儿童混合情绪的发展研究述评

混合情绪是指同一情境中同时存在两种不同或者矛盾的情绪状态,主要包括混合情绪理解和混合情绪体验两个方面,其发展模式表现为从单一情绪理解到多种情绪理解、从继时性混合到同时性混合的特点,但在具体的发展年龄特征上研究结果存在分歧。混合情绪的发展研究主要采用临床访谈法,其基本研究范式一致,但在材料的制作、刺激的呈现、被试的反应方式以及结果的处理等方面存在差异。未来,在研究范式上需要有所突破,内隐测量、认知神经科学方法等对揭示混合情绪发展规律都有其独特的优势。同时,应扩大研究对象的年龄范围,从发展水平和模式两个方面系统考察儿童混合情绪的发展特点及其影响与作用。     

Gilbert综合征——肝移植术后胆红素升高的罕见原因

Gilbert综合征是肝移植术后中、远期高胆红素血症一个罕见的病因。目前,在我国肝移植领域还缺乏对本病的清楚认识,当移植受者罹患本病时,往往得不到正确的诊治及合理的解释,造成患者心理及经济上的负担。本文详细阐述了本病的定义、发病机理、临床表现、诊断方法及预后,旨在提高广大业内人士对本病的认识。     

哲学视野下的汉易卦气说

卦气说是汉代易学家在融旧铸新的哲学诠释学进路下所显发的基本学说。此说始彰于孟喜,大显于焦赣、京房,深化于《易纬》,发皇于马融、荀爽、郑玄诸人,达其极致于虞翻,透显着相关易学家独特的总体宇宙关怀和终极人文关切,昭示着汉代儒者本天道以立人道、法天道以开人文的基本社会人生理念,也部分地反映出神学的人文化与人文的神学化这双重并行而互补的学术文化过程在该时代的演进轨迹。     

Breath Versus Emotions: The Impact of Different Foci of Attention During Mindfulness Meditation on the Experience of Negative and Positive Emotions

Mindfulness meditation yields beneficial effects on the processing of emotions. However, it is still unclear whether the focus of attention during meditation influences these effects. In the present study we aimed at comparing the effects of breathing meditation and emotion-focused meditation on the immediate and delayed processing of negative and positive emotions. The study included 65 adult novice meditators who were exposed to positively and negatively valenced film clips. Participants were randomly assigned to three conditions. While watching the films at t1, they were asked to mindfully focus on their breath (condition 1), on emotions (condition 2), or on nothing in particular (condition 3). Ten minutes later at t2, comparable film clips were shown but all participants watched them without taking up a mindful attitude. Dependent measures were emotional states at t1 and t2. Participants of both meditation conditions particularly showed a more preferable delayed emotional reaction to negative stimuli than participants of the control condition. Breathing meditation and emotion-focused meditation may constitute effective emotion regulation strategies to deal with negatively valenced emotional states.     

自我意识情绪：人类高级情绪

自我意识情绪是个体在具有一定自我评价的基础上,通过自我反思而产生的情绪。自我意识情绪与基本情绪既有区别又有联系。自我表征、自我觉察、自我评价过程的卷入是自我意识情绪产生的重要条件。对个体行为进行自我调节、服务于人际交流、人际互惠和个体心理内部需要是自我意识情绪具有的主要功能。自我意识情绪是随着认知的发展而逐渐形成和发展的,并会受到文化的影响。自我报告、非言语行为编码技术、言语报告和行为编码、神经成像技术是自我意识情绪的主要研究方法。自我意识情绪的普遍性和特殊性需要进一步跨文化研究的验证     

Emotional Intelligence of Foreign and Local University Students in Singapore: Implications for Managers

Does intelligence alone explain our achievement at work or in life? Contrary to our belief that academic achievement matters very much in the success we have in working life, Chen et al. (1998) has shown that close to 90% of success in leadership positions is attributable to Emotional Intelligence (EI). Considering that EI can be a potential determinant of our achievement in working life, this study aims to determine if there is any significant difference in the EI of local and foreign undergraduates studying in universities in Singapore. The “Emotional IQ Test” was administered to 100 undergraduates from various fields of studies from the National University of Singapore and Nanyang Technological University, of which 31 had foreign education background. This study showed that foreign undergraduates have a higher EI score than those with local education background. In addition, by examining the relationships between variables such as age, gender, year of study and EI, it was found that males have higher EI scores than that of females. The implication for managers is that staff should be evaluated on their own merits such as their EI rather than on academic results.     

Emotions induced by operatic music: psychophysiological effects of music, plot, and acting: a scientist's tribute to Maria Callas

Operatic music involves both singing and acting (as well as rich audiovisual background arising from the orchestra and elaborate scenery and costumes) that multiply the mechanisms by which emotions are induced in listeners. The present study investigated the effects of music, plot, and acting performance on emotions induced by opera. There were three experimental conditions: (1) participants listened to a musically complex and dramatically coherent excerpt from Tosca; (2) they read a summary of the plot and listened to the same musical excerpt again; and (3) they re-listened to music while they watched the subtitled film of this acting performance. In addition, a control condition was included, in which an independent sample of participants succesively listened three times to the same musical excerpt. We measured subjective changes using both dimensional, and specific music-induced emotion questionnaires. Cardiovascular, electrodermal, and respiratory responses were also recorded, and the participants kept track of their musical chills. Music listening alone elicited positive emotion and autonomic arousal, seen in faster heart rate, but slower respiration rate and reduced skin conductance. Knowing the (sad) plot while listening to the music a second time reduced positive emotions (peacefulness, joyful activation), and increased negative ones (sadness), while high autonomic arousal was maintained. Watching the acting performance increased emotional arousal and changed its valence again (from less positive/sad to transcendent), in the context of continued high autonomic arousal. The repeated exposure to music did not by itself induce this pattern of modifications. These results indicate that the multiple musical and dramatic means involved in operatic performance specifically contribute to the genesis of music-induced emotions and their physiological correlates.     

