精神分析视域下的身心观

身心关系问题是人类长期探究的重要议题。精神分析学家对身心关系具有诸多独特见解,具体表现为：身体是心理的基础,身体是心理的象征,身体与心理的交织。此三种观点不仅反映出不同精神分析学家在方法论、认识论以及本体论上的差异,也蕴含着精神分析不同流派的理论脉络。厘清精神分析视域下的身心观,既有助于自然科学心理学与人文科学心理学在精神分析中寻求一种主客交织的研究视角,也可为心理学和其他学科领域研究身心关系问题提供新的切入点。     

心理理论研究的进展及展望:来自文献计量学的证据

心理理论作为个体重要的社会认知能力之一,从1978年被提出以来一直备受关注。值此心理理论研究发展40年之际,研究试图借助文献计量学的方法,从宏观的视角呈现1999年到2018年心理理论研究的状况。结果表明,近二十年来心理理论的文献年发表量保持线性增长。文献的主题从关注心理理论的发展和测量,逐渐过渡到将心理理论放在社会认知的框架中进行探讨。研究同时以发表文献数量为指标,探讨了该领域的代表性杂志和重要作者。结合现有心理理论研究的成果,文章最后从心理理论的研究问题领域、相关脑区、毕生发展、异常发展和人工心理理论的建构几个方面进行了延伸讨论。     

心理理论的自发反应范式：方法、结果与解释

近30年来, 心理理论一直是认知发展领域关键而充满挑战的研究主题, 儿童理解他人错误信念的能力是心理理论发展的标志。诱导反应范式(elicited-response tasks)的研究结果表明4岁时儿童获得心理理论, 但是自发反应范式(spontaneous-response tasks)的研究结果表明婴儿15个月大时就已经具备心理理论。自发反应范式(spontaneous-response task) 是近些年来心理理论研究领域发展起来的研究范式。针对幼儿能通过自发反应范式却不能通过诱导反应范式这一问题, 已有三种相关的理论解释：早期能力掩盖说、内隐知识解释论和观点追踪解释论。未来心理理论研究应注意将自发反应范式运用于特殊儿童, 并进一步验证和研究心理理论的发展机制。     

幼儿预见能力的发展及与抑制控制、心理理论的关系

预见是预测未来会发生什么或者需要什么的能力,是对未来自我状态进行的推理。该研究由两部分实验组成。实验1以3～5岁幼儿为研究对象,采用Atance和Meltzoff(2005)的非言语研究范式,探讨了预见能力的发展特点。结果表明,4岁以后,幼儿能够根据未来的需要选择适宜的物品。实验2以4～6岁幼儿为研究对象,考察了预见与抑制控制和心理理论能力的关系。结果发现,抑制控制对幼儿的预见能力存在直接的预测效力,而心理理论则是通过抑制控制作为中介变量间接地作用于预见过程。     

相互作用的认知子系统理论述评

该介绍和分析了“相互作用的认知子系统”理论的基本观点,即信息的意义分为具体的、低层次的意义和一般的、高层次的意义;编码形式的转换遵循着特定的规则;不同信息的存储具有各自独立的记忆存储系统：高层次的意义对情绪产生具有直接作用。同时阐述了该理论对抑郁性情绪障碍的研究,并指出了该研究对治疗情绪障碍的意义及存在的问题。     

Xiong Shili on the Nature,the Mind and the Origin of Badness as Evidenced in Ming Xin Pian 明心篇 (Explaining the Mind )

The question of the origin of badness is a core problematic in New Confucian philosopher Xiong Shili’s 熊十力 (1885–1968) Ming Xin Pian明心篇 (Explaining the Mind; 1959), a work representative of his thought towards the end of his life. In this essay, I examine how Xiong uses the concepts of the nature (xing 性) and the mind (xin 心) to explain the origin of moral badness. Xiong asserts that the Buddhists never concerned themselves with the problem of the origin of ignorance and delusion, afflictions that in turn lead to suffering and wrongdoing. Xiong sets out to redress what he claims the Buddhists had failed to do. I argue that the conceptual structure of both Xiong Shili’s and Zhu Xi’s 朱熹 (1130–1200) theoretical approaches to this problem are isomorphic. The isomorphism is significant because it suggests that Xiong consciously drew on Zhu Xi and/or the Buddhist models that Zhu in turn drew on. I provide evidence to show that even as late as 1959, and despite his increasingly entrenched criticisms of Buddhism, Xiong continued to draw on key concepts and models drawn from Buddhist philosophy of mind.     

Cognitive Science: What One Needs to Know

Cognitive science is a new paradigm that informs and involves several disciplines, including artificial intelligence, neuroscience, cognitive psychology, cognitive ethology, and the philosophy of mind. Cognitive science studies the mind as an information processor, with the computer often operating as a metaphor for the operations of the mind. Developments in the cognitive sciences stand to affect tremendously how we think of the mind and, consequently, how we think of theological and religious claims that concern the human subject. The unity of self, claims of human uniqueness, the relation of mind and body, human nature, and the personal agency of God are all areas of religious import in which the cognitive sciences need to be taken into account.     

Theory of Mind and Executive Functions in Young Bilingual Children

Few studies have explored the relationship between theory of mind (ToM), executive function (EF), and bilingualism at the same time. In this study 14 young bilingual children were compared with monolingual children on a test battery composed of 5 ToM tests, 5 EF tests, and 1 test of general language ability. The result showed that despite significantly lower verbal ability, the bilingual children outperformed the monolingual ones on tests of EF. There were no differences in ToM performance. The authors argue that there is a strong relationship between bilingualism and EF, but, contrary to results from earlier studies, they could not find any relationship between bilingualism and ToM. EF did not predict ToM performance. Lack of a significant relationship could be due to the children's young age and consequently their low scores on the ToM tasks.     

利他惩罚的认知机制和神经生物基础

利他惩罚是指在团体中与他人合作, 并不惜花费个人代价去惩罚不合作者以维护群体规范的一种利他行为。这种行为所具有的利他特征, 可能是人类在漫长进化过程中形成的一种特定行为模式, 是人类本性的一个组成部分。本文结合已有研究, 总结了可用于研究利他惩罚的主要范式, 回顾了利他惩罚的进化背景, 从大量实证性文献中提炼出 “不公平厌恶”及“心理理论和共情”两个维度来阐释引起利他惩罚行为的认知-情绪加工机制, 并整合了与其相关的脑神经证据, 最后对该研究领域未来的发展方向进行了展望。