《地之国》身份建构与身份建构失败原因浅析

《地之国》中不同种族、不同肤色的人物,在遭遇美国文化与原有文化冲击下采取的不同态度及其所产生的相同结果,反映出美国看似包容,但在制度政策上对移民是歧视的。无论如何选择,由于种族歧视,移民都很难融入美国社会,无法完全获得身份认同。     

医生身份建构影响因素的质性分析

运用Nvivo12 Plus软件,通过对25名医生、6.8万字访谈资料三级编码的分析,发现影响医生身份建构的6个因素是：医生人格、身份认同、职业认知、职业成长、职业能力和职业压力。健全的性格心理是医生身份建构的人格要求;高度的身份认同是医生身份建构的心理基础;深刻的职业认知是医生身份建构的起点;持续的职业成长是医生身份建构的路径;突出的职业能力是医生身份构建的核心;应对复杂的职业压力是医生身份建构的策略。医生的身份建构需要从性格心理、情感态度、医学道德、医学教育、终身学习、学科交流、技术能力和尊重能力等方面切入培养。

     

格莱斯语用理论的内部冲突及解决方案

格莱斯（H.P. Grice）的语用理论存在着内部冲突：在同一个言说中,说话者想要传递的真实意图与听话者推理出来的会话蕴含可能不一致。以冲突发生的原因分析、理论重释与实践规避为线索,可对格莱斯的哲学思想做出整体解读。我将论证：（1）格莱斯的推理思想服务于语用学目的,是为了定位和重新解释其语用理论的内部冲突;（2）“幸福”“理性”和“正确推理”都是包含性目的,可以把它们都视为目的系统,进一步从格莱斯对幸福的分析可发展出一个理论方案以回避格莱斯语用理论的内部冲突。     

孤独症谱系障碍患者对种族情境中本异族面孔的眼动模式

本研究采用眼动技术探讨孤独症谱系障碍(ASD)患者对背景中的本异族面孔的加工特点。研究采用2（组别）×2（面孔种族）×3（背景）的混合设计,让16名16-25岁的ASD患者和17名生理年龄匹配的正常人完成变化检测任务,并记录他们的眼动。结果显示：与正常人相比,ASD患者的面孔辨别力更低;他们的眼动呈现更多的面孔-背景眼跳和更多的上下半脸眼跳;两组被试的上下半脸眼跳的次数受到面孔种族以及面孔和背景是否一致的影响。结论：在行为指标上,正常人出现了本族效应,而ASD患者没有出现本族效应;在眼动上,ASD患者呈现与正常人相似的面孔注视时间,但比正常人呈现更多的眼跳。面孔的背景影响了面孔辨别力以及上下半脸眼跳轨迹。     

情境模型建构过程中空间信息的作用探讨

本研究采用扇效应技术来进一步探讨空间信息在情境模型建构过程当中的作用。共分为两个分实验。实验1通过在材料中使用同样具有可“移动性”的物体概念（例如快餐车）来探讨“可移动性”是否是“[人]在[大场所]”材料范式下观察不到信息整合的根本原因。实验2将材料中的“大场所”地点替换为“中场所”地点,来进一步探讨空间信息在情境模型建构过程中的作用特点。结果表明“人的可移动性”不是“[人]在[大场所]”材料范式下观察不到信息整合的原因并且在不受个体背景知识衰减的情况下．空间信息对情境模型建构的影响作用强于主人公信息的影响作用。     

性别身份的内涵及测量

性别身份是个体对于自身性别文化含义的理解,是个体自我概念的重要组成部分。在经典个性途径的研究传统下,性别身份模型从传统的单维度结构发展成将男性化和女性化分别作为两个独立维度的双维度结构,并产生了一种新的性别身份类型——"双性化"。随着性别身份研究的不断深入,性别身份的测量方法也从基于主观报告的经典量表测量,逐渐发展出了主客观结合导向、客观导向以及情境导向等新型测量思路。     

市场经济下教育伦理权威的建构

市场经济建立以来,教育伦理权威遇到了严峻的挑战,主要表现为民主化教育与制度化教育权威的矛盾,信息化的发展与学识化权威的矛盾,市场功利化影响与人格化权威的矛盾.以教育价值为先导建立与市场经济相适应的教育伦理理念是教育伦理权威建构的前提,以人人平等的人道主义为理想实现教育公平是教育伦理权威建构的核心,面对市场经济进行教师伦理的重新定位是教育伦理权威建构的基础.     