情绪对跨期决策的影响

近年来, 情绪对跨期决策的影响逐渐成为一个新的研究趋势。根据情绪发生于跨期决策过程中的时间, 可以将其分为决策前情绪、决策中情绪和决策后情绪。目前关于情绪与跨期决策的研究, 尤其是决策前情绪影响跨期决策的研究, 大多还只是停留在揭示现象的阶段, 较少有研究直接验证其中的影响机制。综合运用行为实验和神经影像学的手段从认知过程和决策过程揭示情绪影响跨期决策的行为机制和神经机制, 将有助于加深对跨期决策心理机制的理解, 并帮助人们更好地利用和控制情绪以做出更满意的决策。未来研究还需加强研究的深度和生态效度, 如考察动态情绪、日常情绪和复杂情绪对跨期决策的影响, 并在情绪干预方面进行更多的尝试和探索。     

Social learning modulates the lateralization of emotional valence

Although neuropsychological studies of lateralization of emotion have emphasized valence (positive vs. negative) or type (basic vs. complex) dimensions, the interaction between the two dimensions has yet to be elucidated. The purpose of the current study was to test the hypothesis that recognition of basic emotions is processed preferentially by the right prefrontal cortex (PFC), whereas recognition of complex social emotions is processed preferentially by the left PFC. Experiment 1 assessed the ability of healthy controls and patients with right and left PFC lesions to recognize basic and complex emotions. Experiment 2 modeled the patient’s data of Experiment 1 on healthy participants under lateralized displays of the emotional stimuli. Both experiments support the Type as well as the Valence Hypotheses. However, our findings indicate that the Valence Hypothesis holds for basic but less so for complex emotions. It is suggested that, since social learning overrules the basic preference of valence in the hemispheres, the processing of complex emotions in the hemispheres is less affected by valence.     

团队情绪研究述评及展望

团队情绪指不同团队成员情感成分的整合状况。通过搜索2000年以来国内外重要学术期刊的相关研究,介绍了团队情绪的组成成分以及团队情绪研究方法,梳理出团队情绪的形成过程,从团队情绪规范、不同情绪状态和特指情绪三方面回顾了团队情绪对团队产出的影响。最后总结了团队情绪的主要研究路径和研究方法,明确指出探索团队情绪这一重要心理变量将会深化团队研究     

Jealousy: a response to infidelity? On the nature and appropriateness conditions of jealousy

This paper critically assesses the widespread claim that jealousy is a response to infidelity. According to this claim, herewith called the entitlement theory (ET), jealousy is only an appropriate response to a relationship between a loved one and a rival if, by entertaining this relationship, the loved one does not treat the jealous person the way she is entitled to be treated. I reconstruct different versions of ET, each of them providing a different answer to the question why we should assume that jealousy is a response to infidelity. I show that even the most plausible versions enjoy less argumentative support than it seems at first sight. The positive aim of this paper is to present a more inclusive account of jealousy as an alternative to ET. According to this account, jealousy serves to disturb the rival relationship and to (re-)gain the attention and affection of the loved person. Jealousy so understood is not only an appropriate response to infidelity but has wider appropriateness conditions. However, it plays a role in the negotiation of norms concerning exclusivity in personal relationships. The inclusive account does justice to the continuity and commonalities between adult and infant protest against rival relationships.     

Moral Evil,Freedom and the Goodness of God: Why Kant Abandoned Theodicy

Kant proclaimed that all theodicies must fail in ‘On the Miscarriage of All Philosophical Trials in Theodicy’, but it is mysterious why he did so since he had developed a theodicy of his own during the critical period. In this paper, I offer an explanation of why Kant thought theodicies necessarily fail. In his theodicy, as well as in some of his works in ethics, Kant explained moral evil as resulting from unavoidable limitations in human beings. God could not create finite beings without such limitations and so could not have created humans that were not prone to committing immoral acts. However, the work of Carl Christian Eberhard Schmid showed Kant that given his own beliefs about freedom and the nature of responsibility one could not account for moral evil in this way without tacitly denying that human beings were responsible for their actions. This result is significant not only because it explains an otherwise puzzling shift in Kant's philosophy of religion, but also because it shows that the theodicy essay provides powerful evidence that Kant's thinking about moral evil and freedom underwent fundamental shifts between early works such as the Groundwork and later works like the Religion within the Limits of Mere Reason.     

School-Wide Behavior Support: Legal Implications and Requirements

SUMMARY

Administrators and teachers have long been challenged by student discipline problems. In the last few years more efforts have been aimed at the prevention of both disruptive and violent behavior through school-wide discipline programs. These programs have great promise as effective ways to address disruptive behavior. In this article we examine laws and policies that support the use of school-wide discipline programs. To do this, first we present a brief overview of the primary components of these policies. Next, we examine laws and court cases that address school-wide discipline policies and procedures. Finally, we discuss the legal implications when developing school-wide discipline policies and procedures.