小学儿童欺负行为与个性特点和心理问题倾向的关系

本研究采用问卷的方式测量了儿童欺负行为与个性及心理问题倾向之间的关系。结果表明：欺负组被试在个性特征上以高精神质和相对外倾型为典型特征;受害组被试以高神经质和内倾型为典型特征。在心理问题倾向上欺负组被试更多地表现出冲动倾向、学习问题和师生关系紧张等问题倾向;受害组被试更多地表现出孤独倾向、缺乏自信、学习问题和同伴关系紧张等问题。     

Developing Sales Force Relationalism: The Role of Distributive and Procedural Justice

Sales force justice perceptions can play an important role in the development of relational norms or relationalism; however, little research has explored the linkages between justice and the development of sales force relationalism. The relational justice model—that is, neutrality, trust, and respect—was tested with regard to direct effects on sales force perceptions of distributive and procedural justice, and in, subsequently, manager–sales force relationalism. The findings, from a sample of business-to-business salespeople, support the hypothesized relationships between the constructs in the relational model and distributive and procedural justice. Neutrality, trust, and respect significantly and positively affect both distributive and procedural justice, which directly affects the development of sales force relationalism. The results have implications for sales force management and future research endeavors.     

The Role of Perspective Taking and Empathy in Children's Machiavellianism,Prosocial Behavior,and Motive for Helping

Fourth- and fifth-grade children (N = 117) were categorized into high- and low-empathy and affective-perspective-taking (APT) groups based on their scores on the Bryant (1982) empathy scale and a modified version of the Rothenberg (1970) and Silvern, Waterman, Sobesky, and Ryan (1979) APT measures. Children in the low-empathy/high-APT group had significantly higher Machiavellianism scores on Braginsky's (1970) measure than did children in the other empathy/APT groups. Highly empathic children were rated by their teachers as more helpful under certain circumstances and cited other-oriented reasons for their own helping behavior more frequently than did less empathic children.     

初中学生道德推理、移情反应、亲社会行为及其相互关系的比较研究

抽取上海市初中三个年级217名学生为被试,通过对道德判断推理能力、移情反应、亲社会行为的测量和问卷调查,考察初中阶段学生在这三个方面的发展规律,以及三者之间的相互关系。结果显示：道德判断推理与亲社会行为、与移情能力之问没有显著相关;移情能力中的个别指标与亲社会行为之间相关显著;在移情反应、亲社会行为水平、以及助人动机、帮助方式等方面均存在显著的性别差异;故事呈现方式不同会对故事与自己相关程度产生影响。     

Nationality, Distributive Justice and the Use of Force

To whom do we owe obligations of distributive justice? In the last decade a number of distinguished political theorists — such as David Miller and Yael Tamir — have defended a nationalist account of our distributive obligations. This paper examines their account of distributive justice. In particular, it analyses their contention (a) that individuals owe special obligations to fellow-nationals, (b) that these obligations are obligations of distributive justice and (c) that these obligations are enforceable. Miller and Tamir's justifications, I argue, do not support these claims. Moreover, I argue, (a) and (c) should only be accepted in a greatly qualified form and (b) should be rejected altogether. The paper thus concludes that the nationalists' preferred account of distributive justice is untenable.     

Employer Treatment of Employees During a Community Crisis: The Role of Procedural and Distributive Justice

This study applies organizational justice principles to human resource decisions made during a crisis situation. Three-hundred and sixty-six working individuals of ice storm affected households responded to a telephone survey that included measures of interactional, procedural and distributive justice, organizational commitment and job satisfaction. Confirmatory Factor Analysis suggested collapsing the interactional and procedural justice measures into one measure of procedural treatment. Overall, there was considerable support for the relevance of procedural justice and its interaction with distributive justice in predicting the work attitudes of employee following a disaster. Multiple regression analyses revealed that perceptions of procedural justice most strongly predicted job satisfaction and organizational commitment. Consistent with existing theory, an interaction between distributive and procedural was found to predict job satisfaction. The predicted interaction was not detected for organizational commitment.We would like to acknowledge the capable research assistance of Paula Warnholtz and the financial assistance from the Senate Research Committee at Bishop’s University.     

