动态面孔表情优势效应的心理机制及神经基础

动态面孔表情优势效应是指较静态面孔表情而言, 个体在识别动态的面孔表情时表现出较好的识别能力。动态面孔表情优势效应的心理机制主要涉及增强的构形加工、补偿角色和面孔模仿能力。此外, 该优势效应的神经网络则由核心的神经网络和扩展的神经网络组成, 前者主要负责早期的知觉编码和刺激的运动加工, 而后者与个体的面孔模仿能力、刺激的动态表征等有关。今后的研究应集中在完善延伸的神经网络、拓展其心理机制; 开展动态面孔表情优势效应的发展性研究; 考察面孔表情的刚性运动特征; 注重在虚拟现实环境下研究动态面孔表情的优势效应。     

Honoring the Bios in Lutheran Bioethics

Abstract:  A Lutheran bioethic honors the body by being anti‐Gnostic (and finding moral wisdom in the body's limits), by being anti‐Pelagian (and requiring the reshaping of our disordered desires), and by being anti‐Sadducean (in affirming that the new creation, though continuous with and fulfilling the old, also transforms and perfects it in ways that go beyond the earthly life we know). Such an approach to bioethics is illustrated here through discussion of the way in which new reproductive technologies may distort our understanding of the relation between the generations, thereby losing sight of the bios in bioethics.     

Effects of Supervisor “Big Five” Personality on Subordinate Attitudes

Leadership theory has long sought to find traits associated with effective leadership. This study uses the five-factor model of personality to investigate the relationship between the personality of supervisors and aggregated attitudes of subordinates. Results from 131 supervisors and 467 subordinates support the notion that supervisor personality is related to subordinate attitudes. Overall, high levels of supervisor Agreeableness, Emotional Stability and Extraversion, plus low levels of Conscientiousness are related to subordinate ratings of satisfaction with supervisor, overall satisfaction, affective commitment and turnover intentions. However, the relationships are somewhat weak and differ across specific criteria. Implications for these findings are discussed.     

'Weaving thoughts' A method for presenting and commenting psychoanalytic case material in a peer group

The authors argue that there are good reasons for seriously considering the dynamics of the peer group when discussing psychoanalytical case material. The setting and procedure have to protect and facilitate for the presenter and the group members to work together. The aim of this paper is to discuss the problems connected with presenting and discussing clinical psychoanalytical material in a peer group and to describe one such specifi c method, which the authors call the 'weaving thoughts' method. The design is primarily inspired by Bion's formulation 'thoughts in search of a thinker'. The group participants refl ect on the presented clinical material in a way that the authors metaphorically describe as creating a weave of thoughts that emerges from the material. The aim of the method is to facilitate a work-group climate that allows thoughts to wander about, and to avert group members from debating and compromising the integrity of its members by letting basic assumptions come into power. The method is described from theoretical and practical points of view, with two illustrations of seminars according to this design and fi nally a discussion of the advantages and drawbacks of the method.     

Cognitive and social comparison processes in brainstorming

This brainstorming experiment assessed the extent to which idea exposure produced cognitive stimulation and social comparison effects. One hundred and sixty participants were exposed to either a high or low number of common or unique ideas. The participants’ likelihood of engaging in social comparison processes (high or low) was also manipulated through instructional sets. The results indicated both cognitive stimulation and social comparison effects. Exposure to a high number of ideas and to common ideas enhanced the generation of additional ideas. The effects of exposure to a high number of ideas was greater under high than under low social comparison conditions. Finally, recall of exposed ideas was related to enhanced idea generation. These results are consistent with the social/cognitive influence model of group brainstorming (Paulus, Dugosh, Dzindolet, Putman, & Coskun, 2002).     

Facilitating supervisees’ developing competence through supervisory conversation

Research on assessing supervisees’ professional development (PD) has been primarily focused on formal end-point, summative evaluations. Little attention has been given to the role that routine supervisory conversations play in formative PD evaluations. This study takes a situated/dialogical approach to explore how PD evaluations are locally proposed, recognized, transacted, and conversationally accomplished in the conversations of actual supervision practice. Informed by ethnomethodology, we discursively analyzed episodes of supervisory sessions selected by supervisory dyads, which they regarded as significant to the supervisee’s PD. We describe and exemplify five conversational Practices by which supervisory dyads brought about shared evaluations vis-à-vis the supervisee’s PD, through supervisory conversations.     

Dynamic accountability in clinical training and supervision: Three orienting ideals

Despite the growing interest on making clinical practice accountable, research on how specific components of professional competence are relevant in actual training/supervision practice is as yet unspecified. This study explores this dynamic aspect of professional supervision. Three supervisory dyads, composed by an experienced supervisor and a doctoral counseling psychology student were used in the study. A qualitative, ethnomethodology-informed design was used to discursively analyze 16 significant episodes (SEs) in actual supervision meetings. This was complemented by 16 follow-up interviews. Three interpretative repertoires – ‘ideals’ – influencing participants’ accounting practices were identified: efficacy, responsiveness, and authenticity. The article discusses how structural (competency-based) and dynamic (practice-based) approaches to accountability can be combined to guide the appraisal of relevant professional competencies.     

Using Art-Based Strategies in Group-Based Counselor Supervision

In addition to course work and experiential learning experiences, a vital aspect to counselor training is clinical supervision. Supervision acts as a mediator bridging the gap between theory and practice. Using creative interventions has been increasing in clinical work and may be beneficial to be used more in training counseling students. One way to incorporate creative and expressive techniques into a counseling program is to use art-based strategies in clinical group supervision. Research and clinical experiences are discussed.     

Creative Supervision for Counselors Working in a Hospice Setting

The number of individuals receiving hospice care in the United States is on the rise. Many individuals who suffer from debilitating health issues use the care of helping professionals in a hospice environment. Supervision approaches for counselors who encounter grief, loss, death, and bereavement issues in hospice settings are needed. The authors introduce three creative interventions for use with supervisees in one of the four stages of the integrative developmental model of supervision. One intervention, the “Rock Talk,” is more thoroughly explained and then demonstrated in a case illustration of a supervisee using the intervention to say goodbye to a hospice client.