Trait emotional intelligence profiles of students from different university faculties

This study investigated the trait emotional intelligence (trait EI or trait emotional self‐efficacy) profiles of 512 students from five university faculties: technical studies, natural sciences, social sciences, arts, and humanities. Using the Trait Emotional Intelligence Questionnaire, it was hypothesised that (a) social sciences would score higher than technical studies in Emotionality, (b) arts would score higher than technical studies in Emotionality, (c) arts would score lower than technical studies in Self‐control, and (d) there would be an interaction between gender and faculty, whereby female students would score higher than male students within the social sciences only. Several other exploratory comparisons were also performed. Results supported hypotheses (a), (b), and (d), but not hypothesis (c), although the differences were in the predicted direction.     

Sustained vs. transient cognitive control: Evidence of a behavioral dissociation

This study assessed whether two well known effects associated with cognitive control, conflict adaptation (the Gratton effect) and conflict context (proportion congruent effects), reflect a single common or separate control systems. To test this we examined if these two effects generalized from one kind of conflict to another by using a combined-conflict paradigm (involving the Simon and Spatial Stroop tasks) and manipulating the proportion of congruent to incongruent trials for one conflict (Simon) but not the other (Spatial Stroop). We found that conflict adaptation effects did not generalize, but the effect of conflict context did. This contrasting pattern of results strongly suggests the existence of two separate attentional control systems, one transient and responsible of online regulation of performance (conflict adaptation), the other sustained and responsible for conflict context effects.     

When meaning matters,look but don’t touch: The effects of posture on reading

Much of the reading that we do occurs near our hands. Previous research has revealed that spatial processing is enhanced near the hands, potentially benefiting several processes involved in reading; however, it is unknown whether semantic processing—another critical aspect of reading—is affected near the hands. While holding their hands either near to or far from a visual display, our subjects performed two tasks that drew on semantic processing: evaluation of the sensibleness of sentences, and the Stroop color-word interference task. We found evidence for impoverished semantic processing near the hands in both tasks. These results suggest a trade-off between spatial processing and semantic processing for the visual space around the hands. Readers are encouraged to be aware of this trade-off when choosing how to read a text, since both kinds of processing can be beneficial for reading.     

流行音乐对中学生的影响及疏导

流行音乐以其独特的旋律、强烈的时代感吸引着一代代中学生,并随风潜入,润物无声地影响着他们的成长和发展。流行音乐已融入中学生的日常生活,也必定在潜移默化中影响着他们的观念和行为方式。因此,必须重视流行音乐对中学生的影响,并采取积极有效的措施发挥流行音乐的正功能,为中学生的成长和发展营造一个良好的文化氛围。     

我国护理教育面临的困境及对策研究

梳理了目前国内外护理教育发展的基本情况,从满足我国护理事业发展需求、充分考虑现代护理学的学科特点、明确护理高等教育不同层次的培养目标等方面分析了护理教育发展的主要思路,并提出具体的建议和措施,力图通过加强护理学教育来进一步推动我国护理事业的发展。     

The Whole and the Parts: Working in the Analytic Field

Field concepts have been imported from physics into psychology and philosophy, in the work of writers such as Kurt Lewin and Maurice Merleu-Ponty. In psychoanalysis, they are found in the work of Harry Stack Sullivan, Enrique Pichon-Rivière, and Willy and Madeleine Baranger. They are essential for relational analysis, where everything than happens in the analytic situation is considered to depend on both parties of the analytic relationship. The analytic situation is understood as a two-person setup, in which neither party can be conceived without the other, because they are inescapably bound and complementary. This is called a “dynamic field,” and it corresponds to an experiential configuration that changes and evolves in time. Insight is better understood as a restructuring of the field, a gradual development of both parties' understanding of their shared unconscious situation. In this paper I discuss the main ideas posed by the Barangers, as well as my own, and present a clinical vignette to illustrate the phenomenology of the field.     

Performance and Perceptions of Brainstormers in an Organizational Setting

Employees of a corporation who had undergone considerable training for effective teamwork were asked to brainstorm about a job-relevant issue in groups of four or alone. One half of the groups brainstormed alone first, and the other half brainstormed as a group before brainstorming alone. Participants were also asked to rate their performance and indicate whether they would perform better in groups or alone on a brainstorming task. Consistent with past laboratory research, groups generated only about half as many ideas as a similar number of individuals (nominal group), and group brainstorming led to more favorable perceptions of individual performance. Participants also believed that they would brainstorm more effectively in a group than alone. These results indicate that productivity losses in brainstorming groups are not restricted to laboratory groups. Such losses occur even in groups who work together on a daily basis, have considerable training in group dynamics, and are dealing with a job-relevant issue. The sequence of alone to group brainstorming did not influence overall productivity. The relation of this research to that of facilitated and electronic brainstorming is discussed.