利/害条件下归纳推理的心理效应分离

研究设计了两类包含内容的归纳推理任务, 一类是对获得收益的可能性的推理; 另一类是避免伤害的推理。实验显示, 不同内容的归纳推理结果有显著差异。其中, 避免伤害的归纳推理表现出将伤害可能过度推延的特点; 而获得收益的归纳推理则表现出对收益可能推延不足。此外, 不同的自我卷入水平——自我卷入式推理或者非自我卷入式推理——也会对推理产生显著影响。在避害条件下, 自我卷入式推理比非自我卷入式推理表现出更强烈的过度推延的特点; 在获利条件下, 自我卷入式推理比非自我卷入式推理表现出更严重的推延不足。研究经过分析提出, 这种差异可能暗示了归纳推理的领域特殊性特征。     

海德格尔的《精神现象学》解读:三个简论

该文是对海德格尔之黑格尔《精神现象学》解读工作的一个简述。文章首先简述了海德格尔解读《精神现象学》的三次尝试及其相关文献情况;其次分析了海德格尔之《精神现象学》解读中所致力考察过的三个要点,这三个要点都是从《精神现象学》一书标题之变更出发而引伸出的重大问题;最后,文章提示了进一步解读的三个可能方向。     

counselors' collective self‐esteem mediates job dissatisfaction and client relationships

Given the central role of professional identity (i.e., collective self‐esteem in this study), the authors examined whether collective self‐esteem mediated or moderated relations between job dissatisfaction and client relationships in a sample of 132 professional counselors in the United States. Results indicated that collective self‐esteem partially mediated the relationship between job dissatisfaction and client relationships. Furthermore, job dissatisfaction was negatively related to greater levels of private collective self‐esteem, and greater private collective self‐esteem was positively related to better client relationships.     

The Role of Religiosity on Postsecondary Degree Attainment

Although previous researchers found that several individual, family, and school characteristics influenced adolescents' academic performance, religion‐related factors have not typically been considered for models of bachelor's degree attainment. Using longitudinal data in a national database, the authors examined the relationship between high school students' religiosity and bachelor's degree attainment. The results indicate that high school students' religiosity was significantly related to bachelor's degree attainment when other variables (i.e., locus of control, self‐concept, parental involvement, and prior academic performance) were controlled for.     

Virtual environment training system for rehabilitation of stroke patients with unilateral neglect: crossing the virtual street.

In this paper, we propose a system for training of stroke patients with unilateral neglect by using technology of virtual reality (VR). The proposed system is designed to compensate for unilateral neglect. This system contains the calibration of unilateral neglect and the training of this disease. The calibration procedure is implemented by aligning the virtual object at a subjective middle line. The training procedure is implemented by completing the missions that are used to keep the virtual avatar safe during crossing the street in a virtual environment. The results of this study show that the proposed system is effective to train unilateral neglect. The left to right ratio scores extracted from this system gradually decrease as the sessions of training are repeated. To validate the VR system parameters, the parameters are analyzed by correlation with those of traditional unilateral neglect assessment methods (such as the line bisection test and the cancellation test).     

不同学习压力觉知水平高中生家庭生态之比较

考察了170名高一学生的学习压力觉知水平,结果显示,经常感到学习压力、偶尔感到学习压力和未感到学习压力学生的比例分别为22．9％、53．6％和23．5％,不同学习压力觉知水平的人数差异极其显著。MANOVA分析发现,不同学习压力觉知水平的高中生在父母教养方式、家庭环境和学生人格等家庭生态群上总体差异显著;通过多重比较,揭示了不同学习压力觉知水平学生的家庭生态具瘁维度差异及其特点。文章从生态系统观点对中学生学习压力觉知差异进行了探讨,提出从生态重构角度对中学生进行学习减压。     

自利和自谦归因影响大学生人际交往的实验研究

采用实验法考查了自利/自谦归因对大学生的归因评价与人际交往的影响。结果表明:(1)大学生对自谦归因的评价要好于对自利归因的评价,这尤其突出地表现在消极反馈情境中,同时大学生对朋友的归因评价要好于对陌生人的评价;(2)大学生喜欢与自谦归因的搭档交往,不喜欢与自利归因的搭档交往,这一现象在消极反馈情境中表现得更为明显;(3)大学生对搭档的归因评价在搭档归因方式与人际交往意向变化之间起着部分中介作用。     

4-8年级儿童同伴关系中的内隐认知偏差

为了探究儿童同伴关系中的认知偏差情况,以四、六、八年级共153名中小学生（9-15岁）为被试,运用内隐联想测验（IAT）考察了儿童对其同伴关系双方的相对认知。结果表明：（1）儿童的同伴关系认知中存在内隐认知偏差,儿童对自己的认知要显著积极于对同伴的认知,表现出了自我提升现象。（2）儿童同伴关系中这种内隐认知偏差的表现及程度均不受年龄、性别因素影响。     

统计概要表征的内容与机制

人类能够快速提取集合刺激中的统计信息, 并形成以集中趋势和变异性为主要内容的统计概要表征。根据注意资源的使用, 统计概要表征的加工方式可分为分布式注意下的整体加工和聚焦注意下的个体加工。两种加工在工作记忆中相互影响, 共同构建了对集合刺激的表征。统计概要表征适用于多种刺激类型, 发生在低水平和高水平加工中, 因而可能是一种普遍的知觉加工方式。未来研究可关注统计概要表征的神经基础及其对决策的影响。     

离异家庭儿童发展性研究综述

随着世界各国离婚率的提高,离异家庭对儿童发展的影响已经成为众多学者研究关注的焦点.文章着重介绍和分析了离异家庭儿童发展性研究的进展、离异家庭儿童心理和行为问题的产生机制以及离异家庭儿童发展的影响因素和作用机制.最后对公共政策的制定提出建议.