故事图式在故事理解中加工机制的初步实验研究

本实验利用两种不同回忆方式、两个双情节故事和小五、高一和大二共120名被试,初步研究了故事图式在故事理解中的加工机制。结果表明:(1)故事图式的加工机制主要表现为两级剪辑,特别是二级剪辑;(2)故事图式可以通过一定的方式来处理无关信息;(3)故事图式中与故事语法各类节点相对应的加工单元的力量是不同的,且因年龄而异。     

Book reviews

Modern American Religion, Vol. 3. Under God, Indivisible, 1941–1960 Martin E. Marty, 1996 Chicago: University of Chicago Press 548 pp. + xii. £27.96, US$34.95 ISBN 0–22–50898–6

Perspectives on New Religious Movements John A. Sauba, 1995 London: Geoffrey Chapman 240 pp., £12.99 (pb), £35.00 (hb) ISBN 0–225–66787–8 (pb),’ ISBN 0–225–66786‐X (hb)

New Religions and the New Europe Robert Towler, ed., 1995 Aarhus: Aarhus University Press 246 pp., £19.95 ISBN 87 7288 433 9

A New Dictionary of Religions John R. Hinnells, ed., 1995 Oxford: Blackwell 760 pp., US$74.95 (hb) ISBN 0–631–18139–3

Den Fremden verstehen: Eine Praktische Hermeneutik Theo Sundermeier, 1996 Göttingen: Vandenhoek & Ruprecht 260 pp. ISBN 3–525–01619–0

Religion and Mass Media: Audiences and Adaptations Daniel A. Stout & Judith M. Buddenbaum, eds, 1996 Thousand Oaks, California: Sage Publications 294 pp., £37.00 (hb), £18.50 (pb) ISBN 0–8039–7173–7 (hb), 0–8039–7174–5 (pb)

Contemporary Mainstream Religion: Studies from Humberside and Lincolnshire Peter G. Forster, ed., 1995 Aldershot: Avebury xxxvii +135 pp., £30.00 ISBN 1–8562–919–2

One Earth Many Religions: Multifaith Dialogue and Global Responsibility Paul F. Kntiter, 1995 Maryknoll, New York: Orbis xiv + 218 pp., US$17.00 ISBN 1–57075–037–8

A Wider Vision: A History of the World Congress of Faiths 1936–1996 Marcus Braybrooke, 1996 Oxford: Oneworld Publications 192 pp., £10.99, US$16.95 ISBN 1–85168–119–1

The Phenomenon of Teilhard: Prophet for a New Age David H. Lane, 1996 Macon, Georgia: Mercer University Press xvi +192 pp., US$21.95 ISBN 0–86554–498–0

The Wisdom of the Wyrd: Teachings for Today from our Ancient Past Brian Bates, 1996 London: Rider xiii +306 pp., £12.99 ISBN 0‐712E‐7277‐X

Desinformation als Methode. Die Bahā'ísmus‐Monographie des F. Ficicchia Udo Schaefer, Nicola Towfigh, Ulrich Gollmer, 1995 Hildesheim Georg Olms Verlag xiii + 685 pp., DM 65.00 (hb) ISBN 3–487–10041‐X

The New Latin American Mission History (Latin American Studies Series) Erick Langer & Robert H. Jackson, eds, 1995 Lincoln & London: University of Nebraska Press 212 pp., £15.95 (pb), £32.95 (hb) ISBN 0–8032–7953–1 (pb), ISBN 0–8032–2911–9 (hb)

Gender Rituals: Female Initiation in Melanesia Nancy C. Lutkehaus & Paul B. Roscoe, eds, 1995 New York Routledge 265 pp., £13.99 (pb), £37.50 (hb) ISBN 0–415–91107–9 (pb), ISBN 0–415–91106–0 (hb)

Daughters of Anowa: African Women and Patriarchy Mercy Amba Oduyoye, 1995 Maryknoll, New York: Orbis Books 229 pp., US$18.00 (pb) ISBN 0–88344–999–4

Christianity in Africa: The Renewal of a Non‐Western Religion Kwame Bediako, 1995 Edinburgh: Edinburgh University Press; Maryknoll: Orbis Books 276 pp., £16.95 ISBN 0–7486–0625–4

The Christian Heritage in the Holy Land Anthony O'Mahony with Goran Gunner & Kevork Hintuan, eds, 1995 Epping, Essex: Scorpion Cavendish xi + 320 pp., £15.95 ISBN 1–900269–06–6 (pb)

Patterns of the Sacred: English Protestant and Russian Orthodox Pilgrims of the Nineteenth Century Ruth & Thomas Hummel, 1995 Epping, Essex: Scorpion Cavendish ix + 76 pp., £10.00 ISBN 1–900269–08–2 (pb)

Pilgrimage Past and Present: Sacred Travel and Sacred Space in the World Religions Simon Coleman & John Elsner, 1995 London: British Museum Press 240 pp., Illus., £20.00 ISBN 0–7141–1738–2     

Opportunities For Learning: Course Sequences and Positional Advantages

Course sequences are strands of courses in particular content areas that span a student's educational career. Courses that are differentiated and sequentially organized, such as mathematics and science course sequences, create opportunities for positional advantages in a school's curricular structure. When students make a nonroutine change of schools – that is, transferring to a school outside of the regular attendance zone – they are at risk of changing their positional advantage. Using data from the National Education Longitudinal Study of 1988–94 (NELS:88–94), we examine the educational outcomes of sequences and explore curricular dislocations within the context of school choice. We find that the strongest predictors of 12th-grade mathematics and science course sequences are a student's course sequences at 10th grade. With regard to outcomes, students in higher mathematics and science sequences show greater achievement gains. Furthermore, students in higher mathematics sequences are less likely to have behavior problems and are more likely to graduate from high school and attend college. Students who make a nonroutine change of schools are more likely to be in lower course sequences than students who do not transfer. Thus, course sequences in mathematics and science are tangible experiences with real consequences for students' lives during and beyond high school and are sensitive to transitions which disrupt the continuity of students' high school careers.     

