仪式的意义--宋代学者论礼的起源与内涵

宋代学者在哲学层面重新阐发了礼的历史根源和价值根基。首先,礼是为满足人的生存和发展的需要而产生的,心性本体是礼的内在根源,礼是心性本体的外在形式。其次,礼的内涵有着三个层面：天理本体,天理的表现形式,人类社会全部规范的总合。     

语音超文本系统中锚点标记方式的比较研究

近年来。语音超文本系统中超链接锚点的标记方式成为该研究领域的一个热点问题。笔者在设计参数优化基础上对语音超文本系统中常见的两种超链接锚点标记方式——言语相关标记与非言语相关标记进行比较研究,旨在为语音超文本界面中超链接锚点标记的设计提供适宜的参数。实验在模拟的语音超文本系统中进行,以链接词检测率、句子理解正确率和主观评价作为评价绩效的指标,结果发现,(1)男女声变调的言语相关标记方式下对链接词的检测率和主观评价均优于全词标记和尾字标记两种非言语相关标记方式,但上述三种标记方式对句子理解均无显著影响;(2)采用非言语相关标记时,链接词在句中的位置显著影响其检测率。根据上述结果,笔者推荐男女声变调标记可作为语音超文本链接词标记的首选方式。     

普遍的正义如何可能——柏拉图正义论及发微

柏拉图试图解决正义是什么、正义如何可能和正义是何种价值这样一些根本问题 ,其提问题的方式、解决路径都是柏拉图式的。有借鉴意义的是正义植根于心灵深处的土壤以及社会供给正义的途径。实现正义是一个艰难且复杂的社会历史过程 ,推进民主进程、使正义理念扎根于民众的日常生活深处 ,相对正义的社会才会被建立起来 ,基于此种理念之上的用以保证、体现和实现正义的制度才会被设计出来。     

Working memory representations persist in the face of unexpected task alterations

It is well known that information can be held in memory while performing other tasks concurrently, such as remembering a color or number during a separate visual search task. However, it is not clear what happens to stored information in the face of unexpected tasks, such as the surprise questions that are often used in experiments related to inattentional and change blindness. Does the unpredicted shift in task context cause memory representations to be cleared in anticipation of new information? To answer this question, we ran two experiments where the task unexpectedly switched partway through the experiment with a surprise question. Half of the participants were asked to report the same attribute (Exp. 1?=?Identity, Exp. 2?=?Color) of a target stimulus in both presurprise and postsurprise trials, while for the other half, the reported attribute switched from identity to color (Exp. 1) or vice versa (Exp. 2). Importantly, all participants had to read an unexpected set of instructions and respond differently on the surprise trial. Accuracy on the surprise trial was higher for the same-attribute groups than the different-attribute groups. Furthermore, there was no difference in reaction time on the surprise trial between the two groups. These results suggest that information participants expected to report can survive an encounter with an unexpected task. The implication is that failures to report information on a surprise trial in many experiments reflect genuine differences in memory encoding, rather than forgetting or overwriting induced by the surprise question.     

集体主义背景下的宽恕研究及其对心理治疗的启示

以往的宽恕理论和宽恕干预的方法多是基于西方个人主义文化背景的, 缺乏集体主义背景下的相关研究。在集体主义背景下, 被冒犯者应对伤害的方式、宽恕的策略以及影响宽恕的人格特质都与个人主义有明显的区别。此外, 跨文化的宽恕模型也从不同角度描述了集体主义背景下的宽恕, 决定性宽恕和情绪性宽恕模型区分了不同形式的宽恕在不同文化中的表现; 基于自我和人格特质的宽恕模型描述了不同背景下影响宽恕的人格因素; 宽恕的动态过程模型描述了宽恕过程中的文化影响因素。对于这些内容的总结也对集体主义背景下的宽恕干预具有一定的启示作用。     

宽恕治疗中的几个误区及其应用展望

宽恕被界定为被冒犯者的亲社会动机的转变过程, 它有助于被冒犯者消除愤怒情绪, 提升积极的情感体验。宽恕治疗是针对被冒犯者, 并试图帮助他们放弃报复和回避等消极应对方式, 以积极的方式来处理因冒犯而造成的伤害的一种心理治疗方法。然而, 在临床应用中, 对宽恕治疗还存在一些误区, 这些误区主要表现为以下三点：(1)宽恕冒犯者就是和冒犯者和解; (2)宽恕治疗会导致道德化和宗教化的倾向; (3)宽恕只是治疗的工具, 不是治疗的目标。在对这些误区加以澄清的基础上, 提出宽恕治疗在理论、研究和实践方面的应用与展望。     

The relationship between cognitive emotion regulation strategies and emotional problems: comparison between a clinical and a non‐clinical sample

This study focuses on the relationship between the use of specific cognitive emotion regulation strategies and emotional problems. Two samples were included: 99 adults from a clinical population and 99 matched non‐clinical adults. Data was obtained in both groups on the use of nine cognitive emotion regulation strategies: self‐blame, other‐blame, rumination, catastrophizing, putting into perspective, positive refocusing, positive reappraisal, acceptance, and refocus on planning. Logistic regression analyses show that self‐blame, catastrophizing, and positive reappraisal were, relative to the other strategies, the most important variables for distinguishing between the two samples. While the first two strategies were reported significantly more often by the clinical than by the non‐clinical sample, positive reappraisal was reported significantly more often by the non‐clinical sample. The results suggest that cognitive emotion regulation strategies may be a useful target for prevention and intervention. Copyright © 2002 John Wiley & Sons, Ltd.     

A whole-school approach to guidance: Hong Kong teachers' perceptions

This qualitative study involving 30 teachers, followed by a survey of 895 teachers, investigated Hong Kong teachers' perception of a whole-school approach to guidance and its practice. Findings revealed that teachers perceived a whole-school approach as fostering student development and as a system of management. Teacher dedication, communication, and team spirit were considered as facilitating factors for its implementation. Findings also revealed an overall mismatch between teachers' beliefs about a whole-school approach and their perceived school reality, and that a wholeschool approach was not seen as practised in the majority of schools. There was a close relationship between schools' guidance focus and their implementation of a whole-school approach. Schools implementing a whole-school approach were considered to have both a preventive and developmental guidance focus and practice. Implications for the implementation of guidance are discussed.     

A translational evaluation of renewal of inappropriate mealtime behavior

The term renewal describes the recurrence of previously extinguished behavior that occurs when the intervention context changes. Renewal has important clinical relevance as a paradigm for studying treatment relapse because context changes are necessary for generalization and maintenance of most intervention outcomes. The effects of context changes are particularly important during intervention for pediatric feeding disorders because children eat in a variety of contexts, and extinction is an empirically supported and often necessary intervention. Therefore, we used an ABA arrangement to test for renewal during intervention with 3 children diagnosed with a feeding disorder. The A phase was functional reinforcement of inappropriate mealtime behavior in a simulated home setting with the child's caregiver as feeder, B was function‐based extinction in a standard clinic setting with a therapist as feeder, and the return to the A phase was function‐based extinction in a simulated home setting with caregiver as feeder. Returning to Context A resulted in renewal of inappropriate mealtime behavior across children, despite the caregivers' continued implementation of function‐based extinction with high levels of integrity.