Learning directions of objects specified by vision,spatial audition,or auditory spatial language

The modality by which object azimuths (directions) are presented affects learning of multiple locations. In Experiment 1, participants learned sets of three and five object azimuths specified by a visual virtual environment, spatial audition (3D sound), or auditory spatial language. Five azimuths were learned faster when specified by spatial modalities (vision, audition) than by language. Experiment 2 equated the modalities for proprioceptive cues and eliminated spatial cues unique to vision (optic flow) and audition (differential binaural signals). There remained a learning disadvantage for spatial language. We attribute this result to the cost of indirect processing from words to spatial representations.     

Fleshier Than Even Rubens' Palette

Poems and Commentaries by Amit Majmudar, Kelly Sievers, Bonnie Salomon, David Watts, Paul Boor, and Beth Lown. Jack Coulehan, Editor     

Flexible Work Arrangements Availability and their Relationship with Work‐to‐Family Conflict,Job Satisfaction,and Turnover Intentions: A Comparison of Three Country Clusters

The present study explored the availability of flexible work arrangements (FWA) and their relationship with manager outcomes of job satisfaction, turnover intentions, and work‐to‐family conflict (WFC) across country clusters. We used individualism and collectivism to explain differences in FWA availability across Latin American, Anglo, and Asian clusters. Managers from the Anglo cluster were more likely to report working in organisations that offer FWA compared to managers from other clusters. For Anglo managers, flextime was the only FWA that had significant favorable relationships with the outcome variables. For Latin Americans, part‐time work negatively related with turnover intentions and strain‐based WFC. For Asians, flextime was unrelated to time‐based WFC, and telecommuting was positively associated with strain‐based WFC. The clusters did not moderate the compressed work week and outcome relationships. Implications for practitioners adopting FWA practices across cultures are discussed.     

上行比较影响行为表现—不同类型高自尊的作用

已有研究表明,上行比较对高自尊个体产生积极效应。然而鉴于高自尊包括安全性高自尊和防御性高自尊,有必要在上行比较影响不同任务领域内的行为表现这一观点的基础上探讨高自尊的不同类型对上行比较与行为表现之间关系的影响。两个实验均采用高自尊类型、上行比较和任务领域一致性的2×2×2混合因素设计,不同之处在于其分别采用创造性测验和非创造性的语词测验作为不同领域任务。结果表明,防御性高自尊个体没有像安全性高自尊个体那样采取领域转换策略来修复自我关注,由上行比较所引起的领域转换只对安全性高自尊个体产生积极影响。     

Merleau-Ponty’s Gordian knot: Transcendental phenomenology,science, and naturalism

In this paper I explore a series of fertile ambiguities that Merleau-Ponty’s work is premised upon. These ambiguities concern some of the central methodological commitments of his work, in particular his commitment (or otherwise) to transcendental phenomenology and how he transforms that tradition, and his relationship to science and philosophical naturalism and what they suggest about his philosophical methodology. Many engagements with Merleau-Ponty’s work that are more ‘analytic’ in orientation either deflate it of its transcendental heritage, or offer a “modest” rendering of its transcendental dimensions. This is also true, albeit perhaps to a lesser extent, of the work of the more empirically-minded phenomenological philosophers who engage very seriously with Merleau-Ponty—e.g. Hubert Dreyfus, Shaun Gallagher, Evan Thompson, Alva Noë, and others. At the same time, many other scholars contest these proto-scientific and more naturalistic uses of Merleau-Ponty’s work on hermeneutical and exegetical grounds, and they likewise criticise the deflated reading of his transcendental phenomenology that tends to support them. By working through some of the key passages and ideas, this paper establishes that the former view captures something pivotal to Merleau-Ponty’s philosophy. I also extend these interpretations by arguing that, at least around the time of Phenomenology of Perception, his philosophy might be reasonably regarded as a form of minimal methodological naturalism.     

器官移植的临床决策难题——医务人员面临的伦理尴尬

器官移植技术在临床的推广应用,在有效救治病人同时,也面临着复杂的伦理问题,医务人员身处诸多两难的尴尬境地,已成为临床决策过程中亟待解决的难题。     

Crystallization of desire and crystallization of discontent in narratives of life-changing decisions

Two studies of adults examined personal narratives of life-changing decisions in relation to personality and well-being. Participants whose decision narratives emphasized a crystallization of desire (i.e., approaching a desired future) rather than a crystallization of discontent (i.e., escaping an undesired past; Baumeister, 1991, 1994) reported higher well-being, fewer avoidance strivings, lower Neuroticism (in Study 1 only), and better decision outcomes (in Study 2). However, neither strivings, traits, nor outcomes accounted for the relationship between crystallization of desire and well-being. The discussion considers the roles of life-changing decisions and personal narratives in research on personality, well-being, and positive personal development.     

善因营销的捐赠水平与消费者态度:一个有中介的调节效应模型检验

通过两个实验,探讨了善因营销的捐赠水平对消费者态度的影响,尤其是考察了道德提升感的中介作用以及产品-公益事业拟合度的调节作用。研究发现,善因营销的捐赠水平对消费者态度有显著的正向影响,且道德提升感在捐赠水平与消费者态度之间起中介作用。与此同时,产品-公益事业拟合度显著地调节了捐赠水平与道德提升感的关系,且该调节关系通过道德提升感的中介作用来进一步影响消费者态度。     

失败恐惧的影响因素及其对学业成绩的影响

该研究力图探讨教养及气质因素与失败恐惧的关系,以及失败恐惧对学业成绩的影响及其机制。对427名高一学生施测失败表现评估量表、父母教养方式评价量表、行为抑制/行为激活量表、防御性期望和反思量表、自我阻碍量表,并收集被试期末考试成绩。相关分析、回归分析、路径分析等表明,失败恐惧与教养、气质因素均有密切关系;其对学业成绩具有间接的消极影响。     

Parental Involvement in Primary School Education: its Relationship with Children’s Academic Performance and Psychosocial Competence through Engaging Children with School

The benefits of parental involvement in children’s education have been well established but increasing evidence suggests that overparenting may have adverse effects on children. The question of whether excessive parental involvement hinders children’s academic and psychosocial development warrants further investigations. This study examined the associations of parental educational involvement at home and in school with academic performance and psychological health of 507 Chinese Grade 3 schoolchildren in Hong Kong. Parents reported on their level of involvement in children’s schooling and their children’s psychosocial issues. Children were surveyed to determine their school engagement, and their Chinese language and mathematics attainment was assessed. We also explored the underlying mechanism by testing children’s engagement with school as a mediator of the relationships. Our results showed that home-based parental educational involvement was positively associated with children’s language competence and psychosocial wellbeing, and the associations were linked through engaging children with school. However, the benefits reached a plateau at higher level of parental involvement in children’s learning at home. School-based parental involvement had an indirect effect on children’s prosocial behavior through school engagement. These findings highlight the significance of optimal level of parental involvement in children’s education at home for children’s development.