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21.
本文在历代藏学家就本波教与钵第教比较研究的基础上,通过对岷江上游本波教与钵第教宗教实体构成要素间的比较,以及对岷江上游本波教与钵第教信众的教派认同程度的分析,认为本波教与钵第教既有区别又有联系,共同构成了略别于汉传佛教的藏传佛教。从本波教的本土文化成分和对古印度佛教的藏族化程度来看,本波教是藏传佛教最典型的代表。  相似文献   
22.
People's self-perception biases often lead them to see themselves as better than the average person (a phenomenon known as self-enhancement). This bias varies across cultures, and variations are typically explained using cultural variables, such as individualism versus collectivism. We propose that socioeconomic differences among societies--specifically, relative levels of economic inequality--play an important but unrecognized role in how people evaluate themselves. Evidence for self-enhancement was found in 15 diverse nations, but the magnitude of the bias varied. Greater self-enhancement was found in societies with more income inequality, and income inequality predicted cross-cultural differences in self-enhancement better than did individualism/collectivism. These results indicate that macrosocial differences in the distribution of economic goods are linked to microsocial processes of perceiving the self.  相似文献   
23.
Neural bases of binocular rivalry   总被引:9,自引:0,他引:9  
During binocular rivalry, conflicting monocular images compete for access to consciousness in a stochastic, dynamical fashion. Recent human neuroimaging and psychophysical studies suggest that rivalry entails competitive interactions at multiple neural sites, including sites that retain eye-selective information. Rivalry greatly suppresses activity in the ventral pathway and attenuates visual adaptation to form and motion; nonetheless, some information about the suppressed stimulus reaches higher brain areas. Although rivalry depends on low-level inhibitory interactions, high-level excitatory influences promoting perceptual grouping and selective attention can extend the local dominance of a stimulus over space and time. Inhibitory and excitatory circuits considered within a hybrid model might account for the paradoxical properties of binocular rivalry and provide insights into the neural bases of visual awareness itself.  相似文献   
24.
郝兴昌  佟丽君 《心理科学》2005,28(5):1060-1063
本实验以探索智障学生与正常学生内隐记忆与外显记忆的发展特点为目的。采用2(材料类型:图片、汉语双字词)×2(贡献来源:外显记忆、内隐记忆)×2(被试类型:智障学生、正常学生)×2(年龄:低年级、高年级)的四因素混合设计,通过加工分离程序(PDP,process dissociation procedure)的包含和排除测验,计算意识和无意识的贡献大小。结果表明,⑴材料类型主效应极其显著;⑵贡献来源的主效应极其显著;⑶年龄效应不显著;⑷被试效应不显著;本研究结论可对智障学生的教育提供理论指导。  相似文献   
25.
耳机传送双重听觉信号的知觉特点研究   总被引:1,自引:1,他引:1  
本研究探讨了耳机以叠加法和分离法传送双重听觉信号的知觉特点.实验结果表明(1)响度感觉是听觉中枢对同一信号的双耳输入强度加工整合的结果;(2)信号间的中枢干扰作用比外周干扰作用要小.前一论点在对三维虚拟听觉显示研究中也是应十分注意的.  相似文献   
26.
本文是在先前建立的多媒体教学环境下教师授课、学生学习和学习绩效的3个因素结构模型基础上,采用路径建模技术,建立了多媒体教学环境下教一学一学习绩效关系模型。基于对该路径模型的分析,获得如下结论:(1)多媒体教学中影响因素的主导作用是沿着学习者认知加工过程中的信息流而展开的;(2)对于学生在课堂中的信息加工,影响最大的因素是教师授课时对学生的能力培养,影响为其次的因素是教师的授课技术;(3)课件的良好界面信息设计对学生的知识掌握起重要作用;(4)诸如授课速度过快、信息量过大等多媒体教学中的易现问题会增加学生的外在认知负荷而降低学习效果;(5)在多媒体教学中,教师与学生都要注意学生学习风格来更好地进行教学或学习。  相似文献   
27.
明代弘治至崇祯年间,曲阜孔氏《阙里志》和颜氏《陋巷志》共经历过四次编修,邹县孟氏《三迁志》也三次修纂。孔、颜、孟三氏家族志的每一次编纂,都呈现出特殊且鲜明的群聚现象,具体表现为编纂时间前后相因,体例内容相互借鉴,编修人员交集并处,修纂意旨彼此关切。这一现象出现的根本原因,在于孔、颜、孟三者在儒家文化体系中的内在联动性和外在整体性。同时,明代尊崇儒学,志书修纂盛行和三氏林庙修建,也是促成这一现象出现的文化动因。  相似文献   
28.
    