8─11个月婴儿迂回行为发展特点与学习能力的研究

采用程序标准化的婴儿迂回行为测验,探讨了２４４名８－１１个月婴儿的迂回行为发展特点及学习能力。结果表明：（１）８－１１个月婴儿的迂回行为水平表现出随婴儿月龄的增长而提高的趋势。（２）８－１１个月的婴儿具有从反复尝试中学会迂回行为的可能性,其中９、１０个月的婴儿的学习可能性较大,而８个月婴儿的学习可能性较小。（３）８－１１个月婴儿的学习速度随月龄增大而提高。     

Activation of response codes by relevant and irrelevant stimulus information

Single-route models attribute stimulus-response compatibility effects to the difficulty of translation from stimulus to response. Dual-route models propose that compatibility effects reflect in part an additional direct, or automatic, activation route. Selected findings from three lines of research are reported that converge to provide evidence consistent with the view that the automatic activation route plays a role in compatibility effects. The data suggest that the activation produced via this route by relevant stimulus attributes influences response selection only when all mappings of stimuli to responses are known to be compatible.     

Coping Strategies as Predictors of Distress in Survivors of Single and Multiple Sexual Victimization and Nonvictimized Controls

This study investigated the relationship between coping strategies and distress symptomatology in survivors of sexual revictimization. Coping strategies were assessed with the revised Ways of Coping Scale (Aldwin & Revenson, 1987). Distress symptoms included global distress, depression, anxiety, and somatization. Subjects were 44 survivors of sexual victimization in both childhood and adulthood; 54 survivors of a single incident of sexual victimization in childhood; and 256 nonvictimized individuals. All were drawn from a subject pool of female undergraduate students. Multivariate analysis of variance revealed significant differences between groups on reported symptomatology and coping strategies. Victimized groups reported more distress than did the nonvictimized group. The multiple victimization group indicated greater use of coping strategies than did the nonvictimized group, and both victimized groups reported greater use of the escapism strategy than did the nonvictimized group. Multiple backward regression analysis found that coping strategies were predictive of distress symptomatology in all three groups, with escapism as the most potent predictor of distress for each group. Coping strategies were the most powerful predictors of distress in the multiply victimized group. The results of this study provide strong support for the importance of addressing coping strategies in clinical intervention of distress, particularly with survivors of multiple sexual victimization.     

The listening heart and the chi square: clinical and empirical perceptions in the family therapy of anorexia nervosa

Clinical and empirical methods are commonly considered to be complementary activities. However, many people in the fields of mental health and social welfare espouse a strong adherence to experimental, scientific methods for the evolution of theory and practice and consider only that which has been experimentally tested as‘really true”. Others would propose the clinical method as the main source of useful knowledge and are suspicious of enumeration and quantification as sources of useful information. Formal, empirical methodology is well and extensively described whilst there is less systematic exposition of the clinical method. Family therapy evolved in a context in which activity was visible and the emerging discipline was propelled by a theoretical framework with strongly scientific origins that was critical of the exclusive clinical method of pre-existing psychotherapies. This paper describes some of the clinically based contributions to the family therapy of anorexia nervosa and compares this information with that which comes out of the Maudsley trials of psychotherapies in anorexia nervosa.     

The assessment of gender role stress for Chinese

The present study aimed to extend the generality of the construct of gender role stress (GRS) to Chinese samples. Specific objectives included (1) devising Chinese versions of the Masculine Gender Role Stress Scale (MGRS) and Feminine Gender Role Stress Scale (FGRS) developed by Eisler and his colleagues (2) examining the relationship between GRS and gender role orientation, and (3) evaluating the concurrent validity of GRS by correlating it with a measure of health adjustment. Fifty-one male and 58 female Chinese college students in Hong Kong participated in Study 1, which aimed to develop Chinese versions of the two GRS scales. Similar to Americans, Chinese male students scored higher on the MGRS scale, but lower on the FGRS scale than Chinese female students. Students' scores on the two GRS scales were independent from their global ratings of stereotypic masculinity and femininity. A second sample, consisting of 46 male and 73 female Chinese nurses, was recruited for Study 2, which evaluated the association between GRS and health adjustment. As hypothesized, a high level of MGRS or FGRS was positively related to a high level of health and mental health disturbances for both male and female nurses.This study was funded in part by the Asia Scholarship for Research on Women 1992/93 of the United Board for Christian Higher Education. The authors would like to thank Professor Richard M. Eisler for his permission to translate the MGRS and FGRS scales into Chinese, and the Association of Hong Kong Nurses for their assistance in data collection.