESFORALONGERTERM．EXTRINSICMOTIVATION’SMAINTAINPOWERMAYWEAKENEDFORTHEEXTERNALINCENTIVES’CHANGE．INTRINSICMOTIVATIONMORETENDSTOPEOPLE’SINTERESTS，ITDOESNOTCHANGEWITHTHEEXTERNALENVIRONMENT．MANYFACTORSAFFECTTHEMOTIVATION,INCLUDINGSTEREOTYPETHREATANDDIFFICULTYSEQUENCEOFTHETASLBUTTHEREISLITTLERESEARCHFOCUSONTHEIMPACTOFTHETOWONMOTIVATION．THECURRENTLYSTUDYONTHEPHYSIOLOGICALMECHANISMSOFMOTIVATIONHASFOCUSEDONEXTRINSICMOTIVATION1IKEMONEY，ANDLITTLERESEARCHFOCUSONTHEDIFFERENTOFINTRINSICANDEXTRINSICMOTIVATION’SPHYSIOLOGICALMECHANISM．THESTUDYBASEDONTHERESEARCHINTHEPAST,SELECTEDCOLLEGESTUDENTSINTHEUNIVERSITYASSUBJECTS，ADOPTTHEBEHAVIORANDERPWAYSTOEXPLORETHESTEREOTYPETHREAT’SIMPACTONEXTRINSICANDINTRINSICMOTIVATION，ANDTHENEURALMECHANISMSOFMOTIVATION．EXPERIMENT1CHOSE60MINORITYCOLLEGESTUDENTSFROMONENATIONALUNIVERSITYASSUBJECTS，USEIMAGERECOGNITIONTASKSANDSITUATIONALMOTIVATIONSCALEASTHEEXPERIMENTALMATERIAL．FINDINGTHATSTEREOTYPETHREATLEDTOEXTRINSICMOTIVATIONINCREASED，ANDTHES仃ONGEREXTRINSICMOTIVATIONRESULTINPERFORMANCESCOREDECLINE．THESECONDEXPERIMENTUSEDEVENTRELATEDPOTENTIALTECHNOLOGYTOSTUDYTHEINTRINSICMOTIVATIONANDEXTRINSICMOTIVATION’SELECTROPHYSIOLOGICALMECHANISM．THELEVELOFINTRINSICMOTIVATIONISII

簡(jiǎn)介：華東師范大學(xué)博士學(xué)位論文前瞻記憶的發(fā)展研究認(rèn)知負(fù)載與任務(wù)情境的視角姓名劉偉申請(qǐng)學(xué)位級(jí)別博士專業(yè)基礎(chǔ)心理學(xué)指導(dǎo)教師楊治良20070501華東師范大學(xué)2007屆博士學(xué)位論文前瞻記憶的發(fā)展研究發(fā)展的趨勢(shì)是進(jìn)一步發(fā)展和完善研究方法、重視前瞻記憶研究與日常生活實(shí)際的結(jié)合、加強(qiáng)前瞻記憶的神經(jīng)心理學(xué)研究。關(guān)鍵詞前瞻記憶，發(fā)展，認(rèn)知負(fù)載，任務(wù)情境，日常范式，實(shí)驗(yàn)室范式

