戴震心理思想的基本观点

戴震是中国清代著名的学者和思想家。本文着重探讨他的心理思想的基本观点,即:(一)形神观;(二)心物观;(三)人性论。在人性论方面,又主要探讨了四个观点,即:气禀论、人贵论、性善论、性习论。     

库恩的范式论及其在心理学革命上的有效性

文中,把库恩的范式论及其在心理学革命上的有效性分为几个部分来论述:库恩科学哲学的理论基础——范式论;他的范式论在心理学革命上的应用;他的范式论的贡献和局限。最后,笔者认为心理学革命必须在辩证唯物主义和历史唯物主义的指导下才能成功。     

两例先天性无痛症患者的心理生理特点研究 Ⅰ.情绪特点

本工作研究两例先天性无痛症患者的心理特点,主要是其情绪特点,以探讨疼痛和情绪的关系,并借以检验疼痛学说的意义。例一,女,10岁,智力略低于正常,艾森克少年儿童人格问卷表评定人格正常。与身体损伤有关的恐惧感明显缺乏,但与社会和教育影响有联系的恐惧感却甚于正常儿童。情绪急躁,易发作暴发性脾气而不能控制。在突然刺激(强光、强铃声)下的反应和正常儿童相近。例二,男,13岁,智力明显落后,人格评定正常,各种恐惧感均明显缺乏。情绪经常呈明显欣快状态。突然刺激下有口语惊吓和动作反应但无相应的面部表情和植物性神经系统的变化。两例均有无目的的多动作表现。看来疼痛和情绪有某种关系,但本结果并不能证实疼痛的情绪学说。     

How solitude relates to well-being in old age: A review of inter-individual differences

Older adults are more likely to live alone and engage in solitary activities than young adults, leading to decrement in their well-being. However, researchers have discovered beneficial implications of solitude, and some of them even have established that the negative and positive effects of solitude coexist. The study's purposes are to investigate the relationship between solitude and well-being among older adults and to further examine the inter-individual differences in this relationship. In the database of Google Scholar, the systematic review methods are used and 17 articles meet the inclusion criteria. The study concludes that older adults experience solitude both negatively and positively; the complex relationship between solitude and well-being can be better understood and explained by inter-individual differences based on intrapersonal, interpersonal, and cultural factors. This systematic review adopts a perspective that spans individual and social/cultural levels and helps grasp the link between solitude and well-being in older adults. Based on this review, the researcher can develop appropriate interventions to help older people maximize the benefits of solitude while minimizing the drawbacks to further achieve a higher quality of life.     

Using Daily Creativity Planning to Promote Creative Behavior

Research has demonstrated that on the path from a creative idea to a creative outcome, high creativity motivation and self-efficacy do not necessarily lead to creative behavior. The present study proposed and examined the notion that daily creativity planning could promote creative behavior and contribute to the cultivation of creativity. A total of 77 middle school students (39 students in the experimental group and 38 in the control group) participated in this study, for which a quasi-experimental design was administered. The experimental group conducted a two-week daily planning for creative activities, while the control group did not conduct any intervention. The results showed that students' creativity motivation and creative self-efficacy were at relatively high levels overall and were positively and moderately correlated with creative behavior. Daily planning could effectively facilitate students' creative behavior. These findings point to a promising and simple creativity enhancement strategy for cultivating students to develop the habit of making creative plans in their daily lives.     

Resource scarcity aggravates ingroup bias: Neural mechanisms and cross-scenario validation

