Russell's Early Theory of Denoting

The ancient Greek method of analysis has a rational reconstruction in the form of the tableau method of logical proof. This reconstruction shows that the format of analysis was largely determined by the requirement that proofs could be formulated by reference to geometrical figures. In problematic analysis, it has to be assumed not only that the theorem to be proved is true, but also that it is known. This means using epistemic logic, where instantiations of variables are typically allowed only with respect to known objects. This requirement explains the preoccupation of Greek geometers with questions as to which geometrical objects are ‘given’, that is, known or ‘data’, as in the title of Euclid's eponymous book. In problematic analysis, constructions had to rely on objects that are known only hypothetically. This seems strange unless one relies on a robust idea of ‘unknown’ objects in the same sense as the unknowns of algebra. The Greeks did not have such a concept, which made their grasp of the analytic method shaky.     

Psychodynamic perspectives on teacher stress

Melanie Klein's concept of projective identification is now in common use by counsellors and psychotherapists. Julia Segal describes her own hypothesis about the way it works as well as her use of it in her practice, working as a counsellor for people with multiple sclerosis, members of their families and professionals working with them. When a person cannot bear to feel an emotional state they can evoke the feeling in someone else, not only a therapist or counsellor but also others within the family. Segal describes the way powerful emotions can be evoked in the counsellor; in particular the feeling that a certain idea cannot be shared with a client. She also describes working with clients who are on the receiving end of such projected feelings, sometimes evoked by illness within the family. She also points out that unresolved emotional states suffered in childhood can leave adults unable to bear certain feelings. If the feelings threaten to re-emerge in adulthood, perhaps triggered by their own children reaching a certain age, parents sometimes attempt to rid themselves of the emotional state by projective identification and in the process, evoke a version of the feelings in their own children. This may, for example, exert pressure on parents to divorce just as their own children reach the age they were when they themselves lost a parent.     

Reclaiming the rubbish: A study of projective mechanisms

Projection is a defence mechanism involving the expulsion of unwanted or unbearable parts of the personality, which are then located in others and thereby disowned. My aim in this essay is to explore the development of theoretical ideas about projection, and how they have affected contemporary theories of psychoanalytic practice. I shall illustrate the application of some of these ideas using two case examples.     

Challenges to the four-channel model of flow: Primary assumption of flow support the moderate challenging control channel

Flow theory postulates that the psychological state of flow emerging when one engages in activities where skill level and challenge are both high, results in ‘optimal’ subjective experiences relative to other psychological states, and is intrinsically motivated. The experience sampling method was used on a sample of college students to compare daily activities associated with flow (high skill, high challenge) to the psychological state of control (high skill, moderate challenge) in relation to the subjective experiences of enjoyment, happiness, intrinsic motivation, and cognitive involvement. Contrary to flow theory, enjoyment, happiness, and intrinsic motivation were characteristic of activities associated with being in ‘control,’ as opposed to flow. Flow activities were associated with being cognitively involved in the task at hand. We believe such theoretically important findings have been masked when using the original four-channel model of flow, but are clarified with use of the revised experience fluctuation model.     

中国员工基于组织自尊的内容探析：概念构图法的应用

基于对26名来自不同组织、有不同职业背景员工的深度采访,本文运用定性和定量相结合的分析方法——概念构图法,实证探索了中国员工基于组织的自尊（OBSE）的内容。本研究发现,中国员工自尊包括五个维度：基于工作单位的自尊、基于工作绩效的自尊、基于工作角色的自尊,基于领导的自尊和基于下属和同事的自尊。本文通过对OBSE的实证分析详细介绍了概念构图法的过程和应用,为如何对新概念、新现象进行探索性研究提供了参考。     

日常情绪的社会分享对情绪的影响

日常情绪的社会分享对情绪有怎样的影响,以往研究结论并不一致。本研究从社会分享的信息层面和感受层面以及当天情绪体验等方面收集了47名大学生和研究生被试7天共314份日志记录,使用多层线性模型进行分析,结果表明：（1）积极分享和消极分享都能显著正向预测当日的积极情绪,但是不能预测当日的消极情绪;（2）感受的分享（包括积极感受和消极感受）显著正向预测当日的积极情绪,信息的分享不能预测当日的积极情绪;（3）性别、抑郁水平和消极事件分享倾向会影响分享消极感受的水平对积极情绪的正向预测。结论：无论是积极感受分享还是消极感受分享都能提升积极情绪,但是不能改善负性情绪;消极感受分享对积极情绪的提升作用存在个体差异。     

Prospective conceptual model of Tomatis® method effects on students’ self-regulation

This study aimed to develop a preliminary conceptual model that explains the perceived effect of the Tomatis® method on university students’ self-regulation for study course learning. Seven beginning graduate students (6 female; 3 black, 4 white) with a large South African university completed a Tomatis® method programme student learning support intervention. The students participated in focus group discussion and brief survey on their Tomatis® method programme student learning support experiences. Thematic analysis identified five themes that define Tomatis® method programme self-regulation effects on students: i) being self-aware and enhanced environmental sensitivity; ii) improved study concentration per time frame; iii) perspective taking, willingness, and ability to listen to others’ opinions; iv) self-reflection or enhanced inward learning experience; and v) boldness, creativity and open-mindedness. Findings support a conceptual working model of the Tomatis® method for the promotion of learner self-regulation and behavioural change in a university setting.     

自传体记忆的开端:最早记忆的诱发与评估

童年期遗忘指人们无法回忆起生命最初几年的事情。最早记忆是童年期遗忘开始消退和自传体记忆发生的标志,诸多研究表明成人的最早记忆一般介于3~4岁间,儿童有更早的最早记忆。最早记忆的诱发方法,包括单一最早记忆法、线索词法、穷举法和生命全程法;最早记忆的评估方法,包括自陈式的记忆现象学问卷测量,以及针对记忆叙述内容的编码分析。未来研究要加强纵向研究,追踪最早记忆随年龄而发生的变化;展开特殊人群的研究;完善测量工具;探究早期记忆保持和遗忘的机制。     

Supporting and Thwarting Autonomy in the High School Science Classroom

This investigation examined relations between adolescent students' daily and cumulative perceptions of teachers' practice and their experience of autonomy. Two-hundred and eighteen high school science students in 43 classes participated in a 6-week diary study. Multilevel modeling results suggested that perceptions of 8 out of 9 practices predicted a change in students' daily autonomy. Results also revealed that autonomy-relevant practices interacted with time, each other, and characteristics of students and classrooms. Implications are discussed.     

Measuring logistics performance of OECD countries via fuzzy linear regression

In logistics, performance measurement has been considered as a key competency to acquire world class performance. In light of this, we presented a robust methodology to establish an analysis framework for measuring logistics performance. The proposed hybrid methodology is a combination of criteria importance through intercritera correlation (CRITIC), simple additive weighting (SAW), and Peters' fuzzy regression methods. To the best of our knowledge, country‐based logistics performance is seldom studied in the literature. Therefore, we measured the logistics performance of Organization for Economic Cooperation and Development (OECD) countries using the devised model based on the data of Logistics Performance Index 2014 provided by the World Bank. The introduced methodology, which is suitable to model imprecise relationships among system parameters, appears to be a practical alternative approach for the assessment of logistics performance. It should be noted that the evaluation framework presented in this paper is not confined to performance measurement case and can also be exploited in addressing other multiple criteria decision‐making problems incorporating uncertainty.