濒死体验研究及其现实意义

论述了被科学界一直视为神秘现象的濒死体验,认为濒死体验就是指那些已经被判断为临床死亡的人被救活后所报告的他们死亡时的主观体验。介绍了典型濒死体验的特征和濒死体验的研究历史,特别是介绍了库布勒.罗斯和雷蒙德.穆迪的研究,最后探讨了濒死体验给人类的重要启示,并建议在我国开展濒死体验研究。     

Nietzsche and Murdoch on the Moral Significance of Perceptual Experience

Abstract: This paper examines a claim defended by an unlikely pair: Friedrich Nietzsche and Iris Murdoch. The claim is that perceptual experience itself—as distinct from perceptually based judgments and beliefs—can be morally significant. In particular, Nietzsche and Murdoch hold that two agents in the same circumstances attending to the same objects can have experiences with different contents, depending on the concepts that they possess and employ. Moreover, they maintain that this renders perception an object of moral concern. This paper explicates these claims, examines the way in which we might distinguish between better and worse perceptual experiences, and argues that if some version of the Murdochian/Nietzschean claim is accepted, then certain influential accounts of moral epistemology and agency must be rejected.     

语义通达对语言标识效应产生的必要作用

大量研究表明语言标识对情绪体验具有调节作用,但并未深入分析这种调节效应产生的内在机制。本研究自下而上操纵标识词的形、音、义信息,探察不同效价情绪的标识效应产生对词汇形、音、义信息的依赖性。结果发现,与仅具有音、形信息的假词相比,真词作为标识词时可以显著降低被试对负性图片的消极体验。表明词汇语义信息的通达是标识效应产生的必要条件,仅具有词汇音和形的信息不足以产生标识效应。     

The Effects of Cognitive: Linguistic Variables and Language Experience on Behavioural and Kinematic Performances in Nonword Learning

The aim of the present study was to investigate the effects of cognitive-linguistic variables and language experience on behavioral and kinematic measures of nonword learning in young adults. Group 1 consisted of thirteen participants who spoke American English as the first and only language. Group 2 consisted of seven participants with varying levels of proficiency in a second language. Logistic regression of the percent of correct productions revealed short-term memory to be a significant contributor. The bilingual group showed better performance compared to the monolinguals. Linear regression of the kinematic data revealed that the short-term memory variable contributed significantly to movement coordination. Differences were not observed between the bilingual and the monolingual speakers in kinematic performance. Nonword properties including syllable length and complexity influenced both behavioral and kinematic performance. The findings supported the observation that nonword repetition is multiply determined in adults.     

External Validity of Conduct and Oppositional Defiant Disorders Determined by the NIMH Diagnostic Interview Schedule for Children

We administered the Diagnostic Interview Schedule for Children (DISC) two times to a group of youth (222 boys, 147 girls) entering residential care, once at their time of entry and once 1 year later. We then compared their DISC outcomes on Conduct Disorder (CD) and Oppositional Defiant Disorder (ODD) against changes in independent direct observations of diagnostically relevant behavior obtained over the course of that year. Results from hierarchical linear modeling analyses showed significant discriminative relationships between results from the DISC and the independent observations. Specifically, observations of symptomatic behaviors (CD or ODD) decreased for youth who met diagnostic criteria at the first administration of the DISC but not at the second, increased for youth who did not meet criteria at the first administration but did at the second, and did not change for youth who met criteria at both administrations. These results extend the data on the validity of the DISC and support continued research efforts to determine its clinical utility.     

Cognitive Bias for Pictorial and Linguistic Threat Cues in Children

The present study was designed to test the conditions under which threat-related cognitive bias can be observed in anxious children. Measures of cognitive bias for threatening words and pictures were obtained from spider fearful children (N = 55) and non-fearful children (N = 58) aged 8–11 in the first experiment, and from spider fearful children (N = 44), and two control groups (N = 41; N = 36) aged 8 in the second experiment. Cognitive bias was assessed by the emotional Stroop task. In line with our previous findings, all children aged 8 showed a bias for spider words, but not for spider pictures. However, a relation between spider fear and bias was observed when age was taken into account: bias for spider words decreased with age in the non-fearful children whereas this bias maintained in the fearful group. This differential age effect too replicated earlier findings (Kindt, Bierman, & Brosschot, 1997). It is suggested that a bias for threat words is a normal characteristic in children aged 8. During development, normal children learn to inhibit this processing bias, whilst fearful children fail to learn this ability.     

