保安处分视角下精神病人强制医疗范式探析

精神病人刑事强制医疗的刑法实体法依据只有总则第十八条,实践中关于精神病人的刑事强制医疗程序并无统一标准而适用各异.保安处分是西方大陆法系国家广泛接受和适用的一种方法,从保安处分理论之本意出发,应该完善我国精神病人刑事强制医疗,重塑保安处分视角中的精神病人强制医疗.     

分类与"社会整合"——与涂尔干的隐匿对话

作品的命运在很大程度上取决于社会的需要,正如福柯所言,任何话语/实践实际上都必须以非话语/实践为前提并受它的制约.著作(话语/实践)必然在非著作(非话语/实践)的背景下才能获得其成功的机遇.在被吉登斯誉为社会学界"经典的三雄"中,马克思最为国人推崇与熟知,但我们不可忘记,马克思主义理论登陆中国,与当时革命救亡的实践不无关系;时代迁移,韦伯凭借他对民族国家现代化过程中理性化吊诡现象的精辟诊断以及对中国问题的直接切入,一度在中国燃起了"韦伯热";现在该是对"涂尔干遗产"进行清理的时候了.     

Understanding Advice in Supportive Interactions

Previous research on advice in supportive interactions has focused on the influence of facework, and has not systematically considered the effects of advice content. Further, this research has obtained quality evaluations of researcher‐constructed messages rather than assessing the outcomes of naturally occurring advice. The current study examines the relative influence of advice content characteristics (usefulness, feasibility, and absence of limitations), facework, and support‐seekers' receptiveness to advice on advice message quality evaluations and advice outcomes (facilitation of coping, sufficiency of support, and intention to implement the advice). Participants (N = 280) completed questionnaires reporting on a recent instance of receiving advice with regard to a personal problem. Results indicated that the predictor variables had diverse impacts on message evaluations and outcomes. Absence of limitations and support‐seeker receptiveness to advice had the most consistent influence across the dependent variables. Facework had a less consistent influence, but did have a major impact on facilitation of coping.     

Testing a Poisson counter model for visual identification of briefly presented, mutually confusable single stimuli in pure accuracy tasks

The authors propose and test a simple model of the time course of visual identification of briefly presented, mutually confusable single stimuli in pure accuracy tasks. The model implies that during stimulus analysis, tentative categorizations that stimulus i belongs to category j are made at a constant Poisson rate, v(i, j). The analysis is continued until the stimulus disappears, and the overt response is based on the categorization made the greatest number of times. The model was evaluated by Monte Carlo tests of goodness of fit against observed probability distributions of responses in two extensive experiments and also by quantifications of the information loss of the model compared with the observed data by use of information theoretic measures. The model provided a close fit to individual data on identification of digits and an apparently perfect fit to data on identification of Landolt rings.     

超越弗雷格的“第三域”神话

<正>如达米特所指出的:"弗雷格关于思想及其构成涵义的看法是神话式的。这些恒久不变的实体居住在‘第三域’(the third realm),后者既不同于物理世界,也不同于任何经验主体的内心世界……。     

Differential influence of basic psychological needs on burnout and academic achievement in three southeast European countries

Several studies show the importance of basic psychological needs (BPN) for decreasing burnout and increasing grade point average (GPA), but, to our knowledge, no prior study has explored the potential contextual differences in Southeastern European countries. Moreover, even less is known about how this relationship may differ during stressful (exam) and less stressful (beginning of the semester) periods. Measures of the Maslach Burnout Inventory—Student Survey and BPN Satisfaction and Frustration Scale were translated and adapted. The study included a cross-sectional sample of students from Croatia, Serbia and Slovenia during beginning of the semester and exam period. Across all countries and both contexts, students with high autonomy need satisfaction showed the strongest decrease in burnout, followed by those with high competence need satisfaction. Students with high academic achievement showed an increase due to competence need satisfaction. Competence and autonomy need satisfaction were higher beginning of a semester, while burnout was higher during the exam period. BPN play an important role in educational settings—satisfaction of the need for autonomy and competence protects students from burnout, and the need for competence predicts greater academic achievement regardless of culture or time of the semester.