Reflections on the Meaning and Structure of the Horizontal/Vertical Distinction

The commentaries by Aaker (2006), Meyers‐Levy (2006), and Oyserman (2006) extend the implications of the horizontal/vertical distinction described in our article (Shavitt, Lalwani, Zhang, & Torelli, 2006) in a number of interesting directions. We join these authors in calling for further research on horizontal and vertical individualism and collectivism constructs. We also highlight conceptual and structural issues that remain to be resolved and evaluate priming and other operational approaches to the study of horizontal and vertical individualism and collectivism.     

Defining relationships: Comparing Canadians, Chinese and Indians

To examine whether cultural differences exist in defining family, friend, relative, colleague and neighbour, non-student samples were drawn from Canada, China and India. The data generated several unexpected findings. (i) The means of the relationship definitions between the Chinese and Canadians were not significantly different. The means between the Chinese and Indians were significantly different. The means between the Canadians and Indians were significantly different. (ii) Females defined their relationships more interdependently than males in the Indian and Canadian samples but not in the Chinese sample. (iii) Definitions were target specific and the order of closeness differed from group to group. (iv) In the Indian and Chinese samples, participants' age was negatively correlated with closeness in defining friends, indicating that a person's perceived closeness with friends changes over the life span. Results of past research using student samples need to be interpreted with caution.     

Les intérêts professionnels des collégiens : l'évolution sur un quart de siècle

Two inventories assessing interests of boys (QIG 7,6,5) and of girls (QIF 7,6,5) have been completed by 428 pupils of seventh form in 2004. Results have been compared with those obtained in 1970 and 1976 in comparable studies. On the one hand, appears a fall of the scientific interests and interests for nature and, on the other hand, a rise of the artistic and manual, social and commercial interests. Variations are differentiated for two categories: literary interests are stable among boys and in fall among girls, while sport interests are in rise (G) or stable (F). At last, scores in two specific categories are stable: mechanics (G), domestic (F). These variations seem to follow a general social evolution, but do not modify the differences between genders.     

先天聋人的语音、正字法意识和概念知识结构

先天聋人对书面词语基本没有语音意识。他们主要采用视知觉策略识别书面词语,其词语词法技能发展滞后。由于缺乏语音经验,他们大脑皮层的发育受到严重影响,概念知识结构也呈现不对称性。尽早实施手语教育和正字法教育,不仅有助于提高聋儿童的手语语音意识和书面词语识别技能,也能促进他们的认知能力正常发展     

职业发展的混沌理论

传统职业理论主要是还原论范式的,包括结构论和过程论;自引入混沌理论以来,职业发展的研究范式发生了重大转变;文章在国外相关研究的基础从3个方面深入分析了职业发展的混沌特征,包括初值敏感性,分形和吸引子的作用,通过分析指出这一理论在职业咨询中的应用及其对理论研究的启示     

别对我期望太高：运动领域中的自我设限

运动领域中存在自我设限行为。自我设限是指个体针对可能到来的失败威胁而事先设计障碍的自我保护策略,可分为行动式自我设限及自陈式自我设限。抬举他人也是一种特殊形式的自我设限。自我设限的动机有自我价值和印象管理两种理论解释。与自我设限相关的因素包括归因、自尊、目标定向、群体凝聚力、任务性质及性别等。在前人研究的基础上,从实践的角度为教练员正确处理自我设限问题提供了建议。从理论上提出身体自尊可能是运动员整体自尊和自我设限之间的中介变量     

德里达对“诗与哲学之争”的解构

“诗与哲学之争”是西方历史上的一个古老话题,也是贯穿整个西方历史的一个永恒话题,而德里达则对“诗与哲学之争”这一命题进行了解构,他从解构“逻各斯中心主义”的目的出发,通过对隐喻和哲学之关系的分析入手,解构了西方“诗与哲学的论争”这一命题,实现了哲学与文学的融合,并通过对“补充”概念的哲学内涵的挖掘,进而解构了“逻各斯中心主义”的思维方式。