Care,Narrativity, and the Nature of Disponibilité

This paper attempts to make more explicit the relationship between narrativity and feminist care ethics. The central concern is the way in which narrativity carries the semantic load that some accounts of feminist care ethics imply but leave hanging. In so doing, some feminist theorists of care‐based ethics then undervalue the major contribution that narrativity provides to care ethics: it carries the semantic load that is essential to the best care. In this article, I defend the narrative as the central medium though which we make sense of and communicate our lives and their attendant hopes and cares. More than just working with the narrative of the cared‐for, caring is about investing in the narrative of the cared‐for in order to meet the needs of this cared‐for and how this narrative might turn out. I will further demonstrate how the attitude of caring or investing in a narrative would amount to what Gabriel Marcel has described as the attitude of disponibilité.     

Unconscious reward facilitates motion perceptual learning

Reward signal plays an important role in guiding human learning behaviour. Recent studies have provided evidence that reward signal modulates perceptual learning of basic visual features. Typically, the reward effects on perceptual learning were accompanied with consciously presented reward during the learning process. However, whether an unconsciously presented reward signal that minimizes the contribution of attentional and motivational factors can facilitate perceptual learning remains less well understood. We trained human subjects on a visual motion detection task and subliminally delivered a monetary reward for correct response during the training. The results showed significantly larger learning effect for high reward-associated motion direction than low reward-associated motion direction. Importantly, subjects could neither discriminate the relative values of the subliminal monetary reward nor correctly report the reward-direction contingencies. Our findings suggest that reward signal plays an important modulatory role in perceptual learning even if the magnitude of the reward was not consciously perceived.     

Uniform connectedness and classical Gestalt principles of perceptual grouping.

We assessed whether uniform connectedness (UC; Palmer & Rock, 1994) operates prior to effects reflecting classical principles of grouping: proximity and similarity. In Experiments 1 and 2, reaction times to discriminate global letters (H vs. E), made up of small circles, were recorded. The small circles were respectively grouped by proximity, similarity of shapes, and by UC. The discrimination of stimuli grouped by similarity was slower than those grouped by proximity, and it was speeded up by the addition of UC. However, the discrimination of stimuli grouped by proximity was unaffected by connecting the local elements. In Experiment 3, similar results occurred in a task requiring discrimination of the orientation of grouped elements, except that the discrimination of stimuli grouped by UC was faster than that of those grouped by weak proximity. Experiment 4 further showed that subjects could respond to letters composed of discriminably separate local elements as fast as to those without separated local elements. The results suggest that grouping by similarity of shapes is perceived slower than grouping by UC, but grouping by proximity can be as fast and efficient as that by UC.     

虚拟环境中的心理教育

虚拟技术和网络技术不仅为感觉通道提供了新的刺激呈现方式,而且也了为心理活动提供了新的活动空间和活动方式。各心理机能与虚拟环境之间形成了不同的主导性心理活动层面,具有不同的心理教育任务和目标。实现虚拟环境下的心理教育目标需要多元方法体系和工程体系的支持。     

个体反馈寻求的基础和模式

目标定向作为未来时间洞察力的主要内容,其反馈寻求的结构已引起人格心理学家的重视。感知到的代价和价值构成了反馈寻求的基础,而反馈寻求的频率、方法、类型、时机、来源和征兆等构成了个体反馈寻求的主体成分。对这些成分的探讨有助于我们理解反馈寻求与目标获得之间的关系。     

幼儿加减法运算中的策略发展特点

本研究随机选取北京市三所普通幼儿园小、中、大班儿童共90名,采用实物操作的非言语任务,考察3-5岁幼儿在加减法运算中的策略发展特点。结果表明:随着年龄的增长,儿童使用的策略由模仿、交换向内化、相反数策略转化;3、4岁幼儿在相反数题中,更多使用模仿和交换策略,而5岁幼儿更多使用模仿、相反数策略;在标准型题中,儿童一般较多使用模仿和内化策略;最大表征对儿童策略选择存在影响。     

父母教养方式与内隐攻击性的关系研究

采用父母养育方式量表和内隐联想测验,分别测量53名初二学生的父母教养方式和内隐攻击性。研究结果表明,在父母教养方式上,男生和女生在父亲情感温暖、惩罚严厉和母亲干涉保护、惩罚严厉4个因子上差异显著;在内隐攻击性测验上,男生和女生没有显著差异。相关分析结果表明,内隐攻击性与父亲的惩罚严厉、过分干涉和母亲的惩罚严厉等3个因子有显著正相关。     

上下级工作冲突处理方式量表研究

本文目的是编制上下级工作冲突处理方式量表,探讨我国员工该行为方式的特点。根据开放式问卷调查结果和西方已有相关量表,构建量表题目,结合大五人格问卷简式版中宜人性分量表,有效测试了5家单位的254名员工。经探索性因素分析,获得退让、协调和对抗3个因素。检验结果表明该量表信度和效度达到心理测量学要求,体现了中国文化下上下级工作冲突处理方式的独特性。