Thinking too much: How young people experience rumination in the context of loneliness

The recent rise in the prevalence of loneliness, particularly among young adults, coupled with its deleterious effects on wellbeing, makes understanding the issue of pressing concern. As most research on loneliness has focused on older adults, this study explored how 48 young adults aged 18–24 subjectively experienced loneliness through free association-based interviews. Participants were sampled from the four most deprived boroughs in London, as area deprivation has been associated with a higher prevalence of loneliness. This facilitates understanding of contributors and consequences of loneliness within this demographic group. In particular, the focus is on rumination arising from loneliness; while the link between the two is well-established quantitively, research into rumination and the context of ruminative thoughts in the context of loneliness remains sparse. Thus, this study aimed to understand the subjective experience of rumination in young adults whilst they experienced loneliness. Thematic analysis of interviews using ATLAS.ti 9 revealed five themes capturing these experiences: ‘temporal experience of rumination’, ‘ruminating life and death’, ‘rumination related to others’, ‘outcomes of rumination’ and ‘coping with loneliness-related rumination’. Based upon knowledge of the nature and content of rumination, further research could devise models of rumination and interventions targeted at rumination such as mindfulness meditation, journaling and engaging in prosocial behaviour, to mitigate the adverse effects loneliness can have on wellbeing.     

Spatial Semantics,Cognition, and Their Interaction: A Comparative Study of Spatial Categorization in English and Korean

This study has two goals. First, we present much‐needed empirical linguistic data and systematic analyses on the spatial semantic systems in English and Korean, two languages that have been extensively compared to date in the debate on spatial language and spatial cognition. We conduct our linguistic investigation comprehensively, encompassing the domains of tight‐ and loose‐fit as well as containment and support relations. The current analysis reveals both cross‐linguistic commonalities and differences: From a common set of spatial features, each language highlights a subset of those features for its principal categorization, and those primary features are importantly different between English and Korean: English speakers categorize events predominantly by containment and support relations (and do so with prepositions), whereas Korean speakers categorize them by tight‐fit and loose‐fit relations (and do so with verbs), with a further distinction of containment and support within the loose‐fit relation. The analysis also shows that the tight‐fit domain is more cross‐linguistically diverse in categorization than is the loose‐fit domain. Second, we test the language data against the nonlinguistic categorization results reported in Choi and Hattrup (2012). The results show a remarkable degree of convergence between the patterns predicted from the current linguistic analysis and those found in C&H's nonlinguistic study and thus provide empirical and strong evidence for an influence of language on nonlinguistic spatial cognition. At the same time, the study reveals areas where the two systems closely interact with each other as well as those where one is independent from the other. Taking both parts of the study together, we identify the specific roles that language and spatial perception/cognition play in spatial categorization.     

小学教师职业倦怠维度发展顺序探究——来自结构方程模型和交叉滞后网络分析模型的证据

教师职业倦怠的情感衰竭、去人性化和个人成就感降低3个维度相对独立但也存在相互影响, 对其发展关系进行研究, 有助于深入理解职业倦怠的发展过程, 尽早识别倦怠症状。本研究对3837名小学教师进行追踪测试, 测试间隔为3年, 采用结构方程模型和交叉滞后网络分析模型进行分析, 结果发现小学教师职业倦怠维度最优发展模型为“T1的情感衰竭和个人成就感降低分别预测T2的情感衰竭和个人成就感降低, T1的去人性化预测T2的去人性化和个人成就感降低”, 且最优发展模型具有性别间的一致性和教龄段之间的一致性。这一结果支持并强调了去人性化在小学教师职业倦怠发展中的重要作用, 对识别教师职业倦怠早期症状并采取相应措施有效阻断教师职业倦怠的进一步发展具有一定的理论和现实意义。     

幽明之故与天人之际--从船山易学的视域看

易学具有一个言幽明而不言有无的视域,明清之际的思想家王夫之的研究表明,从这个视域可以更为深入地理解中国哲学的基本问题:天人之际.天人之际的根本回答不在于流俗所理解的"天人合一",而在于天人相继.通过天人相继,确立的是人的自由以及人道的基本依据.而且,在幽明之故的视野中,还可以生发出中国古典思想对原善问题的基本理解,善不是别的,正是在人道的畛域内发生的对天人之间的存在连续性的努力.     

父亲、母亲抚养压力在母亲抑郁和学龄前儿童内外部问题行为间的链式中介作用

研究旨在探讨父亲和母亲的抚养压力在母亲抑郁与学龄前儿童内、外部问题行为间的作用。以北京市某区75所幼儿园的2222名3~5岁在园幼儿及其父母为被试,采用《流调中心抑郁量表》、《抚养压力量表》、《学龄前儿童问题行为问卷》分别对母亲抑郁、父母抚养压力及儿童问题行为进行测查,结果发现：（1）母亲抑郁可以正向预测儿童的内、外部问题行为;（2）母亲抑郁对儿童内部问题行为的作用被"母亲抚养压力"、"母亲抚养压力-父亲抚养压力"两条路径部分中介;（3）母亲抑郁对儿童外部问题行为的作用被"母亲抚养压力"、"母亲抚养压力-父亲抚养压力"两条路径完全中介。综上,研究揭示了母亲抚养压力、父亲抚养压力在母亲抑郁和学龄前儿童内、外部问题行为间的链式中介作用。     

高二学生阅读插图课文的即时加工研究

采用ASL4200R型眼动仪,对28名高二年级学生阅读插图课文的阅读理解特点进行研究,结果表明:(1)高二学生阅读不同呈现方式课文的阅读成绩和阅读时间,以及注视次数、注视点持续时间和回视次数,插图课文显著优于无图课文.插图对课文的阅读理解具有明显的促进作用;(2)高二学生阅读不同难度课文的阅读成绩和阅读时间,以及注视次数和回视次数,易课文显著优于难课文.     

中小学生阅读不同配图课文的眼动研究

使用ASL-4200R型眼动仪,采用3×2×2的三因素混合设计,对77名中小学生阅读不同配图课文进行了考察。结果表明:(1)中小学生阅读不同配图难度课文的阅读成绩、阅读时间等阅读理解指标,以及注视频率、注视点持续时间和眼跳距离等眼动指标具有明显的年龄特征;(2)中小学生阅读不同配图课文的阅读成绩、阅读时间和阅读速度等阅读理解指标,以及注视次数和回视次数等眼动指标具有显著差异,示意图组显著优于实景图组;(3)中小学生阅读不同难度课文的注视频率和回视次数对阅读过程有非常显著的影响,易课文显著优于难课文。     

试析联结主义范式对婴儿发展的解释

用联结主义范式作为解释婴儿发展的机制已成为当前认知发展研究的新趋势。本文以婴儿分类和客体永久性为范例,分析了这一范式在解释婴儿发展方面的理论潜力及不足。     

母亲社会情绪行为的相关因素研究

本研究考察了婴儿情绪特征、母亲受教育程度和母亲社会情绪行为的关系。结果表明：（1）情绪特征不同婴儿的在积极社会情绪行为上无显著差异,而在消极情绪行为上,负性情绪组婴儿的显著地少于负性情绪组婴儿的母亲;（2）受教育程度不同的在积极情绪行为上无显著差异,而在消极情绪行为上,受教育程度高的母亲显著地少于受教育程度低的母亲;（3）综合考察婴儿情绪特征和母亲受教育程度两方面因素,受教育程度在大专以下、负性情绪较多婴儿的母亲在积极情绪行为上与其他组的母亲无任何差异,而其消极情绪行为显著地多于其他组的母亲。