特质推理的神经机制:来自脑成像的证据

特质推理一直是社会认知研究的重要主题,它包括有意图的特质推理和自发特质推理。随着社会认知神经科学蓬勃发展,研究者开始探讨二者的神经机制。fMRI研究表明,特质推理期间主要大脑活动定位于mPFC和TPJ这两个广泛脑区,有意图和自发特质推理分别更多地激活mPFC与TPJ。ERP研究发现,P300是特质推理期间与不一致信息探测和解决过程相关的EEG成分,有意图和自发特质推理在时间进程上大多同步,却激活了不同脑区。总之,当前已积累了较多可信的脑成像证据,从社会认知神经科学的视角探讨特质推理的神经机制是未来较有前途的一个方向。     

道德滑坡还是范式转换? ——论社会转型时期的道德困境及其出路

道德是任何社会生活得以可能所必需的基本凝聚力之一。直观地看,社会转型时期确实呈现出一种"道德滑坡"的现象与趋势,但"道德滑坡"这一抽象说法并没有揭示出当前道德困境的实质,也未能提供走出这一困境的有效途径。当今道德困境的实质乃是,随着社会生活的深刻变革,传统道德范式作为一个整体在现代社会丧失了其有效性,这不仅表现为诸多具体道德规范的失效,更重要的是道德信念层面的缺失。走出当前道德困境的根本途径在于确立一种以自由、平等为信念基础的现代道德范式。     

文化自觉与中国文化的健康发展

当代中国正处于社会和文化转型的艰难过程中,多种文化频繁地接触和硅撞,各种矛盾交织在一起,出现了文化失真、文化失范、文化盲从等同题.唤起全民族的文化自觉意识,使文化切实成为凝聚全民族价值认同的方式,在全球化趋势日益增强的今天显得尤为重要.推进文化健康发展的关键在于坚持以人为本、谋求文化创新、彰显人文精神和培育道德自觉.     

中学生的情绪智力、社会问题解决技能对其师生关系的影响

为了考察中学生师生关系现状,并探讨中学生的情绪智力、社会问题解决技能与师生关系之间的内在联系,本研究采用《中学生情绪智力量表》、《中学生社会问题解决技能量表》和《中学生师生关系量表》对2172名中学生进行调查。结果发现：（1）中学生的师生关系的总体状况良好,且存在显著的年级和性别差异：初一、高一年级的师生关系好于初二、高二年级。在亲密性和支持性方面,不存在显著的性别差异,在冲突性方面,男生显著高于女生,在满意感方面,女生显著高于男生。（2）情绪智力的不同维度对中学生师生关系的预测作用各不一样。情绪感知对师生关系的亲密性具有显著的负向预测作用,对师生关系的冲突性具有显著的正向预测作用。情绪运用、理解和管理都能够显著预测师生关系,其中情绪运用对师生关系的亲密性、支持性和满意度的预测作用最为突出,情绪管理对师生冲突的负向预测作用最强。（3）社会问题解决技能在中学生情绪智力与师生关系之间起部分中介作用。     

Motivational cues: The role of perceived senders' self‐control ability in raters' deception judgements

Previous studies have found that senders' personal traits may be used by others to make judgements about the senders' truthfulness. Two studies were conducted to examine whether perceived self‐control ability has an effect on deception judgement. Perceived self‐control was hypothesized to act as a motivational cue that participants would use to assess the sender's motivation to lie, which in turn would influence their deception judgement. Results revealed that when participants assessed the sender as having higher self‐control ability, they would consider the sender to be less motivated to lie in daily life (Study 1), and judge the sender more truthful in a text‐based deception judgement task (Study 2). However, the effect of perceived self‐control ability disappeared in a video‐based task (Study 2), likely due to the multitude of various cues available in audio‐visual stimuli. The theoretical and applied implications of the results are discussed.     

Exploring Culture-Specific Differences in Beliefs about Causes, Kinship and the Heritability of Major Depressive Disorder: The Views of Anglo-Celtic and Chinese-Australians

The aim of this study was to explore cultural differences in causal attributions and beliefs about heritability of major depressive disorder (MDD). Face-to-face interviews with Anglo-Celtic- and Chinese-Australians community members with a family history of MDD were conducted and subjected to a rigorous qualitative analysis, using the computer software NVivo. Sixteen Anglo-Celtic-Australians and 16 Chinese-Australians were interviewed. Both groups believed that a combination of genetic and environmental factors contributed to MDD, that stress was an important cause of MDD, and that coping factors were significant moderators of the impact of stress on MDD. Both cultural groups believed that the causes of MDD affecting multiple family members included a shared family environment and a “contagion effect”, in addition to genetics. Unique to the Chinese-Australian group was the beliefs that parental pressures to exceed academically contributed to MDD; this cultural group also reported beliefs that depression was due to God’s will or alternatively fate, which in turn was related to attributions to feng shui and auspicious dates. This study documented key culture-specific differences in beliefs about causes and inheritance of MDD; such differences have major implications for clinician-patient communication about genetic risk associated with having a family history of MDD.     

Positioning Asian Americans in social cognition

Asian Americans are increasingly positioned at the center of current events, yet extant theories and approaches in social psychology (and social cognition specifically) may not adequately capture how Asian Americans are perceived and treated in the current American racial landscape. We propose three directions to propel social cognition research on Asian Americans. First, research emphasizes Asian Americans' perceived high status (e.g., the model minority stereotype) while often overlooking their perceived foreignness. The two-dimensional Racial Position Model elucidates the consequences of being stereotyped as perpetual foreigners for Asian Americans and their relations with other racial and ethnic groups. Second, research and laypeople alike consider East Asian Americans to be the prototypical Asian Americans, thereby excluding subgroups such as South and Southeast Asian Americans. Considering the ethnic diversity of Asian Americans challenges and extends existing social psychological theories. Lastly, much of psychological research approaches race in isolation without considering its intersection with other identities such as gender. An intersectional framework offers insights into how Asian Americans' gender and race overlap in our social cognition. More nuanced research on Asian Americans is needed to fully understand race relations in the 21st century and we hope these three interconnected directions can guide researchers who are interested in the topic.     

试论颜元的教育心理思想

本文对颜元的教育心理思想进行了初步探讨:一、颜元教育心理思想的基本观点,二、颜元的德育心理思想,三、颜元的学习心理思想。     

中学生问题解决策略的基本特征研究

实验通过人—机界面,对中学生解决几何问题策略的基本特征进行探讨。对学习成绩优、差学生,在解决问题的程序上和解决问题结果的正确与错误上的差异比较后显示：学习成绩优、差学生在解决问题的程序上,尤其在问题解决的思考推理方向上没有类似专家和新手之间的显著差异;学习成绩的优、差对解决问题结果的正确与错误上具有直接的影响;问题解决规则的选择对问题解决过程具有间接影响;对问题解决规则的掌握对问题解决的结果具有重要影响。