人到底从哪里来的？（三）

本文基于几种关于人之由来的说法出发，从科学角度回答“人不是神造的”这一问题。考察了近百年来人类化石发现过程，以及现代考古学、古人类学对人类起源与进化的科学分析，并以现代生物学对人体器官进化的研究成果，最终得出“人是进化的产物”的结论。     

阿佩尔的共同责任原则

共同责任原则的提出是阿佩尔的对话伦理学(Diskursethik)的一个重要的方面,本文主要介绍共同责任的基本内涵及其证成,并进而指出共同责任是原初的责任,以及共同责任既是集体负责又是自我负责.     

杜光庭《录异记》宗教本质探析

杜光庭(850-933?)是唐末五代时期的著名道士,早年参加科举,落第后入道天台山,从此致力于道经的搜集和编撰工作,至今尚有大量道经存世。在这些留存的文献中,按道经分类,有一部分属于“记传类”或“谱录类”的神仙传记集和宣扬道门灵验的志怪作品。它们介于宗教与文学之间,既不同     

自我认知干预对教师心理健康的影响

本研究以自我、个性为内容辅以专家讲座展开了自我认知训练干预,对象为29名随机抽取的中学教师,干预实施持续了两个学期,测查工具为SCL-90、SDS、SAS.结果表明:干预后所有各项的均数均有下降,且除偏执因子外均达P<0.01显著意义水平;干预在偏执因子上效果较为一般,在"躯体化"、"恐怖"、"精神病性"、"饮食睡眠"、"敌对"、诸因子上效果良好,在强迫、人际敏感、焦虑因子上效果更为良好;总之,自我认知干预对教师心理健康具有积极影响,此影响在不同心理因子上会有不同效果.     

Self‐construal and students’ math self‐concept,anxiety and achievement: An examination of achievement goals as mediators

This study examines the role of self‐construal in student learning by testing a mediation model: through math achievement goals, self‐construal predicts math self‐concept and anxiety, which further predict math achievement. A sample of 1196 students from 104 secondary classes in Singapore took a survey and a math achievement test. The results from multi‐group structural equation modelling support measurement invariance and equal path coefficients in the mediation model between boys and girls. Interdependent self‐construal positively predicted mastery approach and avoidance goals, through which interdependent self‐construal had a positive total indirect effect on math anxiety. Independent self‐construal positively predicted mastery approach, performance approach and performance avoidance goals, and through the two approach goals, high independent self‐construal was associated with high math self‐concept. Overall, self‐construal was not associated with math achievement. The findings enhance our understanding of achievement motivation from a sociocultural perspective and help explain East Asian students’ relatively higher anxiety and lower self‐concept in comparison with their Western counterparts as reported in international studies.     

The Influence of Family Socio-economic Status on Learning Burnout in Adolescents: Mediating and Moderating Effects

According to family investment theory, a family’s socio-economic status can have a noteworthy impact on the academic performance and future lives of adolescents. However, the mechanism for this remains poorly understood. We examined the mediating and moderating effects of family emotional and cultural environment on the relations between family socio-economic status and learning burnout. Specifically, we investigated whether different family emotional environments have a moderating effect on the relationship between family socio-economic status and learning burnout and on the mediating effect of family cultural environment. A sample of 1181 junior and senior high school students completed multidimensional measures of family socioeconomic status, family emotional and cultural environment, and learning burnout. A regression analysis showed that socio-economic status significantly predicted learning burnout. The achievement, cultural, and recreational dimensions of family cultural environment were all mediators of this relationship. Moreover, cultural dimension was moderated by the family conflicts factor of family emotional environment.     

Parent Prediction of Autism Spectrum Disorder in Infants at Risk: A Follow-up Study

Later-born siblings of children with autism spectrum disorder are considered at biological risk for autism spectrum disorder and the broader phenotype. Early screening may detect first signs of autism spectrum disorder and expedite diagnosis and early intervention. In this follow-up study, we re-examine a validated second-degree autism spectrum disorder screener for children at biological risk of autism spectrum disorder, the parent observation of early markers scale. Using available follow-up information up to age 13 years, 110 children (the original 108 infants plus 2 infants recruited after the completion of the original study) were divided into three groups: diagnosed group (n?=?13), lost diagnosis group (n?=?5), and undiagnosed group (n?=?92). The parent observation of early markers scale continued to show acceptable predictive validity. The parent observation of early markers scale total scores and mean number of elevated items were significantly higher in the diagnosed group than the undiagnosed group. The lost-diagnosis group did not differ from the undiagnosed group on parent observation of early markers scale total scores and elevated items at any age, but the lost-diagnosis group had significantly lower total scores, and number of elevated items than the diagnosed group starting at 18 months. Both autism spectrum disorder core and subsidiary behaviors differentiated the diagnosed and undiagnosed groups from 9 to 36 months of age. We hereby provide further evidence that the parent observation of early markers scale may serve as a low-cost early screener for autism spectrum disorder in at-risk children and pinpoint specific developmental ,and behavioral problems that may be amenable to very early intervention.     

Parenting Self-Efficacy and Parental Involvement: Mediators or Moderators Between Socioeconomic Status and Children’s Academic Competence in Japan and Korea?

We examined the causes of a growing achievement gap associated with socioeconomic status (SES) in Korea and Japan, testing whether parenting self-efficacy (PSE) and parental involvement (PI) mediated or moderated the association of SES to children’s school-related competence (SRC). Three hundred and seventy-two Korean and 309 Japanese mothers of first- and second-grade children completed a parenting survey. Japanese mothers’ education and PSE were directly associated with SRC. PSE moderated the association of education to SRC, with higher PSE of college-educated mothers positively associated with SRC. In the Korean sample, household income was associated with SRC directly as well as indirectly through PSE.     

The effects of direction similarity in visual working memory: Behavioural and event-related potential studies

Object similarity can improve visual working memory (VWM) performance in the change-detection task, but impair the recognition performance when it occurs at retrieval of VWM in the recognition task. The effect of direction similarity is an issue that has not been well resolved. Furthermore, electrophysiological evidence in support of the mechanisms that underlie the effects of similarity is still scarce. In the current study, we conducted three behavioural experiments to examine the effects of direction similarity on memory performance with regard to both the encoding and retrieval phases of VWM and one event-related potential (ERP) experiment to explore the neural signatures of direction similarity in VWM. Our behavioural studies indicated that direction similarity improved performance when it occurred at the encoding phase but impaired performance when it occurred at the retrieval phase. Moreover, the ERP experiment showed that the amplitude of the contralateral delay activity (CDA) increased with the increasing set size for similar but not dissimilar directions. In addition, the CDA amplitude for similar directions was lower than that for dissimilar directions at set size 2. Taken together, these findings suggest that direction similarity at encoding has a positive effect on VWM performance and at retrieval has a negative effect. Given that VWM capacity depends on information load and the number of objects, the positive effect of similarity may be attributed to reduced information load of memory objects.