民族心理结构——系统初探

用系统论方法研究民族心理,把民族心理看作一个结构——系统,首先应该搞清楚这个结构——系统是由哪些因素构成的?这些因素是怎样排列的?它们相互关系的性质如何?实际上,这都是有紧密联系的问题     

解释学

一、从1966到1976年,是解释学尤其是“哲学解释学”内部急剧发展的十年,是它同当代各种思想流派对话、进行活跃的“解释的论战”的十年。我们可以用P.利科尔在《论解释》一书(1965)中的一句话,即“语言的问题和原文(或译为本文——译者)解释的问题已经变为当代思想的十字路口”,来说明这整个十年的情况。除了传统的解释学、神学的解释学和H.-G.加达默尔的哲学解释学以外,其他思想运动也一一涌现了出来——例如结构主义、符号学、拉康的以语言为中心的弗洛伊德精神分析学、福柯以及对尼采的研究。后面这些研究的发展使国际上认为法国在语言理论和原文解释理论方面是大步前进的研究中心。当然,有     

市区活动中心理科班学生的行为和相互作用

我们认为以活动为中心的初中理科班是对两个种族组行为进行比较、对照的理想研究。理由是这些班的学生可以相对自由地选择自己的座位,可以选择伙伴做实验项目,还可以自由支配使用自己的时间。从这些行为中,我们能够对取消了种族隔离的学校中种族间关系的性质,以及对每个五文化组学习科学动机的程度作出推论。此外,也可能确定课堂行为与教师评分之间的关系。在此类班级中成绩的评定,依据的是作业或学习项目的进步,项目结束后的测验、平时测验、最后测验以及教师对学生努力程度的估计。因此,本研究意在回答下列问题: 1.在种族平等以活动为中心的初中理科班中,黑人和自人男生是怎样上课的?行为上     

苏联科学院心理学研究所社会心理学研究的基本总结

在建设共产主义社会的条件下,发展物质-技术基础、完善社会关系和培养新人是三位一体的任务。这一任务是由苏共中央“关于进一步改进思想和政治教育工作的决议”所提出来的。在解决这一任务的纲要中,除其他科学外,社会心理学也占居主要地位;它的客体是研究心理因素和社会发展的相互作用和相互制约的各不同方面。社会心理学研究室(E. B. 肖洛霍娃领导)执行着组织和协调社会心理学领域的科学研究的职能。     

Discriminated interresponse times: role of autoshaped responses.

When discriminated interresponse-time (IRT) procedures have been used to assess preference relations among temporally extended operants, deviations from matching have been obtained. Using a yoked-control procedure, the present study found that key pecking in a discriminated IRT procedure has two sources of strength--that arising from the response-reinforcer contingency that is explicitly arranged, and that arising from a stimulus-reinforcer contingency that is a by-product of the explicitly arranged contingency. The key pecking of all lead birds, and that of 3 of the 4 birds exposed to a yoked autoshaping procedure, was controlled by the keylight that signaled the lead birds' criterion IRTs. Because stimulus control of key pecking by the keylight, whether autoshaped or discriminative, fosters deviations from matching, the discriminated IRT procedure does not provide an appropriate basis for conclusions about preference relations among IRTs.     

Behavior analysis and behavioral ecology: A synergistic coupling

Recent trends in behavioral ecology and behavior analysis suggest that the two disciplines complement one another, underscoring the desirability of an integrated approach to behavior. Three examples from the foraging literature illustrate the potential value of an interdisciplinary approach. For example, a model of natural selection for foraging efficiency-optimal foraging theory-makes several predictions consistent with an hypothesis of a more proximate phenomenon, the reduction in delay to primary reinforcement. Not only are the ecological and behavior analytic approaches to behavior complementary, but each may provide insights into the operation of controlling variables in situations usually thought of as being the other's domain.     

解释学

四、要记述1966年至1976年之间解释学发展的热门时期,困难的确不小。限于篇幅,我们只能谈一下:(1)一些主要的关于解释学的讨论会;(2)几种关心解释学问题的杂志;(3)圣经解释学在这一时期的发展;(4)一般性的和有关文化方面的解释学在这一时期的发展;(5)解释学向其他知识领域的渗透和它与这些领域的交流情况。 (1)讨论会在这一时期举行了许多关于解释学或与解释学有关的会议,举行这些会议的地方或部门有:德鲁大学,约翰斯·霍普金斯大学,罗     

咖啡因与心理紧张对血压的影响:交叉文化的比较研究

引言饮用含有咖啡因的饮料已遍及全球。大多数西方国家如美、英、法,习惯饮用咖啡;大多数东方国家如中、印、日,习惯用茶。还有一些国家喜欢饮含少量咖啡因的可可,“瓜拉那”等。据估计每年世界咖啡消费量已超过400万吨(Rokeitson,1978)。茶在中国的消费,也从1965年的43000吨,上升至1976年的139000吨(“中国经济年鉴”,1981)。为什么全世界范围内这样普遍地饮用咖啡和茶呢?原因是这些饮料中的咖啡因能提神解劳,提高感觉敏锐度和反应速度,使思路畅通,延长智力劳动的时间。如Nash(1962)的研究表明,咖啡因有助于成对联想学习,听觉材料的及时回忆,以及完成不完整的句子。但是近年来人们发现,咖啡因对人体有有害的作用。摄入咖啡因后,其中的甲基黄嘌呤     

Symmetry and transitivity of conditional relations in monkeys (Cebus apella) and pigeons (Columba livia)

In Experiment 1 six monkeys were tested with discriminative relations that were backward relative to their training in a 0-second conditional (“symbolic”) matching procedure. Although there was some indication of backward associations, the evidence was generally weak, and statistical evaluations did not reach conventional significance levels. Unlike children, who show backward associations to the point of symmetry, monkeys and pigeons display at best only weak and transient backward associations. In Experiment 2 associative transitivity was assessed across two sets of conditional matching tasks. All four monkeys tested demonstrated strong transitivity. In contrast, in Experiment 3 there was no evidence of transitivity in three pigeons tested under conditions closely comparable to those of Experiment 2. These results may identify some key features of interspecies differences and contribute to analyses of serial learning in animals.