归因方式和抑郁

对生活中所发生的愉快的或不愉快的事件,人们往往做认知上的归因。就归因方式(Attributional style)来说,一个人可以从三个维度上评价某一事件,即:自身-他人的(Internal-External).持之-暂时的(Stable-Unstable),整体-局部的(Globle-Specif-ic)。例如,一位学生在研究生入学考试中失败了,他可以将这次失败看作是由于自己智     

略论中国古代教育心理思想发展的特点和成就

本文论述了两个问题:一是中国古代教育心理思想发展的四个基本特点,即:它是教育实践的产物,以儒学家派为主体,涉及到教育中的全部心理问题,未形成完整的结构体系。二是中国古代教育心理思想发展的六大成就和贡献,即:提出了学知论和性习论,初步揭示了学习过程的实质和规律,初步探索了品德结构和德育过程,初步总结了一套学习和德育的原则、方法,初步考察了非智力因素的作用,提供了总结经验的研究方法。     

PERCEPTION AND JUDGMENT OF FACIAL EXPRESSIONS AMONG THE CHINESE

Perceived relationships among nine facial expressions were structurally represented in a two-space configuration by multidimensional scaling procedure. The two dimensions operative for Chinese judges were interpreted as positive versus negative emotions and open versus controlled styles of expressions. While there was some consensus in identifying seven of the nine intended emotions, interest-excitement and disgust-revulsion were often not recognized. Implications of cross-cultural comparisons in identification rates were discussed.     

Perceptions of school psychology services from a staff perspective

This investigation examined how staff in an elementary school district perceived their school psychologists and how these perceptions differed across components of service and staff groups. We developed a School Psychological Service Questionnaire and then analyzed responses from regular education teachers, special education teachers, principals, and school psychologists in an urban school district. Although the findings are numerous, most noteworthy are, first, that consumer groups in the district had different perceptions than school psychologists about how school psychologists allocate their time and how this time should be allocated in the future. Second, consumer perceptions of school psychologists' knowledge generally were favorable. Third, in terms of domains appropriate for involvement by school psychologists, a factor analysis of consumer ratings revealed three relatively clear dimensions of recommended service provision — special education activities, interpersonal or school-climate activities, and administrative responsibilities. Fourth, the helpfulness of school psychologists, as perceived by consumers, related positively to frequency of contact. Fifth, differences in perception of school psychological services were evident across staff groups. Finally, comparisons between master's level and doctoral level school psychologists suggested numerous differences in how the staff perceived these service providers.     

Social dynamics of group courtship behavior in male red-sided garter snakes (Thamnophis sirtalis parietalis)

Mating in red-sided garter snakes is characterized by the formation of mating balls. Up to 100 males simultaneously court single females. The social dynamics of the formation of these mating balls was examined to determine whether the mating balls are formed simply because of a common attraction to the female or whether males are stimulated by the mating balls themselves. A sexually attractive female garter snake appears to be even more attractive to a male when she is being courted by other males than when she is alone. Male garter snakes courted females more actively when other males were also courting the female than when they were alone with her. There is a positive correlation between the number of additional males present and the amount of courtship activity shown by the test male toward the stimulus female. The extent to which the courtship activity of the test males was stimulated by the presence of additional courting males was not influenced by how actively the additional males courted.     

家庭功能与学前儿童行为问题的关系:依恋回避和社交焦虑的多重中介作用

采用纵向的研究设计,对上海市两所公办幼儿园192名学前儿童进行为期一年半的追踪调查,探讨了家庭功能与学前儿童行为问题之间的关系以及依恋回避和社交焦虑的中介作用。结果发现：（1）家庭功能、依恋回避、社交焦虑和儿童行为问题之间存在两两相关;（2）家庭功能能够显著负向预测儿童行为问题;（3）依恋回避和社交焦虑分别在家庭功能和行为问题之间起独立中介作用;（4）依恋回避和社交焦虑在家庭功能和行为问题之间起序列中介作用。研究结果进一步揭示了家庭功能对学前儿童行为问题影响的内在机制。     

大学生自尊与社会适应的关系:积极核心图式与同伴依恋的链式中介效应分析

采用自尊量表、简明核心图式量表、同伴依恋量表和中国大学生适应量表调查华中三省5所大学大一至大三年级共459名大学生,运用偏差校正的百分位Bootstrap方法探索大学生积极核心图式和同伴依恋在自尊和社会适应之间的链式中介作用。结果发现：（1）大学生自尊、积极核心图式、同伴依恋与社会适应两两之间均呈显著正相关;（2）大学生自尊对社会适应的直接效应和间接效应均显著。间接效应包括了三条路径：通过积极核心图式的中介作用、通过同伴依恋的中介作用以及通过积极核心图式-同伴依恋的链式中介作用。这一结论有助于理解自尊对社会适应的作用机制,为未来大学生社会适应能力的提升提供建议。     

保安处分视角下精神病人强制医疗范式探析

精神病人刑事强制医疗的刑法实体法依据只有总则第十八条,实践中关于精神病人的刑事强制医疗程序并无统一标准而适用各异.保安处分是西方大陆法系国家广泛接受和适用的一种方法,从保安处分理论之本意出发,应该完善我国精神病人刑事强制医疗,重塑保安处分视角中的精神病人强制医疗.     

Effect of lie labelling on children's evaluation of selfish,polite, and altruistic lies

This study investigates how 5‐ and 6‐year‐olds' evaluations of selfish, polite, and altruistic lies change as a result of whether these false statements are explicitly labelled as lies. We are also interested in how interpretive theory of mind may correlate with such evaluations with and without a lie label. Our results showed that labelling lowered children's evaluations for the polite and altruistic lies, but not for the selfish lies. Interpretive theory of mind correlated positively with the evaluation difference between the polite and altruistic lies and that between the selfish and altruistic lies in the label, but not in the non‐label condition. Correlation between the selfish and altruistic lies and that between the polite and altruistic lies were stronger with than without labelling, after controlling for age, and verbal and non‐verbal intelligence. We conclude that lie labelling biases children towards more negative evaluations for non‐selfish lies and makes them see lies of different motives as more similar. If a lie label is applied, whether lies of different motives are still evaluated differently depends on interpretive theory of mind, which reflects the child's ability to represent and allow different interpretations of an ambiguous reality.