The impact of insecure attachment on hoarding behavior (HB) has been supported by empirical evidence. However, scant literature has focused on how anthropomorphism (attributing human-like traits, characteristics, or emotions to nonhuman objects) and hoarding beliefs (motivations for ownership) affect the relationship between insecure attachment and HB, especially among Chinese adolescents. Using a cross-sectional study, we reserved 903 participants (561 males, 342 females, M = 20.20, SD = 1.85, age range = 18–24 years) to complete self-report questionnaires about close relationships, anthropomorphism, saving beliefs, and saving inventory to investigate the mediating role of anthropomorphism and the moderating role of hoarding beliefs in the relationship between insecure attachment and HB. Attachment anxiety and avoidance had a positive relationship with HB, and anthropomorphism is a mediating factor in the association between attachment anxiety and HB. In addition, hoarding beliefs moderated the relationship between attachment anxiety and HB. This study further elaborated on the relationships between insecure attachment, anthropomorphism, hoarding beliefs, and HB, which might shed some light on adolescent clinical interventions.  相似文献   
29.
Objective: This study investigated how affect influences people’s processing of messages about risks and benefits of using autonomous artificial intelligence (AI) technology to screen for skin cancer. We examined integral affect (emotion derived during decision making) separately from incidental affect (extraneous mood states).

Design: Using the affect heuristic framework, we randomly assigned 273 participants to conditions featuring risk (high, low, uncertain) or benefit (high, low, uncertain) messages about AI. Following ‘affect-as-spotlight’, we also explored whether people’s integral affect towards skin cancer moderated the relationship between risk/benefit messages and AI screening intentions.

Outcomes: Perceived risk, perceived benefit, positive and negative affect toward AI, intention to use AI screening.

Results: After controlling for incidental affect and risk perceptions, we found that compared to low risk messages, uncertain risk messages increased participants’ negative affect toward AI, decreased positive affect toward AI, increased AI risk evaluations and reduced AI benefit evaluations. Perceptual variables significantly mediated participants’ intentions to use AI for risk messages but not benefit messages. No moderation effects were found.

Conclusions: Results suggest extending the affect heuristic framework to include uncertain risk conditions. Integral AI affect influenced people’s interpretation of messages, which then impacted likelihood to use AI technology for health.  相似文献   

30.
    
Teachers can be biased, especially toward low achievers and students with behavioral issues. However, creative students often appear to be disruptive in the classroom, and many of them struggle academically. The purpose of the present study was to examine the extent to which teachers’ perceptions of students’ creativity is associated with students’ academic achievement and classroom (mis)behaviors, as well as to examine the interaction between these two factors. Three hundred and fifty‐four eighth‐grade students selected from five middle schools in China participated in this study. Using achievement scores, peer nominations, a divergent thinking test, a self‐rated ideational behavior scale, and teacher ratings, the present study found that, whereas creativity has no significant relationship with teachers’ perceptions, academic achievements and misbehavior are significantly associated within structors’ perceptions. The achievement bias resulted in the underestimation of low achievers’ creativity, even when the low achievers were highly creative. More nuances emerged when student misbehaviors were considered. Specifically, misbehaving low achievers’ originality was further underestimated even when they were highly original. In contrast, teachers overestimated well‐behaved high achievers’ creativity, even when the students comprised the lowest creativity group. The results are further discussed from a socio‐cultural perspective.  相似文献   
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