道教的宗教体验——以内丹修炼为例

文章通过对道教内丹修炼中几种特殊体验的考察,探讨了道教的宗教性和本质问题,认为道教作为宗教其"宗教性"具体体现在对"超常经验"的一步步体证,进而将道教的本质概括为"对道的体证",并进一步讨论了与之相关的义理问题。     

Toward adjustment profiles for lower secondary student-athletes in the Finnish dual career context: A mixed-methods approach

Engagement, burnout, and experiences are central concepts for understanding student-athlete adjustment in a dual career (DC) environment. As part of a larger 3-year, lower secondary sports schools pilot project, the aim of this study was to examine student-athletes’ DC adjustment in Finnish lower secondary sports schools at the end of the second academic year. By combining quantitative and qualitative methods, we sought to (a) identify adjustment profiles among student-athletes based on measures of engagement and burnout in school and sport and (b) to extract experiences that describe the distribution of student-athletes in the profiles. A latent profile analysis using questionnaire data from a sample of 217 lower secondary student-athletes (M = 14 years, SD = 0.4 years) revealed three distinct profiles: well-adjusted (n = 122), reasonably functioning (n = 73), and struggling (n = 22). Follow-up interviews with a subsample of 19 student-athletes revealed that occasional physical exhaustion and school-related stress were common adjustment issues for student-athletes in all three profiles. Student-athletes showing the well-adjusted profile reported advanced DC management skills that enabled them to maintain low levels of burnout while engaging extensively in school and sport. Adolescents in the reasonably functioning profile reported difficulties in portioning time and thoughts between school and sport, which caused physical and mental DC taxation. To compensate for insufficient time management strategies, adolescents belonging to the struggling profile had to emancipate time for schoolwork by lowering their sports engagement at the cost of heightened school and sport burnout.     

Mathematics instruction in Head Start: Nature,extent, and contributions to children's learning

This study employed the most recent (2006) cohort of the nationally representative Family and Child Experiences Survey (FACES) to explore the nature of mathematics instruction in Head Start and the child, family, and teacher factors that contribute to children's mathematics learning over the preschool year. In total, 2501 preschoolers and their families, as well as their teachers (n = 335), participated in the study from fall 2006 to spring 2007. Results showed that teachers reported frequent mathematics instruction, although direct observations did not entirely confirm this frequency. A variety of factors predicted children's mathematics knowledge at Head Start entry, and several – including instructional quality – were linked to learning over time. No thresholds in instructional quality emerged. Overall, this study provides new information about classroom mathematics instruction and child learning among the nation's most vulnerable early learners.     

Relationships between autistic-like and schizotypy traits: An analysis using the Autism Spectrum Quotient and Oxford-Liverpool Inventory of Feelings and Experiences

To further investigate claims of a relationship between autism and schizophrenia, the current study examined the associations between specific dimensions of autistic-like and schizotypy traits. These traits were assessed using the Autism Spectrum Quotient and the Oxford-Liverpool Inventory of Feelings and Experiences. After using factor analysis to explore the dimensions of autistic-like and schizotypy traits represented in these measures in two separate groups of students (N₁ = 362, N₂ = 639), the relationships between these dimensions were examined. While the results are consistent with suggestions in the literature of an overlap in the interpersonal deficits associated with autism and schizophrenia, they offer little support for Crespi and Badcock’s (2008) claim that autism and positive schizophrenia are diametrically opposed disorders.     

Dissociative Experiences Scale Taxon and Measurement of Dissociative Pathology: Does the Taxon Add to an Understanding of Dissociation and Its Associated Pathologies?

The Dissociative Experiences Scale Taxon (DES-T) is a modified version of the Dissociative Experiences Scale (DBS) that relies on a subset of eight categorical variables to overcome errors introduced into diagnostic classification by virtue of the use of dimensional measures of dissociation (e.g., DES) that mix normal and abnormal dissociative experiences. The present study examined the diagnostic accuracy of the DES-T and the DES in two non-dissociative psychiatric samples and four dissociative disorders. Classification of the six groups by the two measures yielded more errors with the DES-T and a high degree of correlation between normal and abnormal dissociative experience. The DES-T was sensitive for only the most extreme forms of dissociative pathology. There was no support for the use of the DES-T in lieu of the DES, or for reliance on either as a definitive diagnostic measure.     

Family transmission of work affectivity and experiences to children

Theory and research suggest that children develop orientations toward work appreciably influenced by their family members’ own expressed work experiences and emotions. Cross-sectional data from 100 children (53 girls, 47 boys; mean age = 11.1 years) and structural equation modeling were used to assess measures of work affectivity and experiences and to test hypotheses suggesting that family work experiences and emotions influence the orientations children develop toward work and how they in turn influence children’s work and school motivation. Results indicated that the family setting influences children’s perceptions of and future orientation toward the world of work through adults’ expression of positive work experiences, negative work affect, and negative work experiences. Furthermore, children’s work and school motivations appear to be principally influenced by indicators of favorable work affect and experiences. Implications and suggestions for future research are offered that cast the family as an important core setting for children’s vocational development.     