Persisting Effects of Instruction on Young Children's Syllogistic Reasoning with Incongruent and Abstract Premises

Studies of reasoning have often invoked a distinction between a natural or ordinary consideration of the premises, in which they are interpreted, and even distorted, in the light of empirical knowledge, and an analytic or logical consideration of the premises, in which they are analysed in a literal fashion for their logical implications. Two or three years of schooling have been seen as critical for the spontaneous use of analytic reasoning. In two experiments, however, 4-year-olds who were given brief instructions that prompted use of an analytic approach continued to adopt this approach one week later. Thus, when given syllogistic problems in which the major premise was incongruent with their empirical knowledge (e.g. “All snow is black”), instructed children reasoned more accurately from that premise both immediately and a week later as compared to children given only a basic introduction. A third experiment showed that instructions also improved 4-year-olds' performance on hard-to-imagine, abstract material (e.g. “All mib is white”). Similarities between the effects of brief instruction and of schooling are discussed.     

早期儿童关于图画与其所指物间关系的理解--利用两可图进行的考察

先前的研究表明,在3岁或更早儿童的观念中,二维图画与其所指物之间的关系是严格的一一对应的。本实验采用两可图对这一推断进行了检验,结果进一步证实了这一推断。实验还表明,儿童对二维图画的多重解释能力并不意味着一般意义上的心理理论的获得。数据显示,总体而言儿童对两可图的多重解释能力的形成时间稍早于完成错误信念任务能力的形成时间,但是尚不能确定两者之问是否有承继关系。     

儿童孤独感与同伴关系、社会行为及社交自我知觉的研究

本研究采用同伴提名法和问卷调查法对3-6年级儿童共600名进行了研究,试图考察儿童孤独感与同伴关系、社会行为及社交自我知觉的关系。结果表明:(1)受欢迎组儿童的孤独感显著低于被拒绝组、被忽视组、有争议组和一般组;一般组儿童的孤独感显著低于被拒绝组和被忽视组。(2)社交自我知觉较高的儿童的孤独感显著低于社交自我知觉一般和较低的儿童,社交自我知觉一般的儿童的孤独感显著低于社交自我知觉较低的儿童。(3)高攻击型儿童的孤独感高于低攻击型儿童,但没有达到显著水平;高退缩型儿童的孤独感显著高于一般退缩型和低退缩型儿童,一般退缩型儿童的孤独感显著高于低退缩型的儿童。     

Control, Desert and the Difference between Distributive and Retributive Justice

Why is it that we think today so very differently about distributive and retributive justice? Why is the notion of desert so neglected in our thinking about distributive justice, while it remains fundamental in almost every account of retributive justice? I wish to take up this relatively neglected issue, and put forth two proposals of my own, based upon the way control functions in the two spheres.     

分配公平:是否可能及何以可能

分配公平是一个历史范畴,是随着历史的发展而变化的。分配公平之所以成为现代社会不可或缺的制度性特质,一方面是为了维系人之为人的基本权利和尊严;另一方面是基于维系社会合作体系的需要。在现代社会里,实现分配公平不仅是必要的,也是可能的:人类财富的日益增多使分配公平的实现具有现实的可能性;现代制度文明也为分配公平的实现提供了制度保障。分配公平已经成为中国特色社会主义制度基本的价值理念和价值准则。     

基层党政领导干部的行为风格与自我和谐及工作绩效的关系

通过深度访谈和问卷探讨了基层党政领导干部的行为风格类型及其与自我和谐及工作绩效的关系。结果表明,党政领导干部的行为可以区分为主动自信、上恭下倨和宽上容下等三种稳定的类型,其中主动自信不仅有利于个体保持较高的内心和谐,而且有利于个体工作绩效的提高,而上恭下倨则与主动自信相反,宽上容下则既有有利于工作绩效和自我和谐的一面,又有不利于绩效和自我和谐的一面。对行为类型的年龄、级别和学历差异以及党政领导干部理想的行为风格也进行了讨论。     

Young Children's Comprehension of Educational Television: the Role of Visual Information and Intonation

Fisch's (2000) capacity model posits that comprehension of educational content on television can be impaired by program characteristics that increase the processing demands of either narrative or educational content. In several current educational television series for preschool children, stories are conveyed, not through meaningful dialogue, but through visual information and intonational cues embedded within nonsensical dialogue. To examine young children's ability to comprehend educational content under such conditions, 135 3- through 5-year-olds viewed two television segments about a family of chickens; approximately one-half viewed the segments with all dialogue spoken in nonsensical "chicken talk," and one-half viewed it with key English words and phrases inserted among the "chicken talk." In addition, one segment was expected to be easier to understand because its educational message (cooperation) involved behaviors that were visually concrete, whereas the other (honesty) concerned verbal behavior that was more visually abstract. Results indicated that comprehension was significantly stronger among older children and (across the age range) for the more visually concrete story about cooperation. However, comprehension was not significantly enhanced by the inclusion of English words and phrases. Thus, it appears that "concreteness" should be added to the factors affecting comprehension under the capacity model, but that young children can use visual information and intonational cues to understand educational content on television.