心理韧性儿童的社会能力自我觉知

旨在考察心理韧性儿童与缺乏心理韧性儿童相比社会能力自我觉知特点, 以探究社会能力自我觉知的心理韧性发展意蕴。利用量表法和内隐联结测验(IAT), 对经由汇聚操作法筛选出的99名心理韧性儿童和176名缺乏心理韧性儿童, 分别测量社会能力外显自我觉知与内隐自我觉知, 并从2个信息源多角度测量其实际社会能力。结果发现：心理韧性儿童比缺乏心理韧性儿童有更高水平的社会能力外显自我觉知, 社会能力自我觉知与心理社会发展功能总体上存在极其显著的正向关联; 心理韧性组儿童自我觉知的社会能力低于其实际社会能力但两者显著正相关, 缺乏心理韧性组儿童自我觉知的社会能力接近于其实际社会能力但两者不存在显著相关, 两组儿童自我觉知的社会能力与实际社会能力之差的差异极其显著; 心理韧性儿童在内隐社会能力自我觉知测验不相容任务与相容任务上反应时之差显著大于缺乏心理韧性儿童。这提示, 外显上谨慎一致的高水平社会能力自我觉知和内隐上更倾向于认为自己有能力或为心理韧性发展的主体性机制原因之一。     

左脑还是右脑？—— 自我觉知神经机制的述评

自我觉知是个体对自己有所认识或意识的内部主观状态, 自我认知加工的任务都激发了自我觉知, 因此, 其复杂性导致脑机制研究存在很多的争议。对自我觉知神经机制的研究多从认知神经精神医学和涉及自我觉知任务的脑成像的角度进行, 很多研究发现自我觉知更多地激活了右脑, 针对具体的任务而激活不同脑区;但复杂的、高水平的自我觉知任务往往涉及内部言语加工, 需要左脑的加入。现在越来越多的研究认为皮质中线结构对自我觉知具有重要作用。今后有关自我觉知神经机制的研究可望从自我觉知的性质、所涉及的具体任务水平及社会文化背景的差异等方面有所进展。     

小学生道德自我觉知与情绪体验的关系及影响因素

该研究采用道德情境故事问卷,以192名小学生为被试,考察了道德自我觉知与情绪体验的关系及其影响因素。结果发现:(1)小学生道德自我觉知的内容和程度与其情绪体验的性质紧密相关;(2)行为情境对小学生的道德自我觉知具有普遍影响,行为意图对小学生的道德自我觉知具有特定影响。     

“作为”还是“存在”——论正念的心理治疗功效

历来,认识自己就是一个永恒的哲学问题。现代社会高度发达,人们的心灵却日渐迷失。寻回自我,重拾精神家园成为当代人生存的新渴求。本文通过对正念的概念、特点及与经典心理疗法进行对比,发现正念作为一种有意地、非评判地、如实地对情感进行觉知的心理调节方式,虽然理念、手法与传统心理疗法不同,但是对人的身心健康却能起到重要作用。     

中学生自我觉知的日常问题解决能力研究

采用问卷法对907名中学生自我觉知的日常问题解决能力进行研究。结果表明,自我觉知的日常问题解决能力存在显著的领域差异;对不同领域的日常问题,初中生与高中生自我觉知的能力有不同的差异模式,我向思维会导致初中生在某些领域高估其能力水平;性别差异以及独生与非独生子女差异在多项能力评估中显著存在;大多数自我觉知能力与自评健康状况、家庭经济状况、自评外在形象、做家务事的次数及父母管教严格程度有显著的正相关。     

社会排斥对自我损耗的影响:自我觉知的克服作用

实验1采用打破习惯范式任务和单词搜索任务考察自我觉知对自我损耗的克服作用。实验2采用社会排斥情境任务考察自我觉知在社会排斥中对自我损耗的影响。结果发现:(1)在自我损耗条件下,自我觉知启动组被试Stroop任务成绩显著好于无启动组;(2)在社会排斥情境下,接受组和控制组被试Stroop任务成绩显著好于排斥组。在自我觉知启动条件下,排斥组、接受组和控制组被试的Stroop任务成绩无显著差异。结果证实了自我觉知在社会排斥中对自我损耗的克服作用。     

