神人论:俄罗斯白银时代宗教哲学的人学主题

俄罗斯宗教哲学家站在现代哲学的立场上重新诠释“神人论”这一传统基督教人学理论,在重建神、人与世界三者的内在关联的基础上,揭示了神人论的理论基础和现实意义。神人论的核心是“肯定神性”与“否定神性”的统一,人的精神实在性之确证就在于人性中内在蕴含着神性,即神人的两位一体是人存在的本质规定。只有在“绝对存在”的宗教形而上学基础上,人才可以自由的意识、反思神的原则,同时又保持与神的内在同一关联。内在精神世界中人与神的绝对同一为人的生活提供了绝对意义和永恒价值,是人所追求的本真生存方式。神人论是俄罗斯白银时代宗教哲学的人学主题和理论基础,也是宗教哲学家为完善传统形而上学所作的努力。     

词汇的获得年龄效应:ERP研究

采用听觉呈现条件下的词汇判断任务和ERP技术探讨了汉语双字词获得年龄效应。结果发现:1)在行为数据上,同晚获得词相比,早获得词的反应时更短且错误率更低。2)在ERP数据上,早获得词和晚获得词所诱发的LPC(800m s~1000m s)的平均波幅存在显著差异,同晚获得词相比,早获得词所诱发的LPC波幅更大,且这种差异主要是在中央顶区,说明获得年龄是影响汉语双字词识别的一个重要因素,获得年龄效应出现在认知加工进程的后期。     

Effects of semantic discrimination of Chinese words on N400 component of event-related potentials.

20 subjects' event-related brain potentials were measured during a lexical decision task in which Chinese characters were used in both conditions of related (antonym) and unrelated words. Analysis indicated that the mean reaction time for unrelated words was 130 msec. longer than that elicited by related words. The condition of unrelated words elicited a significant N450, and an obvious P500 was evoked by related words at each of the 17 recording sites. Furthermore, the amplitudes of N210 and N450 were larger in the left hemisphere than in the right hemisphere but the amplitude of P500 was larger in the right hemisphere than in the left hemisphere.     

网络游戏成瘾者的内隐攻击性研究

本研究通过IAT对网络游戏成瘾者的内隐攻击性进行了研究。研究表明:(1)与非网络游戏成瘾者相比,网络游戏成瘾者持有自我攻击性信念和对攻击性的更为积极的内隐态度;(2)网络游戏成瘾者与非网络游戏成瘾者在外显攻击性上没有表现出显著差异。     

中学生SCL-90评定结果分析及其常模的建立

随机抽取厦门市10所中学5251名中学生为样本,对SCL-90进行项目分析、信度和效度检验,并运用验证性因素分析探讨该量表结构的适合性;建立厦门市中学生SCL-90的性别与初高中常模并与已有的常模作跨时间和地域的比较。结果表明:SCL-90的同质性信度为0.97,分半信度为0.94,一阶和二阶验证性因素分析的各指标均有较为理想的拟合;有59.0%的中学生存在各种轻微的不良心理反应,有16.1%的中学生存在各种明显的心理症状,这些心理症状主要表现为敌对、强迫、人际关系敏感、抑郁、偏执和焦虑并存在不同程度的性别和年级差异;SCL-90的评定结果存在时段和地域差异,持续时间和强度是该量表使用和结果解释的关键。     

The effect of worry on cardiovascular response to phobic imagery

Cardiovascular response to phobic exposures has been shown to reflect the degree of emotional processing of phobic material and relates in important ways to outcome in exposure therapy. The present study investigated the effect of worry on such processing. Speech anxious subjects visualized a phobic scene for 10 trials. Three groups differed according to whether they engaged in relaxed, neutral, or worrisome thinking just prior to each scene presentation. Although the three types of thinking had no effect on cardiovascular activity during the thinking periods, subjects in the worry group displayed significantly less heart rate response to the phobic image than those in the neutral condition who had significantly less response than the relaxed condition. However, the worry group showed significantly greater subjective fear to the images than the neutral condition, with the relaxed group near to the level of the worry group and not significantly different from either of the other two conditions. The results suggest that worry may inhibit emotional processing and thus preserve cognitive/affective fear structure, and are discussed in terms of Gray's (Behavioral and Brain Sciences, 5, 469-534, 1982) theory of the behavioral inhibition system and semantic satiation effects in cognitive psychology.     

《管子》荣辱观的基本内涵和体系特征

《管子》社会伦理道德思想中蕴含有以"四维"为核心的丰富的荣辱思想,其基本内涵包括热爱祖国、爱民护民、重诚尚信、团结同德、节俭去奢、遵纪守法等方面。《法禁》篇也对《管子》荣辱观基本内涵有所折射。《管子》荣辱观带有鲜明的齐文化"经世致用"的理论色彩。     

《管子》"时"观初探

"时"观念是理解中国古代思想的重要线索。在一定层面上讲,"时"观念的延展及其实践承载着传统农业社会的绵延。"时"在《管子》中是一个基础性的核心概念,贯通全文,它传承"时"的原发观念和本质特性,融入气、阴阳、五行思想,与道、德、法相通融,"时"作为论理基准,在"治国安邦"、"经世致用"中具有统领性意义。     

The Influence of Mothers’ Emotional Expressivity and Class Grouping on Chinese Preschoolers’ Emotional Regulation Strategies

Emotional regulation within the context of social situations refers to an individual’s ability to respond to emotions in socially acceptable ways in order to adapt quickly and to maintain good interpersonal relationships. Emotional regulation is a psychological characteristic at the core of social stability. The preschool period is a stage in which children’s emotional regulation develops rapidly. Because homes and preschools are the two main places where preschoolers grow and spend their time, their mothers and peers play key roles in their social interactions. Therefore, the present study explored how the emotional regulation strategies of preschool children in China are affected by children’s class grouping and their mothers’ emotional expressivity. The participants were 182 preschoolers (ages 3–5) who were recruited for this study. The Emotional Regulation Strategy Questionnaire and the Self-Expressiveness in the Family Questionnaire were used to explore preschoolers’ emotional regulation strategies and their mothers’ emotional expressivity, respectively. The study results are as follows. (1) As they develop, preschool children use more positive emotional regulation strategies and fewer negative emotional regulation strategies. (2) Children in mixed-age classes use fewer passive reaction strategies than children in same-age classes do. For replacement activity strategies, only 4-year-old children in mixed-age classes score higher than children in same-age classes. (3) Mothers’ tendencies toward positive emotional expression can positively predict their children’s use of positive emotional regulation strategies, and their displays of negative emotions can positively predict their children’s use of negative emotional regulation strategies.     

PSYCHOEDUCATIONAL SERVICES FOR CHILDREN AND YOUTH IN THE ORIENT: CURRENT STATUS,PROBLEMS, AND SOME REMEDIES*

Utilizing information obtained through an international survey and existing literature, patterns in the practices, research, and preparation of professionals who deliver psychoeducational services to children and youth in six Oriental countries (i.e., China, Hong Kong ¹, Japan, the Philippines, Taiwan, and Thailand) are described. Services are provided by many professional groups. While few formal programs exist for the preparation of psychologists to work in schools, those providing such services have at least a bachelor's degree. Services commonly provided include assessment, vocational and educational guidance, counseling, parent education, and teaching. School psychological services generally are not governed by legislation or professional standards. Research tends to be applied and directed toward the construction and translations of tests and toward the needs of the mentally retarded, learning disabled, and behaviorally disordered. Ten major problems creating barriers for the delivery of psychoeducational services are identified. Three suggestions to help resolve these problems are offered.