Aims and Exclusivity

If belief has an aim by being a (quasi) intentional activity, then it ought to be the case that the aim of belief can be weighed against other aims one might have. However, this is not so with the putative truth aim of belief: from the first‐person perspective, one can only be motivated by truth considerations in deliberation over what to believe (exclusivity). From this perspective then, the aim cannot be weighed. This problem is captured by David Owens's Exclusivity Objection to belief having an aim (2003). Conor McHugh (2012; 2013) has responded to this problem by denying the phenomenon of exclusivity and replacing it with something weaker: demandingness. If deliberation over what to believe is characterised by demandingness and not exclusivity, this allows for the requisite weighing of the truth aim. I argue against such a move by suggesting that where non‐evidential considerations play a role in affecting what we believe, these considerations merely change the standards required for believing in a particular context, they do not provide non‐evidential reasons for forming or withholding belief, which are considered as such from the deliberative perspective. Exclusivity thus remains, and so too does Owens's objection.     

加工深度范式和随意编码范式下的网络虚拟自我参照效应研究

分别采用加工深度研究范式和随意编码研究范式,对不同网络卷入水平个体的网络虚拟自我参照效应进行分析,结果发现在加工深度研究范式和随意编码研究范式下,被试都存在网络虚拟自我参照效应;在加工深度研究范式下,网络卷入的程度会影响网络虚拟自我参照效应。而在随意编码研究范式下,网络卷入的程度对网络虚拟自我参照效应无影响。因此网络虚拟自我在认知加工上具有和现实自我信息类似的优先性,进而证实网络虚拟自我的独特性。     

青少年父母依恋与生活满意度的关系:心理素质的中介作用

采用青少年父母依恋问卷、中学生心理素质问卷(简化版)和生活满意度量表在中国七个省(市)调查1953名初一至高三的学生,通过结构方程模型和bootstrap法考察青少年父亲依恋和母亲依恋对生活满意度的影响及其差异以及心理素质的中介作用。结果表明:(1)青少年父亲依恋、母亲依恋、心理素质和生活满意度之间两两显著正相关。(2)控制性别和学段后,心理素质在父亲依恋、母亲依恋与生活满意度间起部分中介作用。(3)父亲依恋和母亲依恋对生活满意度的影响无显著差异。     

心理素质对高中艺体生应对方式的影响:多重中介效应分析

该研究以423名高中艺体生为被试,采用问卷法考察了元认知和情绪智力在心理素质与应对方式间的多重中介作用,结果表明:(1)元认知和情绪智力分别在心理素质与问题解决、求助的应对方式间起多重中介作用;(2)情绪智力在心理素质与退避应对间起完全中介作用;(3)相较于情绪智力,元认知在心理素质与问题解决间的中介效应更强。     

记忆暗示感受性的双加工机制研究

该研究使用延迟的提取错误范式和R/K/G范式相结合的方法,从编码、误导和提取这三个加工阶段中重要影响因素对记忆暗示感受性产生的交互效应出发,深入考查了记忆暗示感受性产生过程中动态的自动加工与控制加工成分贡献。结果发现:(1)相比无意加工,编码阶段的有意加工更有利于记忆暗示感受性的产生。(2)当个体在编码阶段进行有意加工时,时间压力干扰能发挥其效应,明显提高了其记忆暗示感受性。(3)浅加工编码、时间压力条件下的记忆暗示感受性包含更多的自动加工成分;深加工编码条件下的记忆暗示感受性包含更多的控制加工成分。     

Mediator Roles of Interpersonal Forgiveness and Self-Forgiveness between Self-Esteem and Subjective well-Being

This study examined the effect of self-esteem on subjective well-being, with focus on confirmation of mediator roles of interpersonal forgiveness and self-forgiveness among a sample of 475 college students. The participants completed a questionnaire packet that includes Rosenberg Self-Esteem Scale, Heartland Forgiveness Scale, and Subjective Well-Being Scale. Results revealed that self-esteem, interpersonal forgiveness, and self-forgiveness were all significantly correlated with subjective well-being. Bootstrap results indicated that both interpersonal forgiveness and self-forgiveness partially mediated self-esteem to subjective well-being. Structural equation modeling analysis also revealed significant paths from self-esteem to subjective well-being through both interpersonal forgiveness and self-forgiveness.     

Are We on the Same Page? College Students’ and Faculty’s Perception of Student Plagiarism in Taiwan

The rapid development of the Internet has granted college students easy access to vast amount of online resources, and to some degree has increased the chances of plagiarism problems. A number of studies have suggested that both faculty’s and students’ perceptions toward plagiarism are found to be influential on students’ plagiarizing behaviors, and limited research has been done to explore the perceptional differences between these two roles. This study aims to respond to the growing educational concerns about plagiarism by comparing the perceptions held by faculty and college students. A total of 229 faculty and 634 college students in Taiwan completed the Perceptions of Student Plagiarism Questionnaire designed for the study. The results reveal that faculty held stricter standards than those of students. Results also indicate various causes of plagiarism, such as no interest in the learning subjects, lack of citation knowledge, or lack of research ability. Furthermore, significant disciplinary differences were shown to contribute to students’ plagiarism perception; the results reveal that most students with an Arts or Communication major held a relatively adverse thinking toward plagiarism. Last, this study provides research-based strategies for school and faculty to reduce the likelihood of plagiarism.     

Determining the Effectiveness of an Alcohol Intervention Program With Greek College Students

The authors examined the perception of college students from Greek organizations on the effectiveness of an alcohol intervention program that included gender‐specific programming. Significant reductions in risky alcohol use were found in men who attended and evaluated the program as helpful.     

汉语时间-空间隐喻加工垂直偏向性的稳固性

前人的研究发现,汉语时间-空间隐喻的加工表现出一定的垂直偏向性。本文两个实验采用空间启动的范式,考察汉英双语者二语（英语）经验对汉语时间-空间隐喻加工偏向性的影响。实验1以中国内地汉英双语大学生为被试,结果发现,在垂直空间启动条件下,被试的反应时更快,垂直性时间问题的反应时最短,正确率最高,即表现出时间-空间隐喻加工的垂直偏向性,这说明英语经验未影响汉语时间-空间隐喻加工的垂直偏向性。实验2采用英语熟练程度更高,来自我国港、澳地区的汉英双语大学生为被试,得到了和实验1类似的结果。两个实验结果表明,对于非平衡的汉英双语者而言,英语经验并未对汉语母语时间-空间隐喻加工的偏向性产生影响,汉语时间-空间隐喻加工的垂直偏向性表现出相当程度的稳固性。