神会的禅学思想特色——兼论神会对慧能禅学思想的继承和发扬

为了批判神秀北宗的不究竟的禅法,弘扬慧能南宗的顿教禅法,神会引经据典地从佛性本体论、无念无住的修行方法论和顿悟境界论等多方面对慧能南宗禅法做了非常全面而深入的理论上的论证和发挥。神会禅学立知见,注重知解,神会的顿悟说注重于解悟,神会禅学的这种特征是应该结合当时的禅学背景才能恰当地理解的。与后来侧重于从实践上发挥和发扬慧能南宗禅法的禅派不同,侧重于从理论上论证和发挥慧能南宗禅法的神会禅学是有它特定的历史使命和时代特征的,神会禅学是禅宗发展史上一个非常重要的环节。     

Savouring and perceived job performance in positive psychology: Moderating role of positive affectivity

Building on the research in positive psychology, the current study examines the impact of employee savouring on building perceived job performance and tested the extent to which an individual positive affectivity moderated the relationship of savouring and job performance. Using survey responses from 357 salespeople in six Taiwanese insurance companies, the results of hierarchical regression analyses show that savouring is positively related to perceived job performance. In addition, the relationship between savouring and perceived job performance was moderated by employees' positive affectivity. The implications of these results and the limitations of the research are discussed.     

与零假设检验有关的统计分析流程

人们熟知的零假设显著性检验,受到一次次质疑与辩护,地位并未动摇,报告检验结果仍然是统计分析的习惯做法。不过,其局限性促使研究者探寻更多的统计方法如区间估计、效应量分析、检验力分析等。本文先介绍假设检验与置信区间的关系;然后讨论检验力与两类错误率和效应量的关系;最后在理顺上述统计方法的基础上,提供一个可操作的统计分析流程。     

教师教学认知偏差问卷的编制及初步应用

依据社会心理学等有关认知偏差理论,结合教师教学实际自制了"教师教学认知偏差问卷"。对问卷进行探索性因素分析和验证性因素分析以及信度检验等发现,该问卷显示出较好的效度和信度。以该问卷对846名教师进行了初步调查,调查的数据反映出在教师中存在不同程度的教学认知偏差,其中女教师的教学认知偏差要显著好于男教师,教学优秀教师的教学认知偏差显著好于一般普通教师,教龄时间较短的教师的教学认知偏差要显著好于教龄较长的教师。     

Cognition-based and affect-based trust as mediators of leader behavior influences on team performance

We develop a model in which cognitive and affective trust in the leader mediate the relationship between leader behavior and team psychological states that, in turn, drive team performance. The model is tested on a sample of 191 financial services teams in Hong Kong and the U.S. Servant leadership influenced team performance through affect-based trust and team psychological safety. Transformational leadership influenced team performance indirectly through cognition-based trust. Cognition-based trust directly influenced team potency and indirectly (through affect-based trust) influenced team psychological safety. The effects of leader behavior on team performance were fully mediated through the trust in leader variables and the team psychological states. Servant leadership explained an additional 10% of the variance in team performance beyond the effect of transformational leadership. We discuss implications of these results for research on the relationship between leader behavior and team performance, and for efforts to enhance leader development by combining knowledge from different leadership theories.     

Measurement equivalence/invariance of the abusive supervision measure across workers from Taiwan and the United States

Growing international research interest in negative-leadership behaviors prompts the need to examine whether measures of ineffective leadership developed in the United States are equivalent across countries outside the United States. B. J. Tepper's (2000) abusive supervision measure has been used widely inside and outside the United States and merits research attention on its construct equivalence across different cultural settings. The authors conducted a series of multigroup confirmatory factor analyses to investigate the measurement equivalence of this measure across Taiwan (N = 256) and the United States (N = 389). Configural invariance was established, suggesting that both U.S. and Taiwanese samples perceive abusive supervision as a single-factor concept. Furthermore, the establishment of partial metric invariance and partial scalar invariance suggests that the abusive supervision measure is applicable to crosscultural comparisons in latent means, construct variance, construct covariances, and unstandardized path coefficients with the caution that workers from different cultures calibrate their responses differently when answering some items.     