Language Use and Persuasion: Multiple Roles for Linguistic Styles

Language is the most common medium for persuasion. Stylistic variations in how individuals communicate can influence a number of processes and outcomes in a persuasion setting. This article reviews previous research on a number of commonly studied language styles and their influence on persuasion and provides suggestions for future research. First, we provide a review of some of the commonly studied stylistic features and their relation to persuasion. We then use a common multi‐process model of persuasion (i.e., the elaboration likelihood model; Advances in Experimental Social Psychology, 1986, New York: Academic Press) to provide an overview of how linguistic styles can influence persuasion. In the final section, we discuss directions for future research on linguistic styles and persuasion.     

Linguistic and emotional-valence characteristics of reading passages for clinical use and research

PurposeFluency assessment in people who stutter (PWS) includes reading aloud passages. There is little information on properties of these passages that may affect reading performance: emotional valance, arousal, word familiarity and frequency and passage-readability. Our first goal was to present an extensive examination of these factors in three commonly used (“traditional”) passages. The second goal was to compare a traditional passage to a new passage, designed to minimize the impact of these properties.MethodsContent words were rated (129 participants) on arousal, valence and familiarity. Other linguistic features were analyzed based on available datasets. This information was used to assess traditional passages, and to construct a new well-balanced passage, made of neutral, low-arousal and highly-familiar words. Readability for all passages was tested using formula-based and CLOZE tests (31 participants). Finally, 26 PWS were evaluated on fluency comparing the commonly used “Rainbow” passage with the novel one.ResultsThe three traditional passages contain a share of emotionally valenced (22-34%), high arousal (15-18%), lower familiarity (6-8%) and polysyllabic (5-9%) content words. Readability was highest for the novel passage (on formula-based scales). Average disfluencies percent for the Rainbow and our novel passage were not significantly different. Yet half of the individuals in this sample showed a large difference between the two passages.ConclusionWe provide detailed information on potential sources of variance using the traditional passages. Knowledge about these characteristics can inform clinical practice (and research). We suggest a combined procedure, using more than one passage to assess stuttering in individual cases.     

The Function of Fiction is the Abstraction and Simulation of Social Experience

ABSTRACT— Fiction literature has largely been ignored by psychology researchers because its only function seems to be entertainment, with no connection to empirical validity. We argue that literary narratives have a more important purpose. They offer models or simulations of the social world via abstraction, simplification, and compression. Narrative fiction also creates a deep and immersive simulative experience of social interactions for readers. This simulation facilitates the communication and understanding of social information and makes it more compelling, achieving a form of learning through experience. Engaging in the simulative experiences of fiction literature can facilitate the understanding of others who are different from ourselves and can augment our capacity for empathy and social inference.     

语言经验对大脑激活的影响：来自第二语言初学者的证据

研究采用功能磁共振成像技术考察语言经验在塑造大脑激活模式中的作用。12名只有很少英语学习经验因而熟练程度很低的小学儿童参与了实验。结果发现,在视觉呈现的押韵判断任务中,英文任务和中文任务共同激活了左侧额下回负责语音加工的脑区。更重要的是,虽然英文任务更难,也更多地激活了双侧的顶叶区域,但是它在额叶诱发的激活强度显著低于中文。这个结果进一步说明第二语言的语音皮层表征是随着学习经验的增加而逐渐发展起来的。     

English for Bible and Theology: Understanding and Communicating Theology Across Cultural and Linguistic Barriers

This article introduces English for Bible and Theology (EBT), an inherently interdisciplinary field that merges English language learning with the content of biblical and theological studies in a context that is, by nature, cross‐cultural. Within this collaboration there exists the possibility not only to enable theological study, but also to enhance it through a focus on personal meaning and its communication, both of which are foundational to the communicative language classroom. That is, EBT seeks both to aid students worldwide in attaining the specialized language and cultural proficiency necessary to access English theological resources and to provide a community in which students can connect theological content to their lives. It is this second aim that provides EBT its relevance across a range of theological contexts, as native English‐speaking students likewise stand to benefit from the application of EBT's principles.     