簡(jiǎn)介：東北師范大學(xué)碩士學(xué)位論文初中生認(rèn)知風(fēng)格特點(diǎn)、智力水平和多媒體材料呈現(xiàn)方式對(duì)成績(jī)的影響姓名付國(guó)富申請(qǐng)學(xué)位級(jí)別碩士專業(yè)基礎(chǔ)心理學(xué)指導(dǎo)教師李力紅20050501ABSTRACT252PUPILSWEREASSESSEDFORCOGNITIVESTYLEBYMEANSOFTHECOGNITIVESTYLESANALYSISWHICHINDICATEDTHEIRPOSITIONSONEACHOFTHETWOSTYLEDIMENSIONS，THEWHOLISTANALYTICANDTHEVERBAL．IMAGERY．THEYTHENWEREASSESSEDBYMEANSOFRAVEN’SSTANDARDPROGRESSIVEMATRICESSPMANDMODEOFPRESENTATIONOFMULTIMEDIAMATERIALSINORDERTOKNOWTHEEFFECTOFCOGNITIVESTYLE、LEVELOFINTELLIGENCEOFMIDDLESCHOOLSTUDENTSANDPRESENTATIONOFMULTIMEDIAMATERIALSONLEARNINGTHERESULTSINDICATED1THEREWERENOSIGNIFICANTGENDERANDGRADEDIFFERENCESONEACHOFTHETWOSTYLEDIMENSIONS，THEWHOLISTANALYTICANDTHEVERBALIMAGERYINMIDDLESCHOOLSTUDENTS．THECORRELATIONBETWEENTHERATIOSOFTHEDIMENSIONSANDAGEWASNONSIGNIFICANTASEXPECTED．INDICATINGTHEINDEPENDENCEOFTHEM．2THEREWASAMAINEFFECTOFMODEOFPRESENTATIONONTHEPERFORMANCEOFTHEMIDDLESCHOOLSTUDENTS．INTERMSOFOVERALLPERFORMANCE，PTSPICTURE，TEXTANDSOUNDISSUPERIORTOPSPICTUREANDSOUNDANDPTPICTUREANDTEXT．INTHEPSANDPTCASE，THEREISAREVERSALWITILGENDERWHICHISRELATEDTOWHETHERTHESTYLESARECOMPLEMENTARYORUNRARY．FORTHECOMPLEMENTARYGROUPS，MALESDIDBEAERONPSTHANONPT，WHILETHISISREVERSEDFORFEMALES．FORTHEUNITARYGROUPS，THETENDENCYISTHEOTHERWAYROUND謝T11THEMALEBETTERONPT，ANDTHEFEMALESONPS．3THEREWASAMAINEFFECTOFMODEOFPRESENTATIONONTHEPERFORMANCEOFMIDDLESCHOOLSTUDENTSACCORDINGTOLEVELOFINTELLIGENCEWHICHISRELATEDTOTHEIRCOGNITIVESTYLES．PERFORMANCEONMODEOFPRESENTATIONOFPSWASHIGHERFORWHOLISTIMAGEROFLOWLEVELOFINTELLIGENCE．PERFORMANCEONMODEOFPRESENTATIONOFPTWASHIGHERFORWHOLISTIMAGEROFMIDDIE1EVELOFINTELLIGENCEKEYWORDSMIDDLESCHOOLSTUDENTS；COGNITIVESTYLE；PRESENTATIONOFMULTIMEDIAMATERIALSII

簡(jiǎn)介：分類號(hào)；B84單位代碼10028礦869035密級(jí)T無(wú)學(xué)號(hào)2030402063首都師范大學(xué)碩士學(xué)位論文論文題目初中生自我差異影響自我認(rèn)知信息加工的實(shí)驗(yàn)研究研究生指導(dǎo)教師學(xué)科專業(yè)學(xué)科方向王莉愛廖鳳林郭德俊發(fā)展與教育心理學(xué)情緒與動(dòng)機(jī)2006年5月16日初中生自我差異影響自我認(rèn)知信息加工的實(shí)驗(yàn)研究ABSTRACTTHESELFCONCEPTDISCREPANCYTHEORYOFMGGINSINDICATEDTHATTHEDIFFC犯NTSELFDISCREPANCYWILLINCREASEDIFFERENTKINDSOFNEGATIVEEMOTION。FORHIGHDISCREPANCYBUTNOTLOWDISCREPANCYSUBJCAS，ACTUALIDEALDISCREPANCYINCREASEDTHEIRANXIETYANDDEPRESSION．BECKSSELFSCHEMATHEORYSHOWEDTHATTHESELFSCHEMAINFLUENCEINDIVIDUALSTOPROCESSINGINFORMATIONABOUTKNOWINGTHEMSELVES．HOWEVER,THEREARENOTSOMUCHDIRECTRESEARCHESEXAMININGTHERELATIONSHIPBCTWECNSELFDISCREPANCYANDTHECOGNITIVEPROCESSOFHUMANITSELF．OURSTUDYUSEDCOGNITIVEPROCESSPARADIGMTOEXAMINETHECOGNITIVESPECIFICITYONMEASURESOFINFORMATIONPROCESSING，AUTOMATICTHINKING,ANDTRENDOFDESCRIBINGTHEMSELVESWITHHIGHDISCREPANCYOFMIDDLESCHOOLSTUDENT．THERESULTSSHOWED1THEHIGHDISCREPANCYWILLINFLUENCETHECOGNITIVEPROCESSOFHUMANITSELFINNEGATIVEEMOTIONALINFORMATION，BUTNOTINACTIVEEMOTIONALCONTENTORNEUTRALCONTENT；2THESTUDENTSINMIDDLESCHOOLWITHHIGHDISCREPANCYCHOOSETHENEGATIVEEMOTIONALINFORMATIONTODESCRIBETHEMSELVESMORE；3THEINFLUENCEOFHIGHDISCREPANCYHASNOTBEENINFLUENCEDBYMEMORYLOADMANIPULATION，THEINFLUENCEISAKINDOFAUTOMATICTHINKING；4THELLIGHDISCREPANCYWILLINFLUENCETHECOGNITIVEPROCESSOFHUMANITSELFINDISCREPANTINFORMATION；5THESTUDENTSINMIDDLESCHOOLSWITHHISHDISCREPANCYCHOOSETHEDISCREPANTINFORMATIONTODESCRIBETHEMSELVESMORE．KEYWORDSSTUDENTINMIDDLESCHOOLSELFDISCREPANCYCOGNITIVEPROCESSII