Big time is not always long: numerical magnitude automatically affects time reproduction

To reproduce the duration of an event precisely, one needs to represent the temporal information without being influenced by other magnitude attributes (e.g., size) of the event. In the present study, however, task-irrelevant numerical magnitude automatically affected participants' reproduction of the duration of a stimulus. In Experiment 1, participants made key-press responses to reproduce the duration of numbers. Reproduced durations were shorter for small numbers (e.g., 1) than for large numbers (e.g., 9). In contrast, in Experiment 2, participants' reproductions of a standard duration were longer when their key-press response was accompanied by visual presentation of a small number than when it was accompanied by presentation of a large number. These results clearly demonstrate that number-time interference extends beyond simple mapping between stimulus categories and response alternatives. The findings support the notion that either a common magnitude representation or closely connected magnitude representations underlie numerical and temporal processing.     

Infants learn about objects from statistics and people

In laboratory experiments, infants are sensitive to patterns of visual features that co-occur (e.g., Fiser & Aslin, 2002). Once infants learn the statistical regularities, however, what do they do with that knowledge? Moreover, which patterns do infants learn in the cluttered world outside of the laboratory? Across 4 experiments, we show that 9-month-olds use this sensitivity to make inferences about object properties. In Experiment 1, 9-month-old infants expected co-occurring visual features to remain fused (i.e., infants looked longer when co-occurring features split apart than when they stayed together). Forming such expectations can help identify integral object parts for object individuation, recognition, and categorization. In Experiment 2, we increased the task difficulty by presenting the test stimuli simultaneously with a different spatial layout from the familiarization trials to provide a more ecologically valid condition. Infants did not make similar inferences in this more distracting test condition. However, Experiment 3 showed that a social cue did allow inferences in this more difficult test condition, and Experiment 4 showed that social cues helped infants choose patterns among distractor patterns during learning as well as during test. These findings suggest that infants can use feature co-occurrence to learn about objects and that social cues shape such foundational learning in distraction-filled environments.     

Linking ethical leadership to employee performance: The roles of leader–member exchange,self-efficacy,and organizational identification

This research investigated the link between ethical leadership and performance using data from the People’s Republic of China. Consistent with social exchange, social learning, and social identity theories, we examined leader–member exchange (LMX), self-efficacy, and organizational identification as mediators of the ethical leadership to performance relationship. Results from 72 supervisors and 201 immediate direct reports revealed that ethical leadership was positively and significantly related to employee performance as rated by their immediate supervisors and that this relationship was fully mediated by LMX, self-efficacy, and organizational identification, controlling for procedural fairness. We discuss implications of our findings for theory and practice.     

I am against us? Unpacking cultural differences in ingroup favoritism via dialecticism

The authors proposed a novel explanation for cultural differences in ingroup favoritism (dialecticism) and tested this hypothesis across cultures/ethnicities, domains, and levels of analysis (explicit vs. implicit, cognitive vs. affective). Dialecticism refers to the cognitive tendency to tolerate contradiction and is more frequently found among East Asian than North American cultures. In Study 1, Chinese were significantly less positive, compared to European Americans, in their explicit judgments of family members. Study 2 investigated ingroup attitudes among Chinese, Latinos, and European Americans. Only Chinese participants showed significant in-group derogation, relative to the other groups, and dialecticism (Dialectical Self Scale) was associated with participants' in group attitudes. Study 3 manipulated dialectical versus linear lay beliefs; participants primed with dialecticism showed more negative, explicit ingroup attitudes. Although ingroup disfavoring tendencies were more prevalent among Chinese across studies, they may be a reflection of one's culturally based lay beliefs rather than deep-rooted negative feelings toward one's ingroup.