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601.
The mediation of superior coping with physical discomfort after humorous stimulation was explored through respondents' exposure to materials varying markedly in their capacity to evoke amusement and joviality. Both male and female respondents were exposed to (a) stand-up comedy, (b) situation comedy, (c) serious drama, (d) instructional material, or (e) tragedy. Discomfort threshold for cuff pressure at the upper arm was ascertained prior to and following exposure. Cognitive and affective responses to the materials were recorded after the postexposure threshold measurement. Compared against exposure to instructional material in the control condition, and compared against pre-exposure threshold measures, exposure to either type of comedy and, unexpectedly, to tragedy significantly elevated the threshold for physical discomfort in both male and female respondents. Serious drama had no such effect. Taken together, the exposure effects on the discomfort threshold could not be attributed to amusement reactions. Nor could they be considered mediated by responses of positive hedonic quality during and after exposure. There was some indication, however, that the capacity of stimuli to evoke humorous reactions (material being deemed funny) and the absorption potential of stimuli (material being deemed captivating) were positively involved in the mediation of postexposure tolerance of physical discomfort.The authors would like to thank Charles Aust, Rahul Biswas, Ted Jones, and John Owens for their assistance in the data collection and in the planning of this investigation.  相似文献   
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Learning from past decisions can enhance successful decision-making. It is unclear whether difficulties in learning from experience may contribute to risky decision-making, which may be altered among individuals with attention-deficit/hyperactivity disorder (ADHD). This study follows 192 children with and without ADHD aged 5 to 10 years for approximately 2.5 years and examines their risky decision-making using the Balloon Emotional Learning Task (BELT), a computerized assessment of sequential risky decision-making in which participants pump up a series of virtual balloons for points. The BELT contains three task conditions: one with a variable explosion point, one with a stable and early explosion point, and one with a stable and late explosion point. These conditions may be learned via experience on the task. Contrary to expectations, ADHD status was not found to be related to greater risk-taking on the BELT, and among younger children ADHD status is in fact associated with reduced risk-taking. In addition, the typically-developing children without ADHD showed significant learning-related gains on both stable task conditions. However, the children with ADHD demonstrated learning on the condition with a stable and early explosion point, but not on the condition with the stable and late explosion point, in which more pumps are required before learning when the balloon will explode. Learning during decision-making may be more difficult for children with ADHD. Because adapting to changing environmental demands requires the use of feedback to guide future behavior, negative outcomes associated with childhood ADHD may partially reflect difficulties in learning from experience.  相似文献   
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The evolution of Jung's relationship with Judaism is interpreted as reflecting aspects of the individuation journey over the course of a long life. The progress and limitations of his public positions and personal relationships are explored through his published work and correspondence. Perspectives from relational psychoanalysis and Jewish philosophy are used to amplify Jung's understanding of Jewish, and specifically Kabbalistic, text and image. Dimensions of the author's own journey toward greater acceptance of his own Jewish soul is also considered, along with the wider contemporary relevance of these themes.  相似文献   
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This article describes a comprehensive examination of the cognitive, motivational, and emotional processes underlying active learning approaches; their effects on learning and transfer; and the core training design elements (exploration, training frame, emotion control) and individual differences (cognitive ability, trait goal orientation, trait anxiety) that shape these processes. Participants (N = 350) were trained to operate a complex, computer-based simulation. Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees' metacognition and state goal orientation. Trainees who received the emotion-control strategy had lower levels of state anxiety. Implications for development of an integrated theory of active learning, learner-centered design, and research extensions are discussed.  相似文献   
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