《艺概》风格论的阴阳辩证精神

对于<艺概>一书中的辩证精神,学术界一般习惯于用我们所掌握的辩证法去分析,而未注意中国自<易经>而来的辩证精神的特质.本文从成中英教授对中西辩证精神之差异的分析入手,以<艺概>中的风格论为主,对其中的"阴阳辩证法"作了一番讨究,意在指出:<艺概>中的辩证精神是自<易经>而来的"阴阳辩证法"的精神,而非西方自柏拉图始,完备于马克思的"冲突辩证法"的精神.     

女大学生心理健康的测试与培养

本研究抽选198名在校女大学生,采用SCL-90临床症状精神量表测试。结果表明女大学生在人际关系、情绪等方面比正常成人分值略高;课题组通过设计多种心理训练活动,力图培养女大学生的良好心理健康,并为此已有初步成绩。     

Career indecision: Three factors from decision theory

Three factors of indecision are derived from decision theory: being insufficiently informed about the alternatives, valuation problems, and uncertainty about the outcomes. The three factors are studied in high school students’ career decision process of choosing further studies. Using factor analysis, we found empirical evidence for a differentiation between the three theoretical sources of career indecision: an information factor, a valuation factor, and an outcomes factor, but only the valuation factor and the outcomes factor seem to associate empirically with career indecision. The importance of both factors for career indecision was further supported by their intermediate role between general indecisiveness and career indecision.     

The rise and fall of IQ in special ed: Historical trends and their implications

Using IQ records from 10 sites around the country, we examined longitudinal trends in IQ among mental retardation (MR) students during the Wechsler Intelligence Scale for Children (WISC) to WISC-Revised (R) transition in the 1970s and learning disability (LD) students during the WISC-R to WISC-3rd Revision (III) transition in the 1990s. Based on the work by Flynn [American Journal of Mental Deficiency 90 (1985) 236; Psychology, Public Policy, and Law 6 (2000) 191], we predicted a rise in IQ followed by a fall each time a newly normed IQ test is introduced into the schools and used to diagnose children as MR or LD. As expected, we found that mean IQs of MR and LD students followed a nearly identical parabolic trajectory, and differed depending on what year they were tested. IQs from the older norms were higher than IQs from the newly introduced norms. This systematic shift had a significant impact on the likelihood of a MR diagnosis. The broader implications of this pattern are discussed.     

Analysis and research on mental health of college students based on cognitive computing

In recent years, according to the survey, college students have frequent psychological problems, anxiety, depression, inferiority, interpersonal sensitivity and other psychological problems, and even more, even the idea of suicide. It has a very serious negative impact on the family and society. Children are the flowers of the motherland, and college students are the important cornerstone of the country's future development. Therefore, the mental health problems of college students are particularly important. Based on the research of cognitive computing, this paper combines the research data to analyze the influencing factors of mental health, analyzes the shortcomings of mental health education, and proposes corresponding ideas and solutions.     

What Happens After the Demonstration Phase? The Sustainability of Canada's At Home/Chez Soi Housing First Programs for Homeless Persons with Mental Illness

This research examined the sustainability of Canada's At Home/Chez Soi Housing First (HF) programs for homeless persons with mental illness 2 years after the end of the demonstration phase of a large (more than 2000 participants enrolled), five‐site, randomized controlled trial. Qualitative interviews were conducted with 142 participants (key informants, HF staff, and persons with lived experience) to understand sustainability outcomes and factors that influenced those outcomes. Also, a self‐report HF fidelity measure was completed for nine HF programs that continued after the demonstration project. A cross‐site analysis was performed, using the five sites as case studies. The findings revealed that nine of the 12 HF programs (75%) were sustained, and that seven of the nine programs reported a high level of fidelity (achieving an overall score of 3.5 or higher on a 4‐point scale). The sites varied in terms of the level of systems integration and expansion of HF that were achieved. Factors that promoted or impeded sustainability were observed at multiple ecological levels: broad contextual (i.e., dissemination of research evidence, the policy context), community (i.e., partnerships, the presence of HF champions), organizational (i.e., leadership, ongoing training, and technical assistance), and individual (i.e., staff turnover, changes, and capacity). The findings are discussed in terms of the implementation science literature and their implications for how evidence‐based programs like HF can be sustained.     

Outcomes of a Therapeutic Gardening Program in a Mental Health Recovery Center

This study evaluated outcomes of a therapeutic gardening project in a community mental health center. The authors worked with 20 adults with severe mental illnesses, to plan, build, and care for raised-bed gardens. Targets for recovery-oriented outcomes related to personal responsibility, emotional and physical well-being, and socialization, were established in advance. Achievement of outcomes was measured using quantitative and qualitative methodology. Results indicated that the program supported recovery. Participants demonstrated significant improvement in mood and markedly higher levels of involvement and spontaneity, when engaged in gardening. Positive changes in diet and social interaction were also reported.     

Towards a literary account of mental health from James' Principles of Psychology

The field of mental health tends to treat its literary metaphors as literal realities with the concomitant loss of vague “feelings of tendency” in “unusual experiences”. I develop this argument through the prism of William James’ (1890) “The Principles of Psychology”. In the first part of the paper, I reflect upon the relevance of James' “The Psychologist's Fallacy” to a literary account of mental health. In the second part of the paper, I develop the argument that “connotations” and “feelings of tendency” are central to resolving some of the more difficult challenges of this fallacy. I proceed to do this in James' spirit of generating imaginative metaphors to understand experience. Curiously, however, mental health presents a strange paradox in William James’ (1890) Principles of Psychology. He constructs an elaborate conception of the “empirical self” and “stream of thought” but chooses not to use these to understand unusual experiences – largely relying instead on the concept of a “secondary self.” In this article, I attempt to make more use of James' central division between the “stream of thought” and the “empirical self” to understand unusual experiences. I suggest that they can be usefully understood using the loose metaphor of a “binary star” where the “secondary self” can be seen as an “accretion disk” around one of the stars. Understood as literary rather the literal, this metaphor is quite different to more unitary models of self-breakdown in mental health, particularly in its separation of “self” from “the stream of thought” and I suggest it has the potential to start a re-imagination of the academic discourse around mental health.     

False recollection in children with reading comprehension difficulties

Children with reading comprehension difficulties display impaired performance on semantic processing tasks. These impairments are assumed to reflect weaker knowledge about abstract semantic associations between words in poor comprehenders [Nation, K., and Snowling, M. (1999). Developmental differences in sensitivity to semantic relations among good and poor comprehenders: evidence from semantic priming. Cognition, 19, B1-B13.]. We examined the performance of poor comprehenders on the Deese/Roediger/McDermott (DRM) paradigm. Children studied spoken words that were semantic associates (e.g., bed, rest, and awake) or phonological associates (e.g., pole, bowl, and hole) followed by free recall and a recognition test containing nonstudied critical words (e.g., sleep and roll). Results showed reduced recall and recognition of critical words in the semantic condition but not in the phonological condition for poor comprehenders. We argue that poor comprehenders are less sensitive to abstract semantic associations between words because of reduced gist memory.