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961.
Pride, in Western Christianity, has long been recognized as a vice and deadly sin. In this article, individual and communal pride is understood as emerging from, and supported by, a system of hierarchical valuations, which provides a subjective and intersubjective sense of self-worth along with a sense of power and privilege. A pride system is linked to, and supported by, stories and rituals that omnipotently confirm individual and communal status and power. This complex system is accompanied by a particular faith dynamic that benefits its members, yet alienates those deemed to be of lesser value. While positive valuations support a persons (and communitys) sense of self-esteem and are, more often than not, important for a sense of trust, group loyalty, and community, they are also accompanied by negative appraisals that are projected onto an other. This other is alienated from the privileges and power of those who identify with, and own, the positive valuations. Pride systems, then, are good to the extent that they shore up a sense of self and community and bad, or inherently deadly, to the extent that goodness depends on the subtle or overt alienation of a person or group. 相似文献
962.
963.
When two masked targets (T1 and T2) require attention and are presented within half a second of each other, the report accuracy for T2 is reduced, relative to when the two targets are presented farther apart in time. This effect is known as the attentional blink (AB). Potter, Chun, Banks, and Muckenhoupt (1998) argued that all AB-like effects observed when at least one of the targets was presented outside of the visual modality did not represent true instances of the AB, but instead were artifacts of task-set switching. However, in the Potter et al. experiments the presence or absence of task-set switching opportunities was confounded with the T2 task, as well as the alphanumeric class of T2 with respect to the distractors. In the present experiment, we examine the influence of T1 alphanumeric class, T2 alphanumeric class, and switching operations in a fully crossed design that unconfounds these factors. In contrast to the conclusions of Potter et al., the present results suggest that the T2 alphanumeric class can account for the pattern of ABs observed across conditions, without necessarily implicating a separate switch cost. The implications for theoretical models of the AB and the debate over the validity of cross-modal ABs are discussed. 相似文献
964.
965.
Terror management theory emphasizes that self-esteem consists of a sense of meaning and significance, which serves mainly to defend against death awareness. The current authors counter that people's search for meaning and significance cannot be wholly reduced to defensive processes because it also reflects intrinsic developmental processes. Sociometer theory similarly offers a mainly defensive account of self-esteem, and its exclusive focus on belongingness versus exclusion ill equips it to deal with the multiple needs underlying self-esteem. The current authors suggest that self-esteem resulting from defenses against anxiety (whether about death or exclusion) is akin to contingent self-esteem, whereas true self-esteem is based in ongoing satisfaction of needs for competence, autonomy, and relatedness. 相似文献
966.
Having the memory of an elephant: long-term retrieval and the use of analogues in problem solving 总被引:1,自引:0,他引:1
The authors report 4 experiments exploring long-term analogical transfer from problem solutions in folk tales participants heard during childhood, many years before encountering the target problems. Substantial culture-specific analogical transfer was found when American and Chinese participants' performance was compared on isomorphs of problems solved in European versus Chinese folk tales. There was evidence of transfer even among participants who did not report being reminded of the source tale while solving the target problem. Comparisons of different versions of a target problem indicated that similarity of solution tool affected accessing, mapping, and executing components of problem solving, whereas similarity of goal object had only a moderate effect on accessing. High school students also evidenced greater transfer than did middle school students. 相似文献
967.
Electronic caps, pill caps that record the date and time of pill bottle opening provide an objective measure of adherence to prescribed medication. A promising intervention to improve adherence, cue-dose training, involves reviewing patients' pill cap-generated reports concerning their medication-taking and offering individualized recommendations for remembering to take medications at specific times of day. In this preliminary study, 79 patients prescribed the antihyperglycemic medication metformin had adherence assessed during a 4-week baseline period. Adherence, defined as proportion of prescribed doses taken within a predetermined 4-h window, was measured using electronic MEMS caps. Those who had less than 80% baseline adherence (n = 33) were randomly assigned to either receive 4 months of cue-dose training (n = 16) or to a control group (n = 17). Cue-dose training was associated with significantly better adherence to metformin (mean improvement of 15%). The effects of cue-dose training on adherence to other antihyperglycemic medication did not reach statistical significance. Glycosylated hemoglobin (a measure of blood sugar control) did not differ between groups. Data from nine patients who reviewed pill cap-generated data with their primary care providers suggested that both patients and providers found the discussion moderately helpful and not at all uncomfortable. 相似文献
968.
The present experiment demonstrates that exposure to a significant psychological stressor (administered before watching a slide show) preserves or even enhances memory for emotional aspects of an event, and simultaneously disrupts memory for non-emotional aspects of the same event. Stress exposure also disrupted memory for information that was visually and thematically central to the event depicted in the slide show. Memory for peripheral information, on the other hand, was unaffected by stress. These results are consistent with theories invoking differential effects of stress on brain systems responsible for encoding and retrieving emotional memories (the amygdala) and non-emotional memories (e.g., the hippocampal formation), and inconsistent with the view that memories formed under high levels of stress are qualitatively the same as those formed under ordinary emotional circumstances. These data, which are also consistent with results obtained in a number of studies using animals and humans, have implications for the traumatic memory debate and theories regarding human memory. 相似文献
969.
970.