System-Level Change in Cultural and Linguistic Competence (CLC): How Changes in CLC are Related to Service Experience Outcomes in Systems of Care

As US demographic trends shift toward more diversity, it becomes increasingly necessary to address differential needs of diverse groups of youth in mental health service systems. Cultural and linguistic competence (CLC) is essential to providing the most appropriate mental health services to youth and their families. The successful implementation of CLC often begins at the system level. Though various factors may affect change and system-level factors set the tone for broad acceptance of CLC within systems, there is limited empirical evidence linking culturally competent practices to outcomes. The purpose of the present study was to examine system-level CLC changes over time within systems of care and their associations with service experiences among youth and their families. Participants were 4,512 youth and their families enrolled in the national evaluation of the Children’s Mental Health Initiative (CMHI). Results suggest that implementation of CLC at the system level improves over time in funded systems of care. Further, variation exists in specific system-level components of CLC. In addition, the changes in CLC at the system level are related to family/caregiver participation in treatment. Implications for supporting positive changes in CLC among systems of care communities, and specific strategies for community psychologists, are discussed.     

Conflict Management for Justice,Innovation, and Strategic Advantage in Organizational Relationships

This study proposed that conflict management affects organizations’ beliefs that they have an effective voice (procedural justice), have shared their benefits fairly (distributive justice), and are treated respectfully (interactional justice). Structural equation analysis results suggest that a cooperative approach to conflict facilitates justice in its 3 forms in organizational relationships, and that justice, in turn, results in partner strategic advantage and innovation. Results from a sample of 103 pairs of customer and supplier organizations in Shanghai were interpreted as providing support for the value of justice for collaborative work between organizations. The findings also suggest that a cooperative approach to managing conflict is an important antecedent to justice in organizational relationships in China.     

Linguistic relativism and selective adaptation for speech: A comparative study of English and Thai

The effect of repeated exposure to prevoiced and voiced stimuli on the voiced/voiceless category boundary was compared for monolingual native English speakers and bilingual native speakers of Thai. The English speakers, for whom the two adaptors were members of the same phoneme class, showed equivalent shifts towards the adapting stimulus under both conditions. The Thai subjects, who perceived the two adaptors as belonging to two distinct phoneme classes, showed a shift of the voiced/voiceless boundary only for the voiced adaptation condition; exposure to the prevoiced adaptor had no effect.     

Understanding the Linguistic Turn and the Quest for Meaning: Historical Perspectives and Systematic Considerations

Although the linguistic turn is usually described in historical terms this article aims at combing the significant historical transitions with systematic philosophical considerations. Against the background of earlier rationalistic and empiricist trends particular attention is given to the successive epistemic ideals manifest in the conceptual rationalism of the Enlightenment, followed by the historicism of the 19 ^th century and subsequently by the linguistic turn. An assessment of these transitions will explore systematic issues, in particular the relationship between universality and what is individual, the difference between functional laws and type laws, and regarding the limits of concept formation the distinction between conceptual knowledge and concept-transcending knowledge. This distinction enables the introduction of a new understanding of the difference between rationalism and irrationalism. Apart from Dilthey the linguistic turn penetrated also the thought of thinkers such as Freud, Wittgenstein, Frankl, Heidegger, Habermas, Dooyeweerd and Gadamer, all of them (implicitly or explicitly) elaborated the initial criticism raised by Herder, Jacobi, Hamann, Heidegger and Gadamer against Kant‘s Critique of Pure Reason for neglecting language. After briefly referring to the connection between the linguistic turn and the idea of the meaningful construction of reality, the article ends with a concluding remark emphasizing the fact that no single concept-transcending usage of modal (aspectual) terms should be elevated above others or employed at the cost of other equally legitimate idea-statements.