New job market entrants' future work self,career adaptability and job search outcomes: Examining mediating and moderating models

Based on career construction theory and the model of proactive motivation, the current research examined the mediating and moderating models for the relations among future work self, career adaptability, job search self-efficacy and employment status. A survey study was conducted among Chinese university graduates (N = 270). The results showed that future work self (measured at wave 1) had positive effect on employment status (measured at wave 3), with this relationship partially mediated by career adaptability (measured at wave 1) and job search self-efficacy (measured at wave 2). In addition, the results further revealed that the positive effect of future work self on job search self-efficacy was stronger among the graduates who had a higher level of career adaptability. In support of the hypothesized moderated mediation model, for individuals with a higher level of career adaptability, the indirect effect of future work self on employment status through job search self-efficacy was stronger. These findings carry implications for research on job search behavior, career education and career counseling.     

高等医学院校医事法学教育亟待加强

通过千余份问卷调查研究,透视出医学生对医事法律认知程度普遍偏低的状况,进而从医学院教育方针,以及医学生法律意识、自我教育能力等方面,分析、探究原因,寻求改进医事法学教育滞后问题,加速培养学医懂法医学人才的途径与方法。     

Demographic Indicators as Predictors of Future Time Perspective

The present investigation examined the relationships between five demographic variables (age, sex, income, marital status, and education) and future time perspective. From a theoretical perspective, these demographic indicators were conceptualized as proxy measures for the social forces that influence the adult expression of this personality dimension. Data were drawn from six investigations in which a brief measure of future time perspective (Hershey and Mowen in The Gerontologist 40:687–697, 2000) had been administered to one thousand four hundred and ninety eight individuals. Higher future time perspective scores (i.e., longer future orientations) were associated with being male, increased age, income, and educational level. These main effects, however, were mitigated by a significant three-way interaction among sex, age, and level of education. These findings suggest that a complex interplay of variables is responsible for the expression of personality traits at the individual level.     

Children's understanding of communicative intentions in the middle of the second year of life

Two tasks were administered to 40 children aged from 16 to 20 months (mean age = 18;1), to evaluate children's understanding of declarative and informative intention [Behne, T., Carpenter, M., & Tomasello, M. (2005). One-year-olds comprehend the communicative intentions behind gestures in a hiding game. Developmental Science, 8, 492–499; Camaioni, L., Perucchini, P., Bellagamba, F., & Colonnesi, C. (2004). The role of declarative pointing in developing a theory of mind. Infancy, 5, 291–308]. In the first task, children had to respond to the experimenter who pointed at a distal object; in the second task, children had to find a toy in a hiding game after the experimenter indicated the correct location either by pointing or by gazing. In the first task, most children responded to the declarative gesture by “commenting” on the pointed object instead of just looking; however, looking responses were more frequent than commenting responses. In the second task, children chose the correct location of the object significantly more frequently when the informative gesture was the point than when it was the gaze; moreover, there were significantly more correct choices than incorrect choices in the point but not in the gaze condition. Finally, no significant relation was found between tasks. Taken together, the findings support the view that infants’ developing understanding of communicative intention is a complex process in which general cognitive abilities and contextual factors are equally important.     

7～11岁儿童失言理解及与母亲教养方式的关系

采用失言任务和改编后的教养方式问卷探讨7~11岁儿童心理理论的发展及其与母亲教养方式的相关。结果表明,在学龄期,儿童在不同层面上对失言的理解能力仍在提高,高年级时已超出单一维度。7岁儿童对包含意图的信念理解与母亲的"过度偏爱"显著负相关;8岁儿童对包含意图的信念理解与母亲的"惩罚和严厉"显著负相关。结果提示在某些年龄阶段,儿童心理理论的发展可能与母亲特定的教养方式有关。     