乐观性对自我反思和内在觉知与心理健康之间关系的调节作用

本研究的主要目的是检验乐观性对自我反思和内在觉知与心理健康之间关系的调节作用。研究被试为来自北京市三所高校的568名大学生,所采用的主要测量工具有:个人自我意识量表,乐观性问卷、自尊量表和一般健康问卷(GHQ-20)。主要研究结果为:(1)乐观性可以调节自我反思和一般健康状况之间的关系、但是不可以调节自我反思和自尊之间的关系;(2)乐观性可以调节内在觉知和一般健康状况之间的关系,同时也可以调节自我反思和自尊之间的关系。本研究的主要结论是:乐观性对于自我反思和内在觉知与心理健康之间关系的调节作用假设得到部分支持。     

自我觉知对大学生自我容貌评价的影响

目的:通过实验法探查自我觉知与负面容貌自我之间的关系。方法:让被试模拟屏幕上出现的面孔表情,并采用摄像头控制被试的公我觉知水平,探查对自我容貌满意与不满意个体自我评价的变化。结果:个体对自我容貌的评价均出现了下降,尤其是在公我觉知控制下,个体对自我容貌的评价下降的更为显著。结论:当大学生个体考虑自己在他人眼中状态,会对自我容貌的评价显著降低。     

心理弹性儿童的压力/逆境认知

心理弹性儿童是如何看待其曾经历的或正在经历的严重压力/逆境的?解读这一问题或可促进对聚焦于儿童自身的心理弹性机制的探查。为考察心理弹性儿童压力/逆境认知特点,利用Visual FoxPro 8.0平台自编计算机程序和故事测验法,分别从压力/逆境的敏感程度、觉知到的压力/逆境严重程度、觉知到的压力/逆境影响持久程度和觉知到的压力/逆境可应对程度四个方面对心理弹性组儿童和缺乏心理弹性组儿童进行测量。结果发现:(1)心理弹性儿童的压力/逆境敏感程度高于缺乏心理弹性儿童,表现为前者在压力/逆境指标回忆量、压力/逆境再认敏感性指标和模糊情境下压力/逆境偏向性上的得分均比后者高,而且,前者的压力/逆境指标再认击中平均反应时比后者短,反应标准亦比后者宽松。(2)心理弹性儿童在觉知到的压力/逆境严重程度、影响持久程度和可应对程度上两亚类实验任务(你认为主人公如何看?和若你是主人公如何看?)上的得分与反应时,除设身处地的压力/逆境影响持久程度认知外,其余与缺乏心理弹性儿童之间差异均不显著,提示,心理弹性儿童所觉知到的严重压力/逆境影响远没有缺乏心理弹性儿童所认为的更为持久。文章探讨了儿童更为敏感的压力/逆境觉知和相对而言认为严...     

“所缘缘”的认识论意蕴略析

唯识学有一套独特的认识论，它是佛教终极目的———转识成智的实践方法论。为了确证内在思维的独立性，唯识学对人的认知原理进行了深入的研究，从而发现人有两套心理认知系统，一是内外相关的觉知关系，二是内在自缘觉知关系，唯识学的重心放在内在觉知关系系统上。为了...     

Dissociation and self-awareness in directed daydreaming

Self-awareness, as the ability to be the observer of one's own cognitive. affective, and volitional states, was explored in directed daydreaming. Self-awareness of varying complexity and depth was found in the dissociated ego states, which were experienced as relatively discontinuous with each other in space and time, and discontinuous with the subjects' usual experience of a cohesive self. An extreme expression of shallow self-awareness was found for a few subjects who reported a fantasy with no experience of a self. The most elaborate form of self-awareness, coconsciousness , was found for the majority of subjects in the two-ego state group, where both of their ego states were associated with an identity feeling, and where one ego state evidenced full awareness of the thoughts and feelings of the other state. Coconsciousness was found to be a prerequisite for deep self-awareness in directed daydreaming.     

Me, myself, and lie: The role of self-awareness in deception

Deception has been studied extensively but still little is known about individual differences in deception ability. We investigated the relationship between self-awareness and deception ability. We enlisted novice actors to portray varying levels of deception. Forty-two undergraduates viewed the videotaped portrayals and rated the actors’ believability. Actors with high private self-awareness were more effective deceivers, suggesting that high self-monitors are more effective at deceiving. Self-awareness may lead to knowledge of another’s mental state (i.e., Theory of Mind), which may improve an individual’s deception ability.     

Towards a model of self-awareness development for counselling and psychotherapy training

Self-awareness has been considered to be a critical ingredient for effective counselling and psychotherapy. However, training models have failed to provide an integrated and explicit approach to self-awareness development. The authors therefore introduce and describe the integrated model of self-awareness development and discuss potential applications for counselling and psychotherapy training.     

