亲子互动中游戏参与方式、情感交流和儿童心理理论的关系

本研究通过亲子互动游戏观察来考查亲子游戏参与方式、情感交流与儿童心理理论发展的关系。实验结果如下:第一,控制了年龄因素后,儿童的亲子游戏参与方式中的主动参与和建议游戏两种方式与儿童心理理论发展之间存在显著的相关;而对于母亲来说,指导游戏的参与方式和儿童心理理论发展存在显著相关。第二,控制了年龄因素之后,儿童情感交流方面的分享积极情感和心理理论发展之间存在显著相关。而母亲这方面的指标和儿童心理理论发展没有显著相关。文章对上述结果进行了分析讨论。     

先秦稷下学宫黄老思想与中医理论形成的相关性探讨

运用文献学及史学方法,从精气学说、“无为”思想和辩证思维等方面,探讨黄老思想对中医气一元论、摄生思想、整体观及辨证思想形成的影响。认为黄老哲学使零散的中医学理论系统化、规范化发挥了重大的作用。     

《周易》阴阳论的层级结构性质

传统中国哲学中的阴阳论一直是学界所关注的一个焦点,但对于该体系所具备确切内涵的各方面、以及由其所结成的整个架构的整体理论性质,却很少有人能深入体察。本文通过对《周易》阴阳论的细致分析,提出该理论作为一种形而上学宇宙论,实则是一个内在含括生命论、差异论与秩序论等三个主要方面,并以其中生命论为根基也是最终目的的层级结构。     

从人际关系看人格--认知-情感系统理论的视角

人格的认知—情感系统理论(cognitive-affective system theory of personality,简称CAPS)被视为是与大五人格理论齐名的一种人格理论。该文拟从个体外部的人际关系层面来阐述该理论,以加深对理论的理解。然后,又从CAPS与其它人际关系理论的契合说明该理论是一种整合性的人格理论。最后,指出了CAPS的优点和局限性,并由此对人格研究的未来发展方向进行了探讨。     

检验项目功能差异的两类方法-CFA和IRT的比较

目前在验证性因素分析(CFA)和项目反应理论(IRT)两个领域,都有一些检验方法来识别项目功能差异(DIF)。该文主要针对单维的多级计分项目,分别介绍CFA和IRT检测DIF的方法,并进行二者的比较。     

影响大学生参与网上招聘意向的因素模型

该研究基于“计划行为理论”探索了影响大学生参与网上招聘意向的因素模型。研究结果证实了创建的模型对大学生参与网上招聘意向的预测和解释效力:(1)态度、针对网上招聘的特殊互联网自我效能感以及知觉到的对行为实施与否的控制力对大学生参与网上招聘的意向有显著的直接正向影响;(2)人际规范和知觉到的有用性对态度有显著的正向影响,知觉到的危险性对态度有显著的负向影响;(3)一般互联网自我效能感(ISE)对针对网上招聘的特殊ISE有显著的正向影响,对大学生参与网上招聘意向并没有直接的影响,而是通过针对网上招聘的特殊ISE这一中介变量产生间接影响。     

Integrating person and situation perspectives on work satisfaction: A social-cognitive view

Social cognitive career theory (Lent, Brown, & Hackett, 1994) was originally designed to help explain interest development, choice, and performance in career and educational domains. These three aspects of career/academic development were presented in distinct but overlapping segmental models. This article presents a fourth social cognitive model aimed at understanding satisfaction experienced in vocational and educational pursuits. The model posits paths whereby core social cognitive variables (e.g., self-efficacy, goals) function jointly with personality/affective trait and contextual variables that have been linked to job satisfaction. We consider the model’s implications for forging an understanding of satisfaction that bridges the often disparate perspectives of organizational and vocational psychology.     

The gendered nature of career related learning experiences: A social cognitive career theory perspective

The learning experiences questionnaire (LEQ; Schaub & Tokar, 2005) was used to examine learning experiences as they relate to SCCT (Lent, Brown, & Hackett, 1994) across the Holland (1997) RIASEC typology. In particular, differences in men’s and women’s career related learning experiences were examined. A sample of 319 undergraduates at a public Midwestern university completed an online survey. Gender differences were observed in reported levels of some learning experiences; similar to prior findings for self-efficacy and interests, women reported more learning experiences in the Social domain, and men reported more experiences in the Realistic and Investigative domains. Results also supported that more reported learning experiences in a given domain relate to higher self-efficacy and outcome expectations in that domain.     

Otherness and the problem of evil: How does that which is other become evil?

In seeking to answer the question “How does that which is other become evil?” the author provides a discussion of four entwined aspects of the issue at stake; (1) difficulty in achieving clarity on the grammar of evil; (2) genocide as a striking illustration of otherness becoming evil; (3) the challenge of postnationalism as a resource for dealing with otherness in the socio-political arena; and (4) the ethico-religious dimension as it relates to the wider problem of evil.     

When what you say about others says something about you: Language abstraction and inferences about describers’ attitudes and goals

According to the linguistic category model ( [Semin and Fiedler, 1988] and [Semin and Fiedler, 1991]), a person’s behavior can be described at varying levels of abstraction from concrete (e.g., “Lisa slaps Ann”) to abstract (e.g., “Lisa is aggressive”). Research has shown that language abstraction conveys information about the person whose behavior is described (Wigboldus, Semin, & Spears, 2000). However to date, little research has examined the information that language abstraction may convey about describers themselves. In this paper, we report three experiments demonstrating that describers who use relatively abstract language to describe others’ behaviors are perceived to have biased attitudes and motives compared with those describers who use more concrete language.