试论音乐教育对大学生道德素质教育的作用

音乐特有的审美价值、思想价值、道德价值对于净化人的心灵,提高人的道德素质,树立良好的道德风尚具有积极作用。音乐教育对大学生良好品德的形成具有重要作用,它有助于思想道德水平的提高,高尚人格的塑造,正确价值观的形成。     

《管子》中的"德"及其现代价值

"德"是中国文化中最根本的观念之一.<管子>中的"德"因循"天德"、"帝德"观念,认为"德"与"道"相通,与自然秩序节律及其生态机制相切合;"德"由上而下,始于君王,教化百姓,是仁、义、礼、法乃至一切社会秩序的基础,在"富国安民"、"经世致用"中具有统领性的意义.现代社会面临人与自然、人与社会、人与自身以及国家区域与人类共同体等诸多冲突和不协调,中国着力构建社会主义和谐社会,<管子>中的"德"具有重要的借鉴意义.     

Triggering Creative Self-Efficacy to Increase Employee Innovation Behavior in the Hospitality Workplace

This study investigated how creative personality, psychological empowerment, and job stress affect creative self-efficacy and innovative behavior in hospitality employees. A hypothesized moderating role of knowledge-sharing role in the relationship between creative self-efficacy and innovative behavior was also tested. Three hundred and thirty-nine employees and 89 supervisors employed by International Tourist Hotels in Taiwan participated in the study. A structural equation modeling analysis indicated that creative self-efficacy significantly mediates the effects of creative personality and psychological empowerment on innovative behavior in the hospitality industry. The positive effect of creative self-efficacy on innovative behavior was larger in high knowledge-sharing work environments than in low knowledge-sharing work environments. Theoretical and practical implications are further discussed.     

Effect of autonomy support and dialogic learning on school children’s physical activity and sport

This study applies an intervention based on autonomy support through dialogic learning to examine effects on motivation and the promotion of physical activity and sport involvement during schoolchildren’s leisure time. One hundred and two primary school students, aged 11–13 years, participated (M = 10.93, SD = 0.75). The sample was divided into two groups: an experimental group (49 students) and a control group (53 students). A quasi-experimental study was conducted in physical education classes over the course of 9 months. Assessments of autonomy support from teachers, family, and peers; basic psychological needs; self-determined motivation in physical education and during leisure time; planned behavior variables; physical activity intention; and estimated and actual physical exercise behavior time were included in the model. Following the intervention, the results revealed that greater autonomy support by the teacher, the family and peers, satisfaction of the basic psychological needs, self-determined motivation during physical education class and during free time, greater perceived control, favorable attitude and intention to engage in physical activity contributed to the explanation of student physical activity involvement. These results suggest that when students receive extensive social support from diverse social agents that essential precursors to physical activity are strengthened and contribute to increased motivation and actual physical activity involvement. Efforts to promote effective communications with students and other pedagogical efforts, such as providing dialogic learning opportunities, should be considered in order to strengthen physical activity motivation and involvement in students.     

条件推理:“演绎”与“概率”两种实验研究范式之比较

本研究通过推理心理学研究中的“演绎”和“概率”两种实验范式设计对同一个班级的大学生参与者(实验一中N=57,实验二中N=43)进行先后两次有关条件推理的实验研究后,得出如下主要结果:(1)推理者在对不同的“纯形式条件命题本身的认可度”以及对由它们各自建构的同类型推理题的推理结果之间的作答反应模式之间的差异都很小且具有较高的一致性;(2)对由不同的“含具体内容的假言命题”本身的认可度之间以及由它们建构的同类型条件推理题的推理结果之间具有较大的差异性;(3)推理者对“演绎”和“概率”两种不同实验范式分别建构的内容近似的推进题进行推理时具有大致相同的作答反应趋势。由此可以推论推理者在“概率推理实验范式”中的作答或推理结果可以被视为只是对“演绎推理实验范式”的相应推理题给出“概率解”的心理加工过程。     

Revisiting the factor structure of the Kirton Adaption-Innovation Inventory

The original Kirton Adaption-Innovation Inventory, used to measure innovative (as opposed to adaptive) individual cognitive styles, has been reported to have three factors: Sufficiency of Originality, Efficiency, and Rule/Group Conformity. In exploring the construct validity of the Kirton Adaption-Innovation Inventory, findings from a 2003 study by Im, Hu, and Toh showed the existence of two subdimensions of the Sufficiency of Originality factor-Idea Generation and Preference for Change. In this study, using a sample of 356 household participants, with an average age of 56.0 yr. (SD = 14.0), average income of dollar 39,700 (SD = dollar 19,200), and average of 15.0 yr. of education (SD = 2), from the Arkansas Household Research Panel, we conducted factor analyses. The results specific to our selected sample indicate that a four-factor model recognizing the two subdimensions of Sufficiency of Originality has a better fit than the original three-factor model.     

Body image perceptions among Chinese children and adolescents

In order to investigate the body image self-perception and the prevalence of body dissatisfaction among Chinese children and adolescents, 9100 children aged 3-15 years living in four cities completed a questionnaire assessing body image self-percepts and ideals by figural stimuli. The results indicate that (1) children's body ratings started to be significantly related to their BMIs at age 5 and correlations increased with age; (2) a wide range of current body sizes was chosen by Chinese boys and girls; (3) the ideal body sizes of boys and girls selected by boys and girls, respectively, were "boys by boys">"boys by girls">"girls by boys">"girls by girls" and (4) the satisfaction, mild dissatisfaction, and moderate dissatisfaction rates were 40.1%, 36.4% and 23.5%, respectively. Differences as a function of gender and age were identified. It was concluded that the prevalence of body dissatisfaction among children and adolescents of urban China was striking, and that the Chinese boys were not immune to body dissatisfaction.     

基于概念辨析的类比推理研究的新视角

该研究从概念的辨析上着手,不仅可以在相似的多个概念上理清各自的异同,更重要的是分析得出,作为科学发现和创造性思维的核心———类比推理(狭义类比推理),它有着不同于一般思维活动中的类比推理(广义类比推理)的特点。在此基础之上,才能更好地揭示其发生的规律,以利于更进一步的实证研究。     

Neural correlates of audiovisual integration of semantic category information

Previous studies have found a late frontal-central audiovisual interaction during the time period about 150-220 ms post-stimulus. However, it is unclear to which process is this audiovisual interaction related: to processing of acoustical features or to classification of stimuli? To investigate this question, event-related potentials were recorded during a words-categorization task with stimuli presented in the auditory-visual modality. In the experiment, congruency of the visual and auditory stimuli was manipulated. Results showed that within the window of about 180-210 ms post-stimulus more positive values were elicited by category-congruent audiovisual stimuli than category-incongruent audiovisual stimuli. This indicates that the late frontal-central audiovisual interaction is related to audiovisual integration of semantic category information.