先秦齐国与鲁国教育思想异同论

由于齐国和鲁国的治国策略不同,反映到他们的教育思想上也存在着差异。齐国开展教育的目的很明确,那就是富民强国,称霸诸侯,而鲁国则是为了维护和推行西周宗法社会的礼制。本文借助现有齐、鲁文化典籍就齐、鲁教育思想的相同点与差异处进行了初步探析。     

New Directions in the Study of Gender Similarities and Differences

ABSTRACT— I review new trends in research on the psychology of gender. The gender similarities hypothesis holds that males and females are similar on most, but not all, psychological variables. Gender is not only an individual-difference or person variable but also a stimulus variable. Emerging approaches to cross-national measurement of constructs such as gender equality provide new insights into patterns of gender differences and similarities across cultures. Current neuroscience approaches emphasize neural plasticity and provide the opportunity to study neural correlates of males' and females' differential experiences.     

Common and distinct factors in decision making under ambiguity and risk: A psychometric study of individual differences

The relation between decision making under ambiguity and risky decision making was examined. In Studies 1 and 2, choices under ambiguity were measured for a large sample receiving an Ellsberg-type Ambiguity-Probability Tradeoff Task. Participants with extreme scores were recruited for Part 2 of each study which consisted of a risky decision making task (Study 1) or a series of decisions under ambiguity in “real life” scenarios (Study 2). Despite a time gap of up to 2 months, individual differences in scores on Part 1 predicted scores on Part 2. In Study 3 participants received in a single session several risky decision making tasks, several measures of decision making under ambiguity, and several personality scales related to uncertainty and decision making style. Taken together, the findings support the existence of a stable dispositional trait to reduce uncertainty in decision making but also task-specific differences related to gains and losses.     

靶控输注技术的个体化应用

靶控输注技术作为一种新兴的静脉给药方法,凭借其独特的优势已广泛的应用于临床麻醉,但个体差异的存在使靶控输注技术的应用受到局限。通过对病人个体差异的哲学分析,阐述个体差异对靶控输注技术的影响。并就克服个体差异的影响,提出了靶控输注技术的个体化应用。     

FIRST PERSON PLURAL: SELF‐UNITY AND SELF‐MULTIPLICITY IN THEOLOGY'S DIALOGUE WITH PSYCHOLOGY

In contradistinction to the contemporary human sciences, recent theological accounts of the individual‐in‐relation continue to defend the concept of the singular continuous self. Consequently, theological anthropology and the human sciences seem to offer widely divergent accounts of the sense of self‐fragmentation that many believe pervades the modern world. There has been little constructive interdisciplinary conversation in this area. In this essay I address the damaging implications of this oversight and establish the necessary conditions for future dialogue. I have three primary objectives. First, I show how the notion of personal continuity acquires philosophical theological significance through its close association with the concept of personal particularity. Second, through a discussion of contemporary accounts of self‐multiplicity, I clarify the extent of theological anthropology's disagreement with the human sciences. Third, I draw upon narrative accounts of identity to suggest an alternative means of understanding the experiential continuity of personhood that maintains the tension between self‐plurality, unity, and particularity and thereby reconnects philosophical theological concerns with human‐scientific analyses of the human condition. Narrative approaches to personhood are ideally suited to this purpose, and, I suggest, offer an intriguing solution to understanding and resolving the problem of self‐fragmentation that has caused recent theological anthropology so much consternation.     