The importance of cultural sensitivity and therapist self-awareness when working with mandatory clients

Systemic therapy emphasizes the importance of understanding each relationship in the context of its ecosystem. Considerations such as the influence of social agencies, culture, and the therapist's self-awareness are described in the literature as amplifying lenses within the therapeutic relationship. When a minority client is caught in the web of larger system agencies and is mandated to family therapy, systemic family therapy, which incorporates multiple lenses and attends to the context of social background, may provide a better understanding of the client's reality. Clinical cases show that therapists may slip into veiled racist and discriminatory attitudes with minority clients. Self-awareness, "soul searching," and appropriate supervision may be of tremendous help in learning from such experiences. A case example illustrates the application of this approach.     

Self-consciousness, self-awareness, and self-attribution

Self-awareness was either manipulated by a mirror (experimental) or not (control). Subjects were selected for being high or low in private self-consciousness (disposition to attend to one's thoughts, feelings, motives). Private self-consciousness had a stronger effect on self-attributions than did self-awareness. These findings have implications for attribution, self-consciousness, and the relationship between manipulations and dispositions.     

Self-awareness: behavior analysis and neuroscience

Self-awareness is a specific type of autoclitic discriminative behavior and inferential generalization to similar performances exhibited by other people. Brain imaging findings take on special importance within behavior analysis when they indicate that dysfunctions in these areas are related to differential effects of our interventions, with some acquiring substantially typical self-awareness skills and others failing to do so. It appears that those individuals whose brain dysfunctions are limited to these areas, and are not part of more generalized brain abnormalities, are amenable to substantial acquisition of those most basic of human skills called self-awareness, whereas individuals with more generalized brain dysfunction are not so disposed. Through a combination of less or more effective teaching contingencies during childhood, and degrees of dysfunction of those brain structures, some children grow up lacking self-reflective abilities and self-insight, whereas others are extraordinarily astute at those capacities. Among children with autism spectrum disorders who lack those skills due to abnormal brain development, approximately half of them can acquire those skills, at least to some degree through the use of effective, intensive, early behavior therapy methods.     

Self-awareness and transgression in children: two field studies

Two field studies explored the relationship between self-awareness and transgressive behavior. In the first study, 363 Halloween trick-or-treaters were instructed to only take one candy. Self-awareness induced by the presence of a mirror placed behind the candy bowl decreased transgression rates for children who had been individuated by asking them their name and address, but did not affect the behavior of children left anonymous. Self-awareness influenced older but not younger children. Naturally occurring standards instituted by the behavior of the first child to approach the candy bowl in each group were shown to interact with the experimenter's verbally stated standard. The behavior of 349 subjects in the second study replicated the findings in the first study. Additionally, when no standard was stated by the experimenter, children took more candy when not self-aware than when self-aware.     

The self as phenotype

Self-awareness is viewed here as the phenotypic expression of an interaction between genes and the environment. Brain and behavioral development of fetuses and newborn infants are a rich source of information regarding what might constitute minimal self-awareness. Research indicates that newborns have feeling (subjective) experience. Unlike automata, they do not just sense and respond to proximal stimulations. In light of the explosive brain growth that takes place inside and outside of the womb, first signs of feeling as opposed to sensing experience are discussed. Feeling experience is considered as the necessary condition for having minimal self-awareness. Both would co-emerge in development. However, minimal self-awareness is rapidly supplemented with an awareness that is not just perceptual, but also conceptual and ethical, primarily defined in relation to and by others.     

Objective self-awareness,standards of evaluation,and moral behavior

In a performance setting, subjects were given an opportunity to cheat without fear of detection on puzzle problems. Subjects were led to believe that successful performance was due to ability in some conditions, but to luck in other conditions. In fact, most of the problems were insolvable, so that success was impossible without cheating. Self-awareness was induced in half the subjects by having them sit in front of a mirror and listen to a tape recording of their own voice as they worked on the puzzle problems; the remaining subjects were not exposed to a mirror and listened to a tape of someone else's voice as they worked on the problems. It was predicted that cheating frequency would be higher under ability attribution conditions than under luck attribution conditions, and that this effect of performance attribution would be greater among self-aware subjects than among non-self-aware subjects. Results confirmed these hypotheses. Discussion centered on the differential use of morality and competence standards for behavior when in a state of self-awareness.