黄土结皮的发育机理与侵蚀效应研究

了解土壤结皮的发育特征及其对侵蚀的影响作用,是认识土壤侵蚀机理、建立精准侵蚀预报模型的重要理论支持之一。本文通过模拟降雨试验,探讨有无雨滴打击作用下黄土结皮的发育过程以及前期有无结皮时结皮侵蚀效应的动态特征。结果表明:(1)随降雨的进行,黄土结皮发生层容重、抗剪强度(含水率为20%)不断增加,30min内形成厚度约3～4mm稳定结皮层;(2)消除雨滴打击后,黄土结皮发育过程同有雨滴打击时类似,但程度减弱。雨滴打击同湿润作用对黄土结皮形成的贡献作用基本相当;(3)降雨初期有、无结皮处理抗剪强度差别大,随后急剧下降并趋同,因而黄土结皮影响抗蚀性的作用微弱,累积溅蚀量的差异主要由溅蚀起始时间的变化引起;(4)黄土结皮的存在明显的减少入渗、增加径流,但结皮效应随降雨进行逐渐消失。溅蚀效应的函数表达式为C=0.6670ln(t)-3.2459,结合溅蚀量的计算式,可较为准确地预测前期无结皮时某降雨历时的累积溅蚀量。

工作幸福感的结构、测量及作用机制

With the emergence and development of positive psychology, happiness has been the focus of academia and business. However, there is no uniform measure of happiness, because of many different theories of happiness, which are not compatible with others. It bounds the further development of happiness theory. It is also the same with the research of work well-being, which refers to the emotional experience and quality of psychological functioning of employee in the workplace. Subjective well-being (SWB) and psychological well-being (PWB) are two major theories of happiness. Prior research has demonstrated the integration of these two theories theoretically, but still needs more empirical support. Besides, in line with the development of positive psychology, a body of knowledge about positive leadership is advocated. Transformational leadership is treated as one kind of positive leadership, since it emphasizes the leader’s motivational and elevating effect on followers. But the extent to which the transformational leadership can enhance work well-being, and what the mechanism is, these are the questions need to be explored. Based on the integration of SWB and PWB, this research tried to investigate the structure, measurement and mechanism of work well-being, and combining with the theory of transformational leadership, this study also tried to investigate the relationship between transformational leadership and work well-being. The structure and measurement of work well-being, the relationships between work well-being and job characteristics (including job resources and job demands), the relationships among transformational leadership, job resources, work well-being and corresponding outcomes, the relationships among transformational leadership, job demands, work well-being and corresponding outcomes, and the relationships among transformational leadership, group job characteristics, group work well-being and corresponding group outcomes were explored by using content analysis, Subject Matter Experts (SMEs) discussion, and structural questionnaire surveys. More than 7000 subjects were surveyed, and Explore Factor Analysis (EFA), Confirm Factor Analysis (CFA), Structural Equation Modeling (SEM), Hierarchical Linear Modeling (HLM) and other statistics methods were used. The following is the major conclusions. Firstly, work well-being is a two high-order factors structure, which includes affective well-being (AWB) and cognitive well-being (CWB). AWB is similar to SWB, and CWB is similar to PWB. Besides, the construct of AWB includes sub-dimensions of positive emotional experience and negative emotional experience. And the construct of CWB consists of work autonomy, personal growth, work competent, and work significance. Secondly, the relationships between job characteristics and AWB and CWB are different. On one hand job demands are directly related to AWB, and are indirectly related to CWB through the full mediation of AWB, on the other job resources are directly related to CWB, and are indirectly related to AWB through the full mediation of CWB, which means AWB and CWB reciprocally influences each other in the model of job demands-resources. These results were concluded as the process model of work well-being. Thirdly, AWB and CWB are positively related to many workplace outcomes, including job satisfaction, group satisfaction, organizational commitment, turnover intention, job performance, organizational citizenship behavior (OCB), and general psychological health and general physiological health. Fourthly, transformational leadership is indirectly related to CWB through the full mediation of job resources, and is related to AWB through the partial mediation of job demands. Meanwhile, transformational leadership is related to many workplace outcomes through the mediation of job characteristics and work well-being. These results implied that transformational leadership is indeed one kind of positive leadership. Fifthly, in the group level, transformational leadership is indirectly related to group CWB through the full mediation of group job resources, and is related to group AWB through the full mediation of group job demands. Group AWB has positive influence on group CWB, but not vice versa. Group job characteristics and group work well-being fully mediate the relationships between transformational leadership and intragroup cooperation and group performance.