Previous studies examining the relationship between ingroup bias and resource scarcity have produced heterogeneous findings, possibly due to their focus on the allocation of positive resources (e.g. money). This study aims to investigate whether ingroup bias would be amplified or eliminated when perceived survival resources for counteracting negative stimuli are scarce. For this purpose, we exposed the participants and another confederate of the experimenters (ingroup/outgroup member) to a potential threat of unpleasant noise. Participants received some ‘relieving resources’ to counteract noise administration, the amount of which may or may not be enough for them and the confederate in different conditions (i.e. abundance vs. scarcity). First, a behavioural experiment demonstrated that intergroup discrimination manifested only in the scarcity condition; in contrast, the participants allocated similar amounts of resource to ingroup and outgroup members in the abundance condition, indicating a context-dependent allocation strategy. This behavioural pattern was replicated in a follow-up neuroimaging experiment, which further revealed that when contrasting scarcity with abundance, there was higher activation in the anterior cingulate cortex (ACC) as well as stronger functional connectivity of the ACC with the empathy network (including the temporoparietal junction and medial prefrontal cortex) for ingroup compared to outgroup members. We suggest that ACC activation reflects the mentalizing process toward ingroup over outgroup members in the scarcity condition. Finally, the ACC activation level significantly predicted the influence of resource scarcity on ingroup bias in hypothetical real-life situations according to a follow-up examination.     

Job seekers' attitudes toward cybervetting in China: Platform comparisons and relationships with social media posting habits and individual differences

Cybervetting, or reviewing applicants' social media profiles, has become a central part of the hiring process for many organizations. Yet, extant cybervetting research is largely limited to Western platforms and samples. The present study examines the three core elements of attitudes toward cybervetting (ATC—perceived justice, privacy invasion, and face validity) using a sample of 200 Chinese job seekers providing their views on three popular platforms in China (WeChat, QQ, and Weibo). Attitudes were negative across all platforms, although slightly more positive for WeChat. ATC were associated with job seekers' social media posting habits (e.g., posting positive content more frequently) and individual differences (i.e., gender and extraversion). Organizations should be mindful that cybervetting might impede the recruitment of talents.     

高中生物理和化学学科中同伴学业支持与学业情绪的关系:学习效能感的中介作用和性别的调节作用

研究发现学习效能感会受到同伴支持的影响,同时它又是影响学生学业状况的重要前因变量。根据控制价值理论,本研究通过对3329名高一和高二学生的调查,考察在物理和化学学科中,学习效能感是否会在同伴学业支持和学业情绪中起到中介作用。发现：(1)同伴学业支持和学习效能感呈显著正相关;两者与高兴学业情绪显著正相关,与厌倦学业情绪显著负相关;(2)在控制了年龄、年级、性别和地域后,学习效能感在同伴学业支持和高兴学业情绪中起部分中介作用,在同伴学业支持和厌倦学业情绪中起完全中介作用;(3)在物理学科中,性别调节了学习效能感和学业情绪的关系。本研究验证并拓展了控制价值理论,对于如何提高中学生物理和化学学习的积极情绪有借鉴意义。     

Free-range domestic chickens can distinguish between different alarm calls of Japanese tits

Animal Cognition - Heterospecific eavesdropping of alarm information is an anti-predator adaptation in the wild as it improves the monitoring of shared predators and hence provides opportunities to...     

Fragile promise: The role of justification in promise-breaking

People who consider themselves moral sometimes use self-serving justifications to rationalize their selfish behaviours. Previous studies have tested the role of ambiguity in justifying wrongdoings, but it remains unclear whether ambiguity also plays a role in justifying promise-breaking behaviour and whether heterogeneity exists. To investigate justification in promise-breaking, we introduced a new experimental paradigm called the card-guessing task and used hierarchical cluster analysis to classify participants based on their promise-breaking decisions in unambiguous and ambiguous conditions. Experiment 1 revealed three clusters of solutions: Cluster 1 always kept their promises (i.e., keepers); Cluster 2 only exploited the vague promises and broke their promises in the ambiguous condition (i.e., intermediates); Cluster 3 tended to take advantage of vague promises and broke their promises irrespective of ambiguity (i.e., breakers). Experiment 2 confirmed that participants in the three clusters differed in their norm-abiding preferences and social value orientations. Keepers were more altruistic and had a stronger sense of norm compliance than intermediates and breakers. In conclusion, our study demonstrates that self-serving justifications were more likely to be employed by people who are moderately sensitive to deviation from social norms, which has implications for strategic interventions and policy formulation concerning unethical behaviour.