Objective： To describe the revolution and research status of Advances in Psychological Science. Methods： A total of 3060 articles published in Advances in Psychological Science from 1983 to 2014 were analyzed with t...Objective： To describe the revolution and research status of Advances in Psychological Science. Methods： A total of 3060 articles published in Advances in Psychological Science from 1983 to 2014 were analyzed with the information visualization method using Citespace software from the aspects of pub- lications, cited frequency and downloads, funding, organizations, authors and keywords. Results： The results showed that the amount of literature published annually had an upward tendency, and 49.4% of the papers were supported by national or provincial projects. Institutions such as the Chinese Academy of Sciences （CAS） and the normal universities were rated in the forefront of the sci- entific research output. Xiting Huang, Hong Li and Yuejia Luo were at the top of the list of prolific authors. Conclusions： A new pattern of cooperative development of the theory and application in the field of psychological research is forming.展开更多
This study aimed to verify the effects of a new instructional method to structure knowledge. The research hypothesis was that “Structured knowledge improves assessment skills of students”. Fifty-five second-year und...This study aimed to verify the effects of a new instructional method to structure knowledge. The research hypothesis was that “Structured knowledge improves assessment skills of students”. Fifty-five second-year undergraduate students volunteered to participate in this study. They were randomized into either a group that received instructional intervention (n = 19;intervention) or a group that did not (n = 36;non-intervention). A survey and instructional intervention comprised pre-tests, individual instructional intervention, participant self-studies and post-tests. The students attempted one pre- and one post-test task, each comprising concept map drawing and assessment of actual patients with diabetes. Participants who received educational intervention described concept maps regarding the pathophysiology and nursing of diseases, and we taught a learning strategy to understand relationships between concepts and the assumption of clinical assessment. The results of the concept map drawing task showed that post-test structural knowledge scores were significantly higher for the intervention, than the non-intervention group (p p p < 0.01). The educational intervention in this study seemed to augment the ability to identify nursing problems, although we did not teach assessment strategies. The intervention seemed to confer structured knowledge with explicit conditions for applicability. Structured knowledge with explicit conditions and learning how to use knowledge to assess patients before a clinical practicum seemed to augment assessment skills.展开更多
基金supported by MOE(Ministry of Education of China)the research projects of Humanities and Social Sciences(No.13YJCZH239)Project of innovation and entrepreneurship for undergraduates in Shanxi Medical University(No.20160311)
文摘Objective： To describe the revolution and research status of Advances in Psychological Science. Methods： A total of 3060 articles published in Advances in Psychological Science from 1983 to 2014 were analyzed with the information visualization method using Citespace software from the aspects of pub- lications, cited frequency and downloads, funding, organizations, authors and keywords. Results： The results showed that the amount of literature published annually had an upward tendency, and 49.4% of the papers were supported by national or provincial projects. Institutions such as the Chinese Academy of Sciences （CAS） and the normal universities were rated in the forefront of the sci- entific research output. Xiting Huang, Hong Li and Yuejia Luo were at the top of the list of prolific authors. Conclusions： A new pattern of cooperative development of the theory and application in the field of psychological research is forming.
文摘This study aimed to verify the effects of a new instructional method to structure knowledge. The research hypothesis was that “Structured knowledge improves assessment skills of students”. Fifty-five second-year undergraduate students volunteered to participate in this study. They were randomized into either a group that received instructional intervention (n = 19;intervention) or a group that did not (n = 36;non-intervention). A survey and instructional intervention comprised pre-tests, individual instructional intervention, participant self-studies and post-tests. The students attempted one pre- and one post-test task, each comprising concept map drawing and assessment of actual patients with diabetes. Participants who received educational intervention described concept maps regarding the pathophysiology and nursing of diseases, and we taught a learning strategy to understand relationships between concepts and the assumption of clinical assessment. The results of the concept map drawing task showed that post-test structural knowledge scores were significantly higher for the intervention, than the non-intervention group (p p p < 0.01). The educational intervention in this study seemed to augment the ability to identify nursing problems, although we did not teach assessment strategies. The intervention seemed to confer structured knowledge with explicit conditions for applicability. Structured knowledge with explicit conditions and learning how to use knowledge to assess patients before a clinical practicum seemed to augment assessment skills.
