道教的宫观文化及其现代化——兼论道教宫观文化旅游

一、道教宫观的内涵和外延道教的宫观是道教神圣宗教理念的屋化空间,集中反映了道教的神学思维和理念;它随着道教的发展而日臻完善。可以这样说,宫观是道教的重要构成元素之一,也是道教文化的最重要载体之一。     

一例大学新生适应不良的咨询案例报告

来访者是一名大一新生,自升入大学一个多月来,由于其个性内向,认知上存在偏差,导致对大学生活适应不良。神情悲观,精神不振,易发怒;食欲差,睡眠差;学习兴趣下降。咨询师根据来访者个性特征和问题的特点采用合理情绪疗法对其进行干预。经过5次咨询,求助者情绪好转,学习兴趣提高,能够与同学正常交往,取得了比较好的咨询效果。     

4-6岁儿童在小模型旋转任务中的线索学习与位置学习*

以90名4-6岁儿童为被试,探讨了儿童在小模型旋转任务中利用线索学习和位置学习表征空间位置的年龄特点。研究结果表明:(1)儿童对线索学习的利用要优于对位置学习的利用;(2)4岁儿童已经可以使用线索学习的方式表征空间位置,但到6岁左右才开始能够使用基于方向的位置学习;(3)线索特征对于儿童的线索学习有显著影响,明显、突出的线索有利于儿童的线索学习。     

遵守规范的动机对儿童过度模仿的影响

模仿非任务相关动作的行为被称为过度模仿。研究以94名4-6岁儿童为被试,通过操纵无关动作与结果之间的关系,考察了儿童遵守规范的动机对过度模仿的影响。结果发现,当遵守规范导致不能得到想要的结果时,儿童没有表现出明显的过度模仿;而当遵守规范与得到结果不冲突时,儿童过度模仿的比例显著增加。这些结果说明遵守规范的动机影响儿童的过度模行为,当遵守规范的动机降低时,过度模仿行为减少。     

条件推理的条件概率模型述评

该文从理论模型和实验范式两个方面对Oaksford等人提出的条件推理概率模型作了综合评述,并充分肯定该模型将演绎推理与归纳推理结合起来进行研究对推理心理学的发展所作出的重要贡献。     

儒家中观经济论

一现存经济学理论的困扰与难题 作为哲学的一个部门或分支,"经济哲学"已受到学术界愈来愈多的关注与重视.然而,何谓经济哲学?在将历史上某种思想观念纳入经济哲学的视野中加以探讨时,首先面临的是"正名"的事情.本文将经济哲学理解为对于人类经济活动以及经济思想观念所做的"哲学探讨".从这种意义上说,它应当是"经济学"所赖以成立的基础.它要追问的问题其实有两个:(1)历史上人类所从事的经济活动的本性究竟如何?(2)经济学理论的主旨与目标究竟如何?故之,经济哲学其实既可以是"经济的哲学",又可以指"经济学的哲学",这正如所谓"历史哲学"既可以是"历史的哲学"(历史的形而上学),又可以是"历史学的哲学"(历史的认识论或"史学理论")一样.对于像经济哲学这样一门部门哲学来说,对人类经济活动的哲学反思与对经济学理论的哲学反思其实是难以截然分开的.因此说,它既是对于人类经济活动的反思,同时亦是对于人类经济思想观念(经济学理论)的反思.     

Averaging to minimize or eliminate regression toward the mean to measure pure experimental effects

This paper explains how regression toward the mean can contaminate diary data, making it difficult to measure the pure effects of an experimental variable over time. Using a large scale real-life database collected by AT&T, a method of measuring this mathematical artifact is advanced. It is shown to manifest very quickly as a result of a spontaneous reaction toward happenstance, with the most extreme initial values gravitating most toward the mean. Then averaging over longer and longer periods of time to define use categories is shown to dilute happenstance increasingly, and therefore progressively minimizes or eliminates regression toward the mean. Finally, regression toward the mean is very pervasive and very persistent.     

Skin conductance as an indicator of anticipated concealed knowledge

The present study investigated the effects of anticipation on skin conductance while participants were answering a set of questions which included one of concealed knowledge. Two experiments were conducted. In Exp. 1, 26 participants completed one experimental session. Each participant was asked to choose one two-digit number from 10 to 99 and was presented 19 other randomly generated two-digit numbers. The list of numbers was then presented to the participant on a computer screen, with a 60-sec. interval occurring every two questions. The participant-selected number was defined as the target question which was randomly placed within the 4th to 17th item of 20 questions stated as follows: "Is your selected number?" The participant was asked to answer "No" to all questions. The skin-conductance response to each question was measured. In Exp. 2, the experimental procedure was the same as that in Exp. 1 except each participant first answered 10 nontarget questions, then answered a target question with the participant's selected number, and then answered another 10 nontarget questions. There were a total of 21 questions. Analysis indicated participants in both experiments generated the highest mean skin conductance while answering the target questions, followed by lower amplitudes to questions prior to and after the target question. The skin-conductance response pattern can be used to identify the psychological process of anticipation of concealed information.     

聋童执行功能发展：聋童与正常儿童的比较

利用标准Dimensional Change Card Sort任务(DCCS),对76名智力正常的3~8岁聋童和78名3~5.5岁的正常儿童进行了对比测试,旨在考察聋童执行功能发展的年龄特征与发展水平。结果发现,3岁组的聋童和正常儿童在DCCS任务上的表现没有显著性差异,但正常儿童在4~4.5岁时进入一个迅速发展期,而聋童要在6岁时才有快速的发展,到7岁后才相当于正常儿童5岁的发展水平,大约滞后2年。研究认为,造成聋童执行功能发展滞后的原因主要有：（1）语言符号系统和聋童特有的符号系统之间可能存在的差异;（2）聋童可能存在计划和灵活性的缺陷;（3）聋童可能存在命名和标识策略上的困难和注意机制的缺陷。结合关于聋童心理理论发展滞后于正常儿童7年以上的报道,心理理论发展和执行功能发展在聋童身上表现出较大的不一致性。     

毛泽东与毛泽东思想的宣传

人们对毛泽东思想的学习、宣传与毛泽东本人有密切关系。在民主革命时期,毛泽东对毛泽东思想宣传有发起作用。1950年以后,从大规模普及毛泽东思想到“文化大革命”期间大力宣传毛泽东思想,都与毛泽东努力捍卫自己的思想使之在实践中不受干扰分不开。只有正确说明毛泽东怎样看待人们对自己思想的宣传和学习,才能真正完整叙述毛泽东思想及对其宣传的历史。