小学儿童情绪认知发展研究

本研究采用故事情境法探究小学儿童情绪认知的发展。随机抽取60名小学儿童（2、4、6年级各20名）,研究他们对五种不同的情绪状态识别、情绪原因认知、情绪外在行为表现认知以及对情绪后继调节方式的认知发展特点。结果发现：总体而言,情绪认知在小学不同年级有明显发展;基本情绪认知最好,其次是积极自我意识情绪认知和冲突情绪认知,对消极自我意识情绪的认知最差;情绪识别和情绪原因认知明显好于情绪行为认知和情绪调节认知;对情绪表现者的情绪认知明显好于对情绪接受者的情绪认知。     

5～8岁儿童对模糊信息具有多重解释的理解

参照Carpendale和Chandler的实验范式,研究儿童对于“人们可能对同样信息给出不同解释”这一现象的理解,考察5~8岁儿童的解释性心理理论的发展。结果表明,5岁儿童不能理解心理过程的解释性,认为同样的信息只有一种合理的解释。从6岁开始,儿童才认识到,模糊信息可以有多种解释,但6、7岁时的这种理解并不完善,成绩随着任务要求而变化。8岁儿童才有比较稳定的解释性心理理论。     

汉语隐喻的语言形式特征及其对隐喻机器理解研究的影响

语言学界对隐喻的研究集中于从概念层面对隐喻进行认知分析,而淡化了对语言表达层面隐喻的典型特征做形式化的概括。然而,概念层面的隐喻却必须通过语言形式层面的隐喻表达来加以体现,隐喻的语言形式对隐喻的理解也具有极其重要的意义。特别是,当隐喻作为一种思维现象被纳入机器理解的研究范畴之后,隐喻的计算机制研究也开始要求高度地形式化隐喻的语言表达。鉴于此,本文面向隐喻机器理解,采用语料统计分析的方法,从大量实际隐喻语料出发,总结汉语隐喻的语言形式的复杂性特征:语言隐喻主要成分取值的不确定性、语言隐喻各成分出现与否的不确定性、隐喻嵌套和递进复用现象的普遍性,进而指出面向计算的隐喻研究困境以及出路。     

听障儿童错误信念理解与谎言理解的关系：情绪理解的调节作用

本研究主要探讨听障儿童自我/他人错误信念理解与谎言理解各层面的关系,以及情绪理解在其中的调节作用。实验1采用错误信念理解和谎言理解来探讨自我/他人错误信念理解与谎言理解各层面的关系。实验2增加了情绪理解任务,并探讨情绪理解在错误信念理解和谎言理解之间关系的机制。结果发现：（1）听障儿童他人错误信念理解、真假信息辨别、谎言意图理解的正确率显著不如典型发展儿童,且他人错误信念理解越好,越容易进行真假信息辨别和谎言意图理解;（2）典型发展儿童自我/他人错误信念理解越准确,谎言意图理解越好;（3）当听障儿童情绪理解得分较高时,自我/他人错误信念理解对谎言行为判断具有正向预测作用;（4）典型发展儿童情绪理解得分较高时,自我错误信念理解对真假信息辨别有正向预测作用,他人错误信念理解对谎言行为判断、真假信息辨别有正向预测作用。这些研究结果不仅表明听障儿童他人错误信念理解对谎言理解具有解释作用,而且表明高情绪理解在谎言理解中有促进作用以及表明高情绪理解在对错误信念理解与谎言理解中的调节作用更加显著。     

Activation of emotion information in text among younger and older adults

The ability to represent emotions is an important capacity for the understanding of discourse. In the current literature, it is unclear whether older adults represent emotion information in the course of language processing, in particular as it relates to developing an adequate mental model of characters in narratives. We addressed this issue in two studies, one assessing emotion activation at the word level and the other at the mental model level. In the first experiment, subjects performed a lexical decision task in which words were drawn from both logic- and emotion-based categories. For both category types, priming was evident for young and old. In the second experiment, subjects read passages with emotion information that was consistent or inconsistent with the implied emotional tone. Both age groups showed an increase in reading time in response to inconsistent emotion information, indicating that the protagonist's emotional state was represented while reading. Results of these studies generally suggest age preservation in the activation of emotion information in language processing.