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宗教与民族的关系,不论在中国还是全世界,在历史文化还是现实生活中,都是一个引人注目的重大问题。本文旨在从理论上澄清二者的基本关系。文章先从理论和现实两方面提出了研究二者关系的必要性,再从宗教与民族关系的根源、宗教对民族形成的作用、宗教与民族特性的区别、宗教与民族发展的相互作用、宗教对民族之间关系的正负影响等方面,进行了兼顾问题两面的理论澄清,指出在宗教与民族二者之中,任一方的道德或理性成分的发展都会有利于另一方的道德或理性成分的发展,任一方的狂热或反理性倾向都会加剧另一方的狂热或反理性倾向;最后从世界各国宗教与民族关系的历史与现状着眼,概括了宗教与民族各自面对的问题,并从中尽力总结出七条经验教训,以期有利于我国在宗教与民族关系上的理论研究和实际工作。 相似文献
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Attention can enhance selectively the visual information processing of particular locations or objects. Recent studies have shown that this enhancement has limited spatial resolution, the smallest regions that can be isolated by attention are much coarser than the smallest details that can be resolved by vision. Multiple similar objects spaced more finely than the limit of attentional resolution cannot be individuated for further processing and can only be perceived as a grouped texture. As a result, at any given time, only part of the spatial and temporal information registered by the early sensory systems is available to conscious perception. It is likely that attentional resolution is limited at a stage beyond V1 and that it has a finer grain in the lower visual field than in the upper field. The spatial aperture of attention is elongated along the radial axis relative to fixation. The briefest temporal window of attention is also much broader than visual temporal resolution. Many perceptual phenomena related to rapid serial visual presentation may reflect the limited temporal resolution of attention. 相似文献
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本文采用一种称为多级估量的新型类别量表,经验地揭示了噪声烦恼度的可能(possibility)性质,并且给出了对应于一个烦恼类别过渡到下一个烦恼类别的刺激临界值的定义。据此得到“较安静”与“闹”,“闹”与“很闹”,“很闹”与“极闹”两两间的临界值分别为53、63和82分贝。最后还探讨了烦恼度与噪声之间的心理物理函数关系。 相似文献
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Joseph J. Campos Linda A. Camras Randy T. Lee Minxuan He Rosemary G. Campos 《European Journal of Developmental Psychology》2018,15(6):711-727
ABSTRACTCarolyn Saarni’s theory of emotional competence has made a central contribution by directing attention to some important functions of emotion in social interaction. Her work is permeated with examples of how emotions function within both successful and unsuccessful social interactions and relationships. An examination of her stated principles of emotional competence suggest in places a perspective that is primarily intrapsychic in nature, harking back to the early roots of emotion theory and research. In this piece, we note where Saarni has advanced implications of a relational theory of emotion for understanding emotional competence. In addition, we reframe some of Saarni’s principles to make them more consistent with current relational approaches to emotion. Finally, we offer additions and extensions that we believe are compatible with the general direction of her thinking before her untimely death. 相似文献
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Min He 《Integrative psychological & behavioral science》2018,52(3):351-365
Schools’ busy situation is far away from its Greek root “Scholé” that means leisure time compared with political duty and war at that era which is also similar in ancient China. From the leisure point of view, school should be relax and free for young children in kindergarten. This means that play should take the most time on the schedule. Unfortunately, Political class skillfully disseminating serious competition among nations to deliver anxiety on young generations’ education to the public,which makes parents and school system highly valued formal learning much more than play. Chinese kindergarten may be have the longest formal learning time due to its history emphasis on learning from the model. Endure hardship as the basic habit from the younger children for the nature of life is full of hardship in Chinese philosophy. These underpinned ideas encounter great challenges from the Western early childhood education which puts more emphasis on play. Play is conceived as children’s life itself, in which integrated learning can happen and is much more suitable and abundant for young children than formal learning. Although Chinese Educational Ministry promulgated kindergarten work regulation and educational guideline to make play as the basic activity in 1996 and 2001,there are still lots of factors that impede kindergartens implement play in practice. Lack of free time in kindergarten both on schedule and in fact is the obvious sign. This paper wants to reflect those factors in cultural perspective and try to use variety meanings of time especially subjective time to analysis the practice on reconstructing kindergartens’ play atmosphere and time, and the findings on creating different inter-subjective time for young children. 相似文献
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