心理学家Daniel Kahneman获2002年诺贝尔经济学奖

心理学家Daniel Kahneman被授予2002年诺贝尔经济学奖。他遵循1978年诺贝尔经济学奖获得者Herbert A. Simon的“有限理性”理论和启发式的思想,提出3种常见的启发式:代表性、可得性以及锚定和调整。Kahneman发现人类的决策行为常常是非理性和有偏差的,这与传统经济学理论 (期望效用理论)的预期不符,而且这种偏差是有规律的。Kahneman提出前景理论以解释人类在不确定条件下的判断和决策行为。他获得诺贝尔经济学奖是因为他“把心理学的,特别是关于不确定条件下人的判断和决策的研究思想,结合到了经济科学中。”该文列举实例简单介绍了Daniel Kahneman对心理学和经济学的贡献。     

An Ecological Approach to Therapy With Gender Minorities

This special series includes four articles that review important considerations for clinical work with gender minorities, including youth and young adults, individuals who are nonbinary, transgender individuals in inpatient or residential care, and transgender individuals recovering from trauma. These articles provide important insights and concrete suggestions for how to enact affirming practice, spanning across macro, mezzo, and micro levels. Ultimately, a multilevel approach to working with transgender and gender diverse individuals is essential to addressing health disparities in this population, as the work of an affirming provider goes beyond the therapy hour and the therapy office or treatment unit. In this commentary, I review the major themes from these contributions, provide a perspective on how they fit within the existing literature, and provide an overview of pressing future directions in gender minority research.     

Cognitive-Behavioral Therapy With An East Indian Family*

This article discusses the use of the cognitive-behavioral approach to family therapy with an immigrant Indian family residing in the United States. Issues of acculturation and the emancipation of a young adolescent female are addressed as conflicts arise between her and her parents. The use of cognitive-behavior therapy (CBT) is presented as a flexible mode of treatment because it allows for the modification of schemas in a way that is respectful to cultural underpinnings and allows the family the freedom to change in a manner that does not compromise their cultural values. Further discussion is directed toward the cultural variables that may be accommodated by the CBT approach and the elements that make the approach adaptable, particularly in cases involving Indian culture.The authors thank Eric Frey of Lehigh University for his assistance with the literature review.     

IMAGO DEI AND HUMAN RATIONALITY

There is a pervasive trend in Western theology to identify imago Dei with human intellectual and cognitive capacities. However, several contemporary theologians have criticized this view because, according to the critics, it leads to a truncated view of humanity. In this article, I shall concentrate on the question of rationality, first, through theologies of Thomas Aquinas and contemporary Lutheran Robert Jenson, and second, in some branches of recent cognitive psychology. I will argue that there is a significant overlap between contemporary scientific interpretations of rationality and both a traditional Thomistic view and a contemporary ecumenical interpretation of imago Dei. Consequently, it is possible to give an account of imago Dei which takes structural features as central and which is in accord with contemporary science, without falling prey to the dangers that the critics of structuralism point out.     

The Effect of Perfectionism and Acculturative Stress on Levels of Depression Experienced by East Asian International Students

This study examined relationships among acculturative stress, grade point average satisfaction, maladaptive perfectionism, and depression in 52 East Asian international students and 126 North American students. Results indicated that a combined effect of perfectionism and acculturative stress accounted for more than 30% of the variance related to depression. Implications include the importance of attending to perfectionism and acculturative stress for improving the overall well‐being of East Asian international students. Este estudio examinó las relaciones entre el estrés aculturativo, la satisfacción con el promedio de calificaciones, el perfeccionismo inadaptado y la depresión en 52 estudiantes internacionales del este asiático y 126 estudiantes norteamericanos. Los resultados indicaron que el efecto combinado del perfeccionismo y el estrés aculturativo representó más del 30% de la varianza relacionada con la depresión. Las implicaciones incluyen la importancia de prestar atención a los niveles de perfeccionismo y estrés aculturativo para mejorar el bienestar general de los estudiantes internacionales del este asiático.     

Internationalizing counselling: A Southeast Asian perspective

To learn about our Southeast Asian colleagues’ views on internationalizing counselling psychology to Asian cultures, we interviewed eight counselling psychologists who had received their doctoral training in the United States. Four of the participants were currently practicing and teaching in their native countries and four in the United States. Using the basic principles of Grounded Theory [Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Chicago, IL: Aldine.], we derived two themes from the data: (1) major assumptions in US counselling psychology that may limit its transferability to Southeast Asian cultures and (2) practices in learning, training, and cultural adjusting for future development and internationalization of counselling psychology. The participants emphasized the need for indigenization and knowledge sharing in the efforts to internationalize counselling psychology.     

Sequential development of helping behavior: A cognitive-learning approach

It is suggested that cognitive, social-perspective, and moral skills, on the one hand, and a self-regulatory skill on the other, determine the extent, quantity, and quality of helping acts. A framework for the analysis of helping behavior development by integrating cognitive-development- and social-learning approaches is suggested. The framework proposes that altruistic behavior is a specific, highest-level kind of helping behavior. Helping behavior develops sequentially as its quality changes. The quality of the helping behavior is reflected in individuals' motivation to act. Empirical evidence supporting the suggested framework is presented, and the contribution of this framework for the study of prosocial behavior is discussed.     

Another look at the theoretical assumptions of adolescent egocentrism

We attempt in this paper to reevaluate the theoretical assumptions of D. Elkind's theory of adolescent egocentrism Child Development, 38, 1025–1034). We argue that the construct is not well placed in the ontogenetic context of Piagetian logical development, and that the theory cannot account for stage transition or the appearance of the imaginary audience (IA) and personal fable (PF) components. We argue that the IA and PF constructions are better understood as problems in interpersonal understanding. These components are reinterpreted in terms of stage sequence that describes the ontogenesis of interpersonal understanding. The advantages of this model are highlighted.