幼儿分类能力发展及促进的实验研究

Classification is a kind of basic cognitive process, and category is an important way for human beings to define the world. At the same time, categories are organized in a hierarchical way, which makes it possible for human beings to process information efficiency. For those reasons, the development of classification ability is always one of the foci in developmental psychology. By using the methods of spontaneous and trained classification of both familiar stimuli materials and artificial concepts, this research explored the 4-6 year old children's classification criteria. And by the artificial concept system formed in these classification criteria experiments, the mastery degree of class hierarchy in these young children was analyzed. The main results and conclusions are: 1) The classification ability increases quickly among kindergarteners from 4 to 6 year old: the 4 year old children seemed unable to classify objects by classificatory criteria, however, the 6 year ones had shown the ability in many experimental conditions. But the main basis of classificatory criteria in these young children, including 6 year old ones, was the functional relation of the objects but the conceptual relations, and their classification criteria was not consistent because they seem to be easily affected by experimental conditions. 2) The age of 5 is a more sensitive period of classification ability development: for the children of 5 year old, it was found that their classification ability was easily enhanced by training. The zone of proximal development in classification ability by category standard could probably lie in this period of age. 3) Knowledge is an important factor that affects young children's classification ability, meanwhile, their classification activity are affected by cognitive processing ability: young children exhibited different classification ability as they had different understanding of stimuli materials. Kindergarteners of different age were significantly different in their classification ability as the difference in cognitive processing ability, even if they had the same knowledge about the stimuli materials. 4) Different properties of class hierarchy are different in difficulty for young children: the 5-6 year old children showed that the could master the transitivity of the class hierarchy. No matter under what learning condition, they could answer most of the transitivity questions correctly and infer the property of the sub-class according to that of the super-class. The young children at 5-6 years old had mastered the branching property of class hierarchy at a relative high level, but their answers were easily affected by the hints in the questions. However, it seemed that the asymmetry of class hierarchy was difficult for young children to learn. Because young children could not understand the class inclusion relation, they always drew wrong conclusions about super-class from sub-class in their classification.

中学生抑郁和素质、压力、环境因素的关系及其整合模型研究

As a kind of mood, depression is one of the emotions which people experienced usually. Depressive disorder is one of the common mental diseases. There are about 100 million people in the world be disturbed by depression every year. So it is long history that depression is investigated widely in medicine, psychology, and sociology. There are many theorial problems remain to be solved. Viewed from latest vocuments, the development of depression theory is tending to become more complicated. Most of the prior depression theory focused on relation between one factor and depression. Because depressed individuls have various characteristics and factors that cause depression are different, and each factor can explain only part of depression variance, these prior depression theories are defected. As the knowledge about depression accumulated, the view that depression be caused by multifactor is clearer. There is tendency to integrate these cooperational factor into a model while developing a depression theory. In the present study, depression status of 1625 middle school students from junior 1 to senior 3 are measured using Depression Scale of Middle-school Student which is developed by ourselves. From approach of depressive mood, the present study explored depressive diathesis including attributional style, personality, coping style, and self. The relation among depressive diathesis, stress and depression is analysed. The relation between depression and school life adaptation, depression and cohesion, adaptation in family are also analysed from environmental view. At last, relation among environment, stress, depressive diathesis is examined by using covariance structure modelling. Synthesizing the results from the present study, the following conclusions were drawn: (1) There is grade-characteristics in development of depression in middle school students. Depression degree increased with grade. The main reason may be that the stress middle-school students experience increase and self-acceptance decrease with grade; (2) High depressive diathesis is different from low depressive diathesis. the features of high depressive diathesis are that attributing failure to ability or background, low capacity for status, low sociability, low independence, low self-blame, more illusion. The features of low depressive diathesis are that not attributing failure to ability or background, high capacity for status, high sociability, high independence, high self-acceptance, while facing difficulties, using problem-resolving coping strategy, less self-blame, less illusion. Individuals who have high depressive diathesis showed serious depression, and individuals who have low depressive diathesis showed light depression; (3) Depressive diathesis had accumulative effect on depression. More low depressive diathesis, more light is depression. More high depressive diathesis, more serious is depression; (4) Depressive diathesis can predict present depression and future depression. Predicting present depression is more effective than predicting future depression; (5) Individual who has different depressive diathesis experiences different level of stress. Higher the depressive diathesis individual has, higher stress he will experience. Lower the depressive diathesis individual has, lower stress will he experience; (6) There is correlation between life event pressure and depression. Life event pressure can predict a part of variance of depression. Life event pressure has accumulative effect on depression. More life event and higher life event pressure, more serious depression individual will experience; (7) There exits high correlation between depression and school life adaptation which can predict depression; (8) There is high correlative relation between depression and cohesion, adaptation in family which can predict depression; and (9) Environment have more effect on diathesis than on stress. Diathesis has more effect on depression than stress does. The past depression can predict future depression. This study had enlarged the domain of depressive diathesis such as attributional style, personality, coping style, and self, which are analysed wholly. This study had also enriched the connotation of diathesis=stress theory. Above two aspects are theoretical significance of the study. This study provide a framework of mental health educational curriculum in high school and provide the guideline for prevention and cure of depression. It is the practical significance of this study.

对幼儿中“快乐的损人者”现象的初步研究

For studying the phenomenon of 'happy victimizer' in young children, the present experiment interviewed 4,5, and 6 years old children with understandable stories about enjoying effects in daily life, so as to investigate the development of their moral cognition and corresponding emotional attribution, for identifying whether they have acquired structural knowledge about social-moral rules, and whether moral events can raise their emotional reactions through moral consciousness.