人际同步对孤独症儿童合作行为的影响及干预促进

合作是人类行为的核心,也是儿童社会性发展的重要体现。孤独症儿童因神经生理、时间同步以及运动能力等缺陷,导致其在社会交往中合作能力不足。研究发现,人际同步可促进儿童的合作行为。通过人际同步干预,孤独症儿童的联合注意、积极情绪及运动技能等与合作相关的能力获得改善,神经系统得到激活,社会适应能力也有所提高。人际同步干预目前仍在同步机制、感知互动质量等方面存在局限性,未来除了关注同步形式、节奏频率及个体差异等变量对孤独症儿童合作行为的作用机制外,还应关注他们在复杂开放式社交场景中的感知互动质量。     

孤独症儿童共同注意的神经基础及早期干预

共同注意是指两个人共同对某一事物加以注意, 分享对该事物的兴趣, 它是儿童社会认知发展的奠基性能力。首先, 孤独症儿童共同注意发展主要体现在注视转换、主动展示、分享等能力发展滞后及缺陷; 孤独症儿童共同注意的神经基础：应答性共同注意主要涉及后部皮层注意网络(如颞上沟后部、顶内沟等), 自发性共同注意涉及前部皮层注意网络(如前扣带皮层、背内侧额叶等); 最后, 以回合式教法和关键反应训练为基本方法, 论述了共同注意干预的新近模式和效果评估。未来研究应在孤独症儿童的共同注意发展的年龄特征及机制、共同注意的脑区可塑性及脑网络的发展以及开发更有效的干预方法等方面展开大量研究。     

两性畸形的性身份确定与社会心理教育

探讨小儿两性畸形患儿的性身份的确定及社会心理教育.医护人员应详细告知家长病情,引导其认识该疾病并选择正确的治疗和教育方案.两性畸形的就诊数量不断增加,如何提高认识与正确对待该类患者,不仅是医学上的问题,而且是社会应该关注的问题.本文从性身份的确定与社会心理教育两个角度浅谈小儿两性畸形的诊治和社会关怀.     

身份凸显性：启动自我的开关

当意识到自己特定的身份时, 个人往往在这个身份的框架内来感知周围的世界。身份凸显性指特定身份在社会情境中启动的可能性。相关研究者分别从人格, 自我归类和社会建构的角度来认识身份凸显性, 它与自我概念整合存在紧密关系。身份凸显性的影响因素主要包括：身份承诺水平, 情绪, 群体规模和地位, 以及情境中相关线索的优势水平。另外, 阐述了几个抑制或干扰身份凸显性的策略：去类别化、再类别化和次类别化。未来研究需关注不同水平身份如何相互作用, 自我概念整合, 从社会构建的角度探索抑制或干扰身份凸显性的策略, 以及跨文化研究。     

Making Muslims: The Politics of Religious Identity Construction and Victoria's Islamic Schools

Islamic schools in Australia have become a subject of notable societal and academic interest, but discussions on the purpose of these schools are often approached from the perspective of concerns about national security or the integration of ethnic minorities. Given the growing popularity of Islamic schools in the Australian educational landscape, critics of such schools often assume that their pedagogical climate, curriculum and “separatist” environment does not foster the formation of cultural citizenship. This essay analyses the complex interplay between religion, Islamic identity formation and the politics of schooling in diasporic settings on the basis of an analysis of the experiences of graduates of Islamic schools in Victoria. It provides an insight into the multidimensional role Victoria's Islamic schools play and enables a better understanding of how the schooling of Muslim students in Victoria's Islamic schools relates to the development of an Islamic identity, which is critical to a conceptualizing of how Islamic schools are considered sites for religious identity construction.     