When the expectations from a message will not be realized: Naïve theories can eliminate expectation-congruent judgments via correction

Research typically reveals that individuals like an object more when a persuasive message convinces them that this object is pleasant. In this paper, two experiments were conducted to understand the influence of such message-induced affective-expectations on judgments of experienced affect following direct encounter with an alcohol type of drink. As predicted, before trying the drink, recipients of the positive-expectation message had more positive expectations than recipients of the negative-expectation message. After drinking, participants judged the beverage to elicit affect congruent with message-induced expectations to the extent they did not endorse a naïve theory that their affective expectations congruently influence their experienced affect. In contrast, after drinking, the effect of the message disappeared when participants did endorse this naïve theory. Moderation of these effects, as well as theoretical and practical implications, are addressed.     

Retrospective accounts of recurrent parental physical abuse as a predictor of adult laboratory‐induced aggression

Child abuse has been frequently associated with adult aggression in its many forms. The Point Subtraction Aggression Paradigm (PSAP) is a popular laboratory‐based procedure derived from the retaliatory responses of participants engaged in a monetary‐reinforced computer game. PSAP responses have been found to discriminate between participants with and without violent, antisocial, substance abuse, and even contact‐sport athletic histories. The present study provided an initial test of the sensitivity of the PSAP and the Overt Aggression Scale (OAS) in discriminating between college students (n=28) with and without reported histories of recurrent physical abuse as defined by incidents of being pushed, shoved, struck, punched, or threatened with physical violence by a parent more than once every six weeks over 15 years of upbringing. PSAP responses were substantially higher (d=2.1) among participants reporting histories of recurrent parental physical abuse, with 46% (as opposed to 0% for controls) of these individuals generating PSAP responses in excess of 400 (average found for violent parolees). Group differences on the OAS were also considerable (>1 SD). Larger factorial designs examining relationships between a range of developmental variables (e.g., domestic abuse, physical abuse, sexual abuse, parental divorce, family climate, etc.) and adult PSAP responding may help advance present knowledge regarding the impact of childhood adversity on psychological development. Aggr. Behav. 30:217–228, 2004. © 2004 Wiley‐Liss, Inc.     

Lifetime Acts of Violence Assessment (LAVA) predictors of laboratory aggression

While self-report data warrants interpretive caution in applied settings, these indices serve an important role in exploratory research. The Lifetime Assessment of Violent Acts (LAVA) inventory is a brief, reliable, face-valid questionnaire for estimating the frequency, triggers, and consequences (including injuries to others) of prior acts of aggression. The LAVA also identifies the situational contexts in which prior violence was triggered and provides a basis for risk classifications based on past reactive, intimate partner, alcohol-related, and/or weapon-related violence. Scores on the LAVA indices have been linked to a range of developmental and maladjustment indicators. Associations were found between lab-provoked (Taylor Aggression Paradigm) responding and both dimensional and risk classification scores in this sample (N = 92) of college men. Participants “competed” with a fictional opponent using electric shock as a retaliatory measure for perceived provocation. The total LAVA dimensional score predicted mean shock intensity ( d = .87), baseline responding ( d = 0.90), and past sexual aggression ( d = 1.01). Shock intensities in response to high provocation were predicted ( M d = 0.57) by all but one LAVA index. Participants who reported inflicting one or more injuries on another showed more intense escalations of aggression ( d = 0.46) in response to provocation than normative counterparts. Prior injuries to another ( RR = 2.71), reactive acts of aggression ( RR = 3.73), or intimate-partner violence ( RR = 4.19) elevated the risk of one or more prior acts of self-reported sexual aggression. The limitations and potential value of self-report data were discussed in regard to aggression research.     

Measuring the phenomenology of autobiographical memory: A short form of the Memory Experiences Questionnaire

The Memory Experiences Questionnaire (MEQ) is a theoretically driven and empirically validated 63-item self-report scale designed to measure 10 phenomenological qualities of autobiographical memories: Vividness, Coherence, Accessibility, Time Perspective, Sensory Details, Visual Perspective, Emotional Intensity, Sharing, Distancing and Valence. To develop a short form of the MEQ to use when time is limited, participants from two samples (N = 719; N = 352) retrieved autobiographical memories, rated the phenomenological experience of each memory and completed several scales measuring psychological distress. For each MEQ dimension, the number of items was reduced by one-half based on item content and item-total correlations. Each short-form scale had acceptable internal consistency (median alpha = .79), and, similar to the long-form version of the scales, the new short scales correlated with psychological distress in theoretically meaningful ways. The new short form of the MEQ has similar psychometric proprieties as the original long form and can be used when time is limited.