Adolescent Internet use: What we expect, what teens report

As adolescent Internet use grew exponentially in the last decade, with it emerged a number of correspondent expectations. Among them were the following: (1) that gender predicts usage, i.e., that boys spend more time online, surfing the web and playing violent games, while girls chat or shop online; (2) that Internet use causes social isolation and depression, especially for teens; and (3) that adolescents use the Internet for anonymous identity experimentation. These expectations were based on research with earlier technologies when the Internet was less diffused in the adolescent population. By means of highly detailed daily reports of adolescents' home Internet usage and peer-related adjustment, the present research sought to compare these expectations with the actual experiences of early and mid-adolescents in 2000 and 2001. Participants were 261 7th and 10th graders from suburban California public schools who completed four consecutive end-of-day reports on their school-based adjustment and Internet activity (including detailed logs of instant messages). Results challenge prevailing expectations regarding gender, well-being, and identity play. For the most part, adolescent boys' and girls' online activities have become more similar than different. On average, boys and girls alike described their online social interaction as (1) occurring in private settings such as e-mail and instant messages, (2) with friends who are also part of their daily, offline lives, and (3) devoted to fairly ordinary yet intimate topics (e.g., friends, gossip). No associations were found between Internet usage and well-being. Online pretending was reported to be motivated by a desire to play a joke on friends more often than to explore a desired or future identity, but participants reported a range of pretending content, contexts, and motives.     

Gender Differences in the Creativity–Academic Achievement Relationship: A Study from China

This study investigated gender differences in the relationship between creativity and academic achievement. A sample of 1082 primary students participated in this study in Beijing, China. Their age ranged between 8 and 15 years old (M = 10.41, SD = 0.99). Students’ creativity was measured by the Chinese version of the Torrance Test of Creative Thinking Figural Form A, and academic achievement was based on students’ self-reported grades of last semester. Results revealed that there was a significantly positive relationship between creativity and academic achievement, ranging from r = .07 to r = .21. Gender differences regarding which aspects of creativity were related to academic achievement were also found. Plausible explanations and implications of the findings in creativity research and education are discussed.     

Is the Flynn effect on g?: A meta-analysis

Black/White differences in mean IQ have been clearly shown to strongly correlate with g loadings, so large group differences on subtests of high cognitive complexity and small group differences on subtests of low cognitive complexity. IQ scores have been increasing over the last half century, a phenomenon known as the Flynn effect. Flynn effect gains are predominantly driven by environmental factors. Might these factors also be responsible for group differences in intelligence? The empirical studies on whether the pattern of Flynn effect gains is the same as the pattern of group differences yield conflicting findings. A psychometric meta-analysis on all studies with seven or more subtests reporting correlations between g loadings and standardized score gains was carried out, based on 5 papers, yielding 11 data points (total N = 16,663). It yielded a true correlation of − .38, and none of the variance between the studies could be attributed to moderators. It appears that the Flynn effect and group differences have different causes. Suggestions for future research are discussed.     

Generic language use reveals domain differences in young children's expectations about animal and artifact categories

The goal of the present study was to explore domain differences in young children's expectations about the structure of animal and artifact categories. We examined 5-year-olds’ and adults’ use of category-referring generic noun phrases (e.g., “Birds fly”) about novel animals and artifacts. The same stimuli served as both animals and artifacts; thus, stimuli were perceptually identical across domains, and domain was indicated exclusively by language. Results revealed systematic domain differences: children and adults produced more generic utterances when items were described as animals than artifacts. Because the stimuli were novel and lacking perceptual cues to domain, these findings must be attributed to higher-order expectations about animal and artifact categories. Overall, results indicate that by age 5, children are able to make knowledge-based domain distinctions between animals and artifacts that may be rooted in beliefs about the coherence and homogeneity of categories within these domains.     

Sex differences in the ability to recognise non-verbal displays of emotion: A meta-analysis

The present study aimed to quantify the magnitude of sex differences in humans' ability to accurately recognise non-verbal emotional displays. Studies of relevance were those that required explicit labelling of discrete emotions presented in the visual and/or auditory modality. A final set of 551 effect sizes from 215 samples was included in a multilevel meta-analysis. The results showed a small overall advantage in favour of females on emotion recognition tasks (d = 0.19). However, the magnitude of that sex difference was moderated by several factors, namely specific emotion, emotion type (negative, positive), sex of the actor, sensory modality (visual, audio, audio-visual) and age of the participants. Method of presentation (computer, slides, print, etc.), type of measurement (response time, accuracy) and year of publication did not significantly contribute to variance in effect sizes. These findings are discussed in the context of social and biological explanations of sex differences in emotion recognition.