‘An Association for All’—Notions of the Meaning of Autistic Self‐Advocacy Politics within a Parent‐Dominated Autistic Movement

In this paper, we seek to explore the tensions between advocacy and self advocacy autistic movements in a Swedish context with a special focus on the meanings that enable the production of particular understandings of autism and the autistic subject. Drawing on articles written for the Swedish advocacy magazine Empowerment written for and by people with autism, the discourse analysis explores two competing discourses: a reformist and a radical. The reformist discourse underlines a goal of (political) representation expressed in Empowerment. It may be understood as an important part of producing a legitimate autistic political subject–positioned as a full member, with a full membership–within a parent‐dominated autistic advocacy movement. The reformist discourse can be viewed as a result of a negotiation, where full membership is conditioned on the parents' terms and granted on specific terms. These include working together (neuro‐inclusively), advocacy based on interest rather than identity/position as a specific target/member group, agreement upon a definition of autism as a disability (a deficit) a person has rather than an identity. In relation to this, an alternative legitimate autistic subject is produced through invoking the counter‐hegemonic radical discourse. Such a narrative produces the ‘Asperger’ or ‘Aspie’. Here, the ‘full membership’ refers to a sense of identification with sense of belonging to and being at home with other people with autism. It contains a certain amount of autistic solidarity within the group of adults with autism. Copyright © 2014 John Wiley & Sons, Ltd.     

The Development of Gender Identity,Gender Roles,and Gender Relations in Gifted Students

This article describes the interaction of giftedness with gender identity, gender role, and gender relations. The authors explored ways in which many gifted educational practices are gendered, a model for the development of talent in the context of gender and gender relations, and ways of reducing gender inequities in the realization of potential for both male and female students. Issues that are unique to gifted individuals are aligned with suggestions for counseling interventions.     

认同理论视角下新员工组织社会化的定义及结构维度

组织社会化研究一直以来被批评缺少理论基础, 导致对组织社会化的本质和结构维度缺乏足够认识, 从而影响到在实证中如何测量员工组织社会化的程度。角色认同理论和社会认同理论可以为该研究提供理论基础。在对概念重新进行理论界定的基础上, 揭示了组织社会化本质是新员工角色及社会认同发展的过程。相应地, 组织社会化程度是一个两维度结构。未来研究应以此为基础进一步发展组织社会化量表和理论模型, 并依据认同理论改进实证研究方法。     

The Effects of Personal Need for Structure and Occupational Identity in the Role Stress Process

Abstract

The authors formed and tested a model of the antecedents, consequences, and possible moderators or mediators of the role ambiguity construct in a new occupational group of nurses (N = 1,240) in Finland. They hypothesized that (a) job characteristics (control and feedback) would be associated with role ambiguity and (b) this association, in turn, would be moderated by personal need for structure. The authors hypothesized that role ambiguity would affect occupational strain partially by the strength of occupational identity. They tested these models by using hierarchical regression analysis and structural equation modeling (LISREL 8; K. G. Jöreskog & D. Sörbom, 1993). Both hypotheses were supported.     

Identity and the Theory of Planned Behavior: Predicting Maintenance of Volunteering After Three Years

Is identity an important predictor of social behavior? The present longitudinal study is focused on identity in order to understand why people continue to volunteer over an extended period of time. The theory of planned behavior and the role identity model of volunteering are used as theoretical framework. Two hundred thirty Italian volunteers were sampled and followed for 3 years. We analyzed functions of role identity as a volunteer. Results showed a significant impact of role identity in predicting volunteer performance after 3 years, mediated through behavioral intentions. Role identity fully mediated the relationships between behavioral intention and attitude, social norms, past behavior and parental modelling.     

青少年自我同一性发展研究

本研究以小学至高中阶段的青少年为研究对象,使用自我同一性状态客观测量的标准化问卷,对青少年的自我同一性发展规律进行分析,研究结果发现,自我同一性的发展是一个逐渐变化的过程,其中,初中是一个很重要的阶段;同时,自我同一性的发展在不同领域问表现出发展不同步的现象,人际关系领域发展比意识形态领域较早;另外,自我同一性发展受地区、性别角色等因素影响。     

Racial Identity as Mediator of the Relationship Between Gender Role Conflict and Severity of Psychological Symptoms in Black, Latino, and Asian Men

The purpose of this investigation was to examine the extent to which racial identity attitudes mediate the relationship between gender role conflict and psychological symptoms in Men of Color. The mediating role of racial identity was tested in Study 1 with a sample of Black men and in Study 2 with a sample of Asian and Latino men. The results of Study 1 provided support for full mediation, whereas in Study 2 evidence was found for partial mediation. The combination of the studies' findings underscores the importance of considering the extent to which Men of Color identify with their own racial group when examining the relationship between gender role conflict and psychological symptoms.