青少年自主-联结的发展及其与社会适应的关系研究

青春期是个体自主和联结的发展变化最为显著、最为突出的阶段。研究对424名中学生自主和联结的发展状况及其社会适应进行了调查,结果表明：（1）青少年具有高自治高联结、低自主低联结及个体化型三类不同的自主-联结发展水平;（2）三种类别随年龄增长呈现各自不同的发展态势,同时男生在三种类型上人数分布相对较为均衡,女生则较多属于高自治高联结类型;（3）高自治高联结者的社会适应和学业成绩最为理想。     

中等强度情绪性图片的神经机制——一项fMRI研究

采用修订后的中等唤起度的国际情绪图片为刺激材料,以12名女性大学生为被试,考察情绪性图片引起的脑激活模式。结果发现,与中性条件相比,消极情绪图片激活了枕叶、杏仁核、海马旁回和壳核。积极情绪图片引起枕叶、内侧眶额、额中回等脑区的激活,研究结果再次验证了杏仁核与消极情绪的密切关系,同时推测,内侧眶额可能是中等唤起度的趋近性积极情绪的一个脑功能区。     

《古兰经》汉译活动与伊斯兰教本土化

伊斯兰教本土化是中外文化交流的成功范例。本文通过对伊斯兰教经典《古兰经》汉译的分析,述说了中外文化交流的历史经验,说明了异域、异质文化交流会通、融为一体的必要条件、途径、意义等。着重强调文化之间的交流只有在本土文化的"母土"和"土壤"中找到生长点,才能最终被接受、融合,成为本土文化的新的营养和有机成分。     

Recording online processes in task-oriented reading with Read&;Answer

We present an application to study task-oriented reading processes called Read&Answer. The application mimics paper-and-pencil situations in which a reader interacts with one or more documents to perform a specific task, such as answering questions, writing an essay, or similar activities. Read&Answer presents documents and questions with a mask. The reader unmasks documents and questions so that only a piece of information is available at a time. This way the entire interaction between the reader and the documents on the task is recorded and can be analyzed. We describe Read&Answer and present its applications for research and assessment. Finally, we explain two studies that compare readers’ performance on Read&Answer with students’ reading times and comprehension levels on a paper-and-pencil task, and on a computer task recorded with eye-tracking. The use of Read&Answer produced similar comprehension scores, although it changed the pattern of reading times.     

An analytic tableau calculus for a temporalised belief logic

A tableau is a refutation-based decision procedure for a related logic, and is among the most popular proof procedures for modal logics. In this paper, we present a labelled tableau calculus for a temporalised belief logic called TML⁺, which is obtained by adding a linear-time temporal logic onto a belief logic by the temporalisation method of Finger and Gabbay. We first establish the soundness and the completeness of the labelled tableau calculus based on the soundness and completeness results of its constituent logics. We then sketch a resolution-type proof procedure that complements the tableau calculus and also propose a model checking algorithm for TML⁺ based on the recent results for model checking procedures for temporalised logics. TML⁺ is suitable for formalising trust and agent beliefs and reasoning about their evolution for agent-based systems. Based on the logic TML⁺, the proposed labelled tableau calculus could be used for analysis, design and verification of agent-based systems operating in dynamic environments.     

中学教师社会化过程:交互作用视角

本研究以345名教师为研究对象,基于交互作用视角建立框架模型,研究教师社会化前因变量、社会化近端结果和终极结果之间的关系,以揭示教师社会化过程。结果表明:①教师社会化近端结果在组织策略和社会化终极结果之间起部分中介作用,在教师主动策略和社会化终极结果之间起完全中介作用;②同事帮带仅通过促进教师对学校的了解促进教师社会化终极结果;③家长配合一方面直接促进教师工作绩效,另一方面通过角色清晰对社会化终极结果产生积极影响。     

An application of a dual-process approach to decision making in social dilemmas

This study compared psychological and behavioral responses in a take-some social dilemma with those in a give-some situation and suggested an explanation in terms of a dual process model. Participants facing the take-some dilemma exhibited a higher level of cooperation than those facing the give-some dilemma only in their first decision trial, and this effect was independent of our experimental manipulation of the information processing mode. Furthermore, once an experiential mode was induced, participants spent less time and experienced less conflict when making decisions in the take-some dilemma than in the give-some situations. The findings indicate that in social dilemmas the information processing mode has a stronger effect on psychological responses than on behavioral responses.     

情绪对工作记忆影响的研究综述

情绪在我们的生活中扮演着十分重要的角色,各种认知活动都或多或少的受其影响。有关情绪与工作记忆相互作用的研究中,很多的证据表明,情绪对认知表现的影响可能是通过工作记忆完成的。本文对情绪分类,情绪影响工作记忆的相关理论及以往的相关研究进行了介绍,同时提出存在的问题并进行展望。     

Internet-based intervention for the treatment of online addiction for college students in China: a pilot study of the Healthy Online Self-helping Center

Internet addiction among college students has become a serious problem in China. This pilot study involved the development of an online expert system named Healthy Online Self-helping Center (HOSC) as an intervention tool to help those who wish to reduce online usage. The study also explored the effectiveness of HOSC for college students' Internet addiction behavior. Participants (N?=?65) were recruited from a university in Beijing, and were randomly assigned to one of four conditions: using HOSC within a laboratory environment, using HOSC within a natural environment, using a noninteractive program, and a control group. All the participants were asked to answer questionnaires at the baseline and at the 1-month follow-up. The questionnaires included the participants' online hours per week, the legitimate ratio of Internet usage, online satisfaction, and the Young's Diagnostic Questionnaire. The results revealed that HOSC under both natural and laboratory environments could effectively reduce the participants' online hours per week as well as their Young's Diagnostic Questionnaire score, and improve online satisfaction at a 1-month follow-up. Participants using a noninteractive program also had similar results. The article concludes with a discussion of the limitations of the study, as well as the implications of the findings and future research directions.