负性情绪材料的定向遗忘及心理机制

采用项目法定向遗忘的研究范式,在两个实验中分别采用文字和图片材料考察了情绪性记忆定向遗忘的效果及其心理机制。实验中采用了中性和负性两种实验材料,设置了两种记忆指令出现时间（2秒后提示和5秒后提示）,相对于中性材料,被试更不容易忘记负性材料。记忆指令出现的时间只影响图片材料的定向遗忘。研究表明负性情绪会干扰定向遗忘,选择性编码理论可以解释情绪性文字材料的定向遗忘,而抑制理论更能解释情绪性图片材料的定向遗忘效应。     

Responsibility and Self-Defense: Can We Have It All?

The role of responsibility in our common-sense morality of self-defense is complex. According to common-sense morality, one can sometimes use substantial, even deadly, force against people who are only minimally responsible for posing a threat to us. The role of responsibility in self-defense is thus limited. However, responsibility is still sometimes relevant. It sometime affects how much force you can use against a threatener: less if they are less responsible and more if they are more responsible. Is there a well-motivated theory that can explain both why the role of responsibility is limited and why it is sometimes relevant? It is hard to see what theory could unify these disparate elements of our common-sense morality, and if one cannot be found then we may simply have to revise some of our pre-theoretic beliefs. But it would be an important advantage of a theory if it could justify those beliefs. I will argue that there is a theory of this kind: surprisingly, the familiar rights theory of self-defense, defended by Judith Thomson, can do so if it is suitably supplemented. Along the way I will survey some alternative theories of self-defense and show why they are not up to the task.     

In Defence of Non-conceptual Content

In recent times, Evans’ idea that mental states could have non-conceptual contents has been attacked. McDowell (Mind and World, 1994) and Brewer (Perception and reason, 1999) have both argued that that notion does not have any epistemological role because notions such as justification or evidential support, that might relate mental contents to each other, must be framed in conceptual terms. On his side, Brewer has argued that instead of non-conceptual content we should consider demonstrative concepts that have the same fine grainess of non-conceptual contents while having conceptual structure. In what follows I will argue that, first, that the notion of demonstrative concept is not viable and, second, that there is an epistemological role for non-conceptual content.

Development of a Cognitive-Behavioral Intervention Program to Treat Anxiety and Social Deficits in Teens with High-Functioning Autism

Anxiety is a common co-occurring problem among young people with autism spectrum disorders (ASD). Characterized by deficits in social interaction, communication problems, and stereotyped behavior and restricted interests, this group of disorders is more prevalent than previously realized. When present, anxiety may compound the social deficits of young people with ASD. Given the additional disability and common co-occurrence of anxiety in ASD, we developed a manual-based cognitive-behavioral treatment program to target anxiety symptoms as well as social skill deficits in adolescents with ASD [Multimodal Anxiety and Social Skills Intervention: MASSI]. In this paper, we describe the foundation, content, and development of MASSI. We also summarize data on treatment feasibility based on a pilot study that implemented the intervention.     

《回教考略》与清末民初的回耶对话

清末民初发生在中国回族穆斯林和基督教传教士之间的"回耶对话",是历史上文明对话研究的生动个案。而促成两方积极对话的《回教考略》(《四教考略》有关伊斯兰教部分的单行本)一书,则是其中尤其值得关注的关节点。通过《回教考略》的出版以及版本状况的查询、《回教考略》对伊斯兰教批评的具体状况的分析、回族穆斯林学者针对《回教考略》有所反响的八个个案的收集(在回族穆斯林学者中有相当的代表性),我们可以认识到《回教考略》一书在引起回族穆斯林学者注意到并起而反驳基督教对伊斯兰教的批评等方面都有着重要的影响。而从文明对话的角度进行分析,我们还可以看到围绕着《回教考略》的回耶对话的一些特点:其一,这一回耶对话总体上是因为基督教对伊斯兰教的明确批评及试图传教引起的,回族穆斯林学者对基督教方面所描述的有关伊斯兰教内容的辩驳和对基督教的批评,具有必然性;其二,对于伊斯兰教方面而言,这一回耶对话有着相当的"卫教"色彩;其三,虽然当时基督教处于一种主动的且是强势的地位,但这一次回耶之间的对话,却大抵是在一种平等的关系下进行的。     

