民主、价值与代表方式

按照以产生于17世纪英国的“辉格党”学说为参照的“政治自由主义”观点,历史假设人就其价值、实践和目的而言是不断进步的,向着一个使他们能够实现自己目标的更伟大的“人道主义”迈进。这一观念似乎铭刻在当代的各种活动之中,而且不应该轻率地对待。生活水平、技术、科学由于     

Trauma and Deferred Action in the Reality of Adolescence

In the search for ever earlier determinants of adult pathology many ignore the transformative impact of adolescence. The authors suggest that the reality of adolescent development creates a vulnerability to being overwhelmed. Through deferred action childhood experiences may interact with adolescent realities and omnipotent beliefs to traumatize the adolescent. The authors suggest that trauma in adolescence can be independent both of the intensity of current external exposure or of earlier traumatic experiences.     

Support for the Death Penalty and Rehabilitation: Question Order or Communication Effect?1

Response‐effects research has shown that survey questions shape and channel public opinion. Our study examines the degree to which the variance in people's cognitions about and attitudes toward crime policy proposals is a methodological artifact and the degree to which it represents media effects. Four different forms of a survey were used to manipulate the order of the proposal (death penalty vs. rehabilitation) and criterion (cognition vs. attitude). Results show that experimental manipulations affected cognitions or attitudes only for the death penalty. Respondents who were asked the cognition measure first showed a high level of consistency between the net valence of their arguments and their attitudes. Respondents who were asked their attitudes first reported relatively more affective arguments, a phenomenon that we label affective priming. Exposure and attention to specific media content influenced cognitions and attitudes differentially.     

Visual attention skills of premature infants with and without intraventricular hemorrhage

The relation between two medical complications associated with prematurity (intraventricular hemorrhage (IVH) and respiratory distress syndrome (RDS)) and visual attention skills of very low birth-weight (VLBW) infants were examined. Fourteen preterm VLBW infants with IVH and RDS, 9 preterms with RDS and no IVH, and 10 full-term infants matched on SES, sex, and race were assessed at 7 months of age (after correction for prematurity) for their ability to show a decremental response to a familiar visual stimulus and an increment in response to a novel visual stimulus. Measures of attention getting (turning toward a stimulus) and attention holding (sustained fixation on the stimulus after turning) were taken. On the attention-getting measures, IVH-RDS preterms had longer latencies than both the RDS-no-IVH preterm group and the full-term group. There were no group differences on attention-holding measures. The three groups did not differ in habituation to the familiar visual stimulus or discrimination of the novel stimulus. This study indicates that the early visual attention skills of preterm infants are differentially affected by specific types of prenatal complications.     

Students' R]eactions to Teachers' E]valuations: The Unique Impact of Negative Feedback1

This study attempts to identify some of the processes mediating self-fulfilling prophecies in the classroom. Specifically, we hypothesized that negative feedback conveyed by teachers would influence students' p]erceptions of how the teacher viewed their success/failure, effort, ability and task difficulty more than positive feedback. In response to college students' s]core on an anagrams test, a (confederate) teacher expressed either positive, negative or no evaluative feedback. Questionnaires assessed students' s]elf-perceptions and perceptions of the teacher's evaluations of them. Consistent with our hypotheses, negative feedback was seen as a more credible indicator of the teacher's evaluation than positive feedback. Furthermore, negative feedback led students to believe that the teacher held an extremely unfavorable but inaccurate impression of their effort and ability and that the teacher underestimated the difficulty of the task. There were few differences between the effects of positive feedback and no feedback, and there were no significant effects on self-perceptions. These findings suggest new insights into negativity effects in evaluations and into the mechanisms underlying self-fulfilling prophecies.     

An enlarging hole on the palm illusion and a theory of the moon on the horizon

An illustration that both the palm illusion and the moon's illusory size on the horizon are explained by the context which provides a contrast created by perceptual constancy.     

Overt vs covert problem solving, transfer effects, and programming sequence: I: Inverted triangles

129 college students were individually requested to successively turn 2 of 3 upright triangles upside-down. Triangle consists of 3 rows of coins: 1 on top, 2 in the middle, and 3 at the bottom. Only 2 coins may be relocated. Triangle B has 4 rows with 4 coins at the bottom. Only 3 coins may be moved. Triangle C is arranged in 5 rows with 5 coins at the bottom. Only 5 coins are allowed to change places. Analysis shows (a) Problem A is the easiest, B in between, and C the hardest. (b) Overt manipulation is more efficient than a covert method. (c) Transfer in all cases is positive, the amount increasing with difficulty of the preceding problem. (d) From easy to difficult problems is more economical than the opposite sequence as measured by the total time required to solve both problems. The advantage is a little greater under the overt than the covert condition.     

The Experimental Analysis of Human Behavior: History,Current Status,and Future Directions

The Psychological Record - These papers were presented at a symposium held at the 93rd annual convention of the American Psychological Association, August, 1985, Los Angeles, CA. The papers, in...