协作还是斗争——心理障碍治疗百年

长期以来,在心理障碍治疗领域存在着心理治疗师与精神科医生的相互斗争,从协作的角度对心理治疗百年史进行回顾,认为百年心理治疗史实际上是心理医生与临床医生相互斗争走向协作的历史。这一过程可大致区分为自发、附属、斗争到整合四大阶段。就长远来看,在心理障碍的治疗中,这两类专业人员的相互配合是不可避免的。     

中国儒家传统金融伦理思想初探

本文试图探讨儒家的金融伦理思想。文章认为:儒家由人性自利的基础出发,强调金融合理的自然主义立场;由此进一步导出仁义为本的民本主义;智勇兼重的理性精神;礼让为先的合作精神等主要金融伦理原则。这些原则与诚信原则、互利互惠原则、节俭原则等一起构造了中国古代金融伦理体系。我们应该积极有效地从这些资源中吸取养料,在改造发展的原则下为建设适应社会主义市场经济制度的崭新的金融体系而努力。     

Interhemispheric cooperation and non-cooperation during word recognition: evidence for callosal transfer dysfunction in dyslexic adults

Participants report briefly-presented words more accurately when two copies are presented, one in the left visual field (LVF) and another in the right visual field (RVF), than when only a single copy is presented. This effect is known as the 'redundant bilateral advantage' and has been interpreted as evidence for interhemispheric cooperation. We investigated the redundant bilateral advantage in dyslexic adults and matched controls as a means of assessing communication between the hemispheres in dyslexia. Consistent with previous research, normal adult readers in Experiment 1 showed significantly higher accuracy on a word report task when identical word stimuli were presented bilaterally, compared to unilateral RVF or LVF presentation. Dyslexics, however, did not show the bilateral advantage. In Experiment 2, words were presented above fixation, below fixation or in both positions. In this experiment both dyslexics and controls benefited from the redundant presentation. Experiment 3 combined whole words in one visual field with word fragments in the other visual field (the initial and final letters separated by spaces). Controls showed a bilateral advantage but dyslexics did not. In Experiments 1 and 3, the dyslexics showed significantly lower accuracy for LVF trials than controls, but the groups did not differ for RVF trials. The findings suggest that dyslexics have a problem of interhemispheric integration and not a general problem of processing two lexical inputs simultaneously.     

Transferring cues for cooperation: Helping students follow group instructions

In this study, we piloted a teaching procedure to help a learner attend to group pronouns (calls), such as “Everyone,” as precursors for cooperating with instructions. A student was first taught to attend to the teacher when a bell rang; the teacher then paired the bell with group call words and faded the bell out to transfer stimulus control to the calls. This antecedent intervention led to increased attending to group calls and cooperation with the instructions. We used a hybrid design of alternating treatments and multiple baselines to evaluate the effects of the intervention. We briefly assessed maintenance after the systematic fading of the intervention and again after 2 weeks. The results suggest that attending occurred through listener responding rather than through the traditional measures of eye gaze and orienting. We explore the effects in terms of stimulus control, behavioral classes, component skills, chaining, and high‐p and low‐p effects.     

Children,but not great apes,respect ownership

Access to and control of resources is a major source of costly conflicts. Animals, under some conditions, respect what others control and use (i.e. possession). Humans not only respect possession of resources, they also respect ownership. Ownership can be viewed as a cooperative arrangement, where individuals inhibit their tendency to take others’ property on the condition that those others will do the same. We investigated to what degree great apes follow this principle, as compared to human children. We conducted two experiments, in which dyads of individuals could access the same food resources. The main test of respect for ownership was whether individuals would refrain from taking their partner's resources even when the partner could not immediately access and control them. Captive apes (N = 14 dyads) failed to respect their partner's claim on food resources and frequently monopolized the resources when given the opportunity. Human children (N = 14 dyads), tested with a similar apparatus and procedure, respected their partner's claim and made spontaneous verbal references to ownership. Such respect for the property of others highlights the uniquely cooperative nature of human ownership arrangements.     

“追名弃利”：权力动机与社会存在对亲社会行为的影响

目前关于权力动机的研究主要关注权力动机的阴暗面, 但是对权力动机的积极面尚不清楚。本研究从公平与合作行为的角度出发, 分别采用最后通牒博弈和公共物品博弈任务, 探讨不同权力动机水平个体在内隐(眼睛线索)或外显(他人在场)社会存在下的亲社会行为是否不同。结果发现, 在眼睛线索或他人在场条件下, 相对于低权力动机者, 高权力动机者表现出更高的公平与合作水平。然而当没有社会存在线索时, 高低权力动机者的亲社会行为没有显著差异。结果提示高权力动机者出于名誉和地位的策略考虑, 也会表现出积极的亲社会行为。     

抑郁倾向对合作的影响：双人同步近红外脑成像研究

抑郁人群不但表现出注意、记忆等个体认知层面的负性偏向, 还伴随有明显的社会认知障碍。已有研究在抑郁对社会认知的影响方面还考察得不多。本研究采用囚徒困境范式考察抑郁倾向对社会合作的影响。结果显示, 高抑郁倾向组比低抑郁倾向组的合作率更低, 双侧背外侧前额叶的激活更弱, 抑郁对右侧背外侧前额叶及眶额叶的脑间同步性有调节作用; 低抑郁被试与低抑郁被试配对时右侧颞顶联合区脑间同步性强于高抑郁被试与高抑郁被试配对, 或者高抑郁被试与低抑郁被试配对时的右侧颞顶联合区脑间同步性, 该效应当且仅当双方的选择相同时显著。结果表明, 抑郁群体在社会奖赏加工、冲突控制及心理理论脑区均存在功能性缺陷, 这些结果为理解抑郁人群合作意愿下降提供了脑成像证据。     

Cooperative responding in rats: II. Performance on fixed-ratio schedules of mutual reinforcement

Coordinated responses of 5 dyads of rats were investigated under fixed-ratio (FR) schedules of mutual water reinforcement. Coordinated responding was defined as 2 consecutive lever-presses, 1 from each of 2 rats, occurring <.5 s apart. In the FR schedules, each coordinated episode was defined as 1 response in the FR sequence. The size of FR schedules was parametrically manipulated assuming the values of FR 1, 6, 12, 18, 24, 30, 50, and 9, in this order. Each FR remained in effect until responding reached stability. Under all conditions, pairs of rats received access to water simultaneously (mutual reinforcement). Rates and proportions of coordinated responding showed a bitonic inverted U-shaped function of ratio size. Postreinforcement pauses increased systematically as the interreinforcement interval increased. Local rates and proportions increased as a function of response location within ratios. Results of a control condition with relaxed temporal constraints for mutual reinforcement showed decreases in rates and proportion of coordinated responses, suggesting that the coordinated responses were controlled by the mutual reinforcement contingencies. The present experiment showed that coordinated responding is quantitatively affected by 3 properties of FR schedules: response requirement, reinforcement rates, and proximity to reinforcement.     

Preschoolers affect others' reputations through prosocial gossip

Providing evaluative information to others about absent third parties helps them to identify cooperators and avoid cheaters. Here, we show that 5‐year‐olds, but not 3‐year‐olds, reliably engage in such prosocial gossip. In an experimental setting, 5‐year‐old children spontaneously offered relevant reputational information to guide a peer towards a cooperative partner. Three‐year‐old children offered such evaluative information only rarely, although they still showed a willingness to inform in a non‐evaluative manner. A follow‐up study revealed that one component involved in this age difference is children's developing ability to provide justifications. The current results extend previous work on young children's tendency to manage their own reputation by showing that preschoolers also influence others' reputations via gossip.