社群主义的视角:荀子正义观的当代阐释

社群主义自社群的经验出发,承认个人对其权利的追求,但否认自由主义"权利优先于善"的主张,强调社会公益的优先性。荀子在"义利"问题上,承认"义利两有",主张"以义制利"、"先义后利",断"义"为经验的养成,而非先验的存有,其正义观之社群主义精蕴显现无疑。     

Disentangling the Relations Between Wisdom and Different Types of Well-Being in Old Age: Findings from a Short-Term Longitudinal Study

Wisdom has been shown to be positively related to well-being in past cross-sectional research, but it is not clear whether wisdom affects well-being, well-being affects wisdom, or whether the association is reciprocal. This 10-month two-wave longitudinal study attempted to determine the direction of the relations between old age wisdom and physical, psychological (eudaimonic), and subjective (hedonic) well-being, using a sample of 123 older (M = 72 years) residents from a community in Florida, USA. The analyses of cross-lagged autoregressive models showed that baseline wisdom, assessed by cognitive, reflective, and compassionate (affective) dimensions of the three-dimensional wisdom scale (3D-WS), was significantly related to greater subjective well-being, mastery, purpose in life, and physical well-being at Time 2, but only baseline physical well-being was positively related to composite three-dimensional wisdom at Time 2 after controlling for baseline wisdom and well-being scores and significant control variables. The findings corroborate the hypothesis that wisdom in old age can exert a beneficial impact on physical, psychological, and subjective well-being. Helping individuals grow wiser might pay dividends in later life.     

Screening for Specific Language Impairment in Preschool Children: Evaluating a Screening Procedure Including the Token Test

Specific language impairment (SLI) comprises impairments in receptive and/or expressive language. Aim of this study was to evaluate a screening for SLI. 61 children with SLI (SLI-children, age-range 4–6 years) and 61 matched typically developing controls were tested for receptive language ability (Token Test—TT) and for intelligence (Wechsler Preschool-and-Primary-Scale-of-Intelligence—WPPSI). Group differences were analyzed using t tests, as well as direct and stepwise discriminant analyses. The predictive value of the WPPSI with respect to TT performance was analyzed using regression analyses. SLI-children performed significantly worse on both TT and WPPSI (\(p \le .0001\)). The TT alone yielded an overall classification rate of 79%, the TT and the WPPSI together yielded an overall classification rate of 80%. TT performance was significantly predicted by verbal intelligence in SLI-children and nonverbal intelligence in controls whilst WPPSI subtest arithmetic was predictive in both groups. Without further research, the Token Test cannot be seen as a valid and sufficient tool for the screening of SLI in preschool children but rather as a tool for the assessment of more general intellectual capacities. SLI-children at this age already show impairments typically associated with SLI which indicates the necessity of early developmental support or training. Token Test performance is possibly an indicator for a more general developmental factor rather than an exclusive indicator for language difficulties.     

天气和空气污染对诚信行为的影响：一项校园丢钱包的现场实验

本文通过两个研究探讨天气状况和空气污染对诚信行为的影响。研究1通过重新分析Cohn,Maréchal,Tannenbaum和Zünd(2019)在全球范围内对诚信行为的研究数据,发现了天气状况和空气污染对诚信行为的影响;研究2通过准实验的研究方法,在3所高校进行了丢钱包的实验并记录当天天气和空气污染状况。两项研究共同表明:(1)在非晴朗的天气下,人们会做出更多的不诚信行为;(2)空气污染越严重,人们越有可能出现不诚信的行为。     

3-6岁幼儿在分类实验中概括能力的发展

本研究通过设计不同性质的分类实验,探讨3-6岁幼儿抽象概括能力的发展。我们根据年龄将幼儿分为四个组,每组80人,共320人。通过实验获得以下几点。①幼儿在各种不同性质的分类实验中可表现为四级不同的水平,如从根据表面的个别特征进行分类发展到根据内部的本质特征进行分类,从一维角度的分类发展到从两维角度来分类等。⑦达到各个水平的年龄不是截然划分的,而是互相交织的,随着年龄的增加,低级水平的人数不断减少,高级水平的人数不断增加。所以年龄阶段之间既有质的变化,又有量的变化。③对于不同性质的分类材料,各年龄所达到的概括水平也不同,分类材料的难度越大,概括水平越低。④儿童概括水平的高低受教育条件的影响。