多元企业认同的身份构建及其张力调和机理

基于认同驱动的营销关系视角, 系统地探讨了基于多元企业认同的企业身份构建及其张力调和机理。具体地, 通过定性和定量相结合的方法, 首先基于社会认同理论和身份理论, 探索多元企业认同的结构; 其次, 从社会心理学和文化创新的视角, 描绘多元企业认同形成及演化过程; 最后, 探究多元企业认同的身份构建以及身份张力调和机制。在理论上将消费者-企业认同扩展到多个利益相关者与企业的认同, 探索多元企业认同的身份构建及调和过程, 揭示其背后深层作用机理。实践上为企业与客户保持长期、和谐、多赢关系提供重要依据。     

Philosophy and Science Dialogue: Mental Causation

This paper is a dialogue between Thalia Wheatley and Terence Horgan. Horgan maintains that philosophy is a broadly empirical discipline, and that philosophical theorizing about how concepts work treats certain intuitions about proper concept-usage as empirical data. He holds that the possibility of strong multiple realizability undermines the psychophysical identity theory. He holds that the concept of causation is governed by implicit contextual parameters, and that this dissolves Kim’s problem of “causal exclusion.” He holds that the concept of free will is governed by implicit contextual parameters, and that free-will attributions are often true, in typical contexts, even if determinism is true. Thalia Wheatley holds that the concept of multiple realizability hinges on the level of abstraction discussed and that neuroscientific data does not yet support multiple realizability of mental states from specific, high resolution brain states. She also holds that compatibilism redefines the concept of free will in ways that bear little resemblance to the common understanding―that of being free to choose otherwise in the moment. She maintains that this folk understanding is incompatible with the brain as a physical system and is not rescued by concepts of context and capacity.     

组织政治知觉对乡村教师离职意向的影响:组织公平和组织认同的中介作用

以353名乡村中小学教师为样本,采用结构方程模型等统计方法,分析了组织政治知觉对乡村教师离职意向的影响,以及组织公平和组织认同的中介作用。结果表明：（1）组织政治知觉与乡村教师离职意向之间存在显著正相关,组织政治知觉与组织公平之间存在显著负相关;组织公平与组织认同之间存在显著正相关;组织认同与乡村教师离职意向之间存在显著负相关。（2）组织公平和组织认同在组织政治知觉对乡村教师离职意向的影响中起双重中介作用。     

Burnout predictors among prison officers: The moderating effect of temperamental endurance

The study investigates whether work stressors, coping styles, and work-related social support predict burnout among prison officers (N = 476). It was hypothesized that coping and social support would mediate the effects of work stressors on burnout and that these effects would be moderated by temperamental endurance. Results of structural equation modeling showed that emotion-oriented coping was positively related to emotional exhaustion, and negatively to personal accomplishment. Task-oriented coping was positively related to personal accomplishment. Social support from work was negatively related to emotional exhaustion. The effects of work stressors on burnout were mediated by work-related social support and by emotion-oriented coping. Additionally, some of these mediating effects were moderated by endurance. Work-related social support was negatively related to depersonalization only among participants with strong endurance. High level of work stressors predicted high emotion-oriented coping only among individuals with weak endurance.     

The association of parenting style and child age with parental limit setting and adolescent MySpace behavior

Parent and teen MySpace user pairs completed online surveys administered in June (N = 266) and September 2006 (N = 341) to assess relationships between parenting styles and limit setting and monitoring of online behaviors, the prevalence of Internet dangers and pre-teen and teen MySpace behaviors. Cross-comparison measures of MySpace usage, parenting style, limit setting/monitoring, MySpace problems, and media perceptions were used. Parenting styles were strongly related to adolescent MySpace experiences, behaviors, and attitudes, with some age differences. Parents with older children were more likely to have Neglectful or Indulgent parenting styles and less likely to set limits on online behavior. The extent of sexual solicitation, pornography, and cyberbullying was relatively low as compared with studies asserting a high incidence of Internet-related problems. Parents' high estimates of online dangers were not matched by their low rates of setting limits and monitoring teens. Theoretical and practical perspectives of the results are offered to enhance social networking experiences for parents and their children.     

Self-presentation and gender on MySpace

Within the cultural context of MySpace, this study explores the ways emerging adults experience social networking. Through focus group methodology, the role of virtual peer interaction in the development of personal, social, and gender identities was investigated. Findings suggest that college students utilize MySpace for identity exploration, engaging in social comparison and expressing idealized aspects of the selves they wish to become. The public nature of self and relationship displays introduce feedback mechanisms by which emerging adults can legitimize images as associated with the self. Also, male–female differences in self-presentation parallel, and possibly intensify, gender norms offline. Our study suggests that social networking sites provide valuable opportunities for emerging adults to realize possible selves; however, increased pressure for female sexual objectification and intensified social comparison may also negatively impact identity development. A balanced view, presenting both opportunities and drawbacks, should be encouraged in policies regarding youth participation in social networking sites.     

The roles of aggressive and affiliative behaviors in resource control: A behavioral ecological perspective

Extant literature in developmental psychology has documented the co-occurrence of aggressive and affiliative behaviors with various measures of social dominance. While these findings have been taken as evidence for the functional value of aggression, they have not been integrated into a more general theoretical frame accounting for contextual variation. In this paper the literature on aggression, agonism, affiliation, and social dominance is reviewed in light of behavioral ecological theory suggesting that different forms of competition (scramble and contest) determine, respectively, the use of affiliative and aggressive strategies. Results generally support the hypotheses advanced by this theory. In order to further integrate these findings suggestions for the study sequences of behavior, where reconciliations follow aggression, are made.     

Getting Vygotskian about theory of mind: Mediation,dialogue, and the development of social understanding

The ideas of Vygotsky [Vygotsky, L. S. (1987). Thinking and speech. In The collected works of L. S. Vygotsky, (Vol. 1). New York: Plenum. (Original work published 1934.)] have been increasingly influential in accounting for social–environmental influences on the development of social understanding (SU). In the first part of this article, I examine how Vygotskian ideas have to date been recruited to explanations of the development of SU. Next, I present a model of SU development which draws on two implications of Vygotsky’s ideas: the importance of semiotic mediation for mental functioning, and the dialogic nature of the higher mental functions. I then consider the value of the proposed model in accounting for evidence from three areas of enquiry: the typical development of SU in infancy and early childhood, relations between individual differences in SU and social–environmental variables, and atypical development. The model is suggested to be particularly helpful in understanding the transition from intentional-agent to mental-agent understanding, and the role of language in SU. Remaining challenges include a need to specify further the cognitive processes underlying internalization, and to gather more extensive evidence on the roles of typical and atypical social experience in SU development.     

Social learning modulates the lateralization of emotional valence

Although neuropsychological studies of lateralization of emotion have emphasized valence (positive vs. negative) or type (basic vs. complex) dimensions, the interaction between the two dimensions has yet to be elucidated. The purpose of the current study was to test the hypothesis that recognition of basic emotions is processed preferentially by the right prefrontal cortex (PFC), whereas recognition of complex social emotions is processed preferentially by the left PFC. Experiment 1 assessed the ability of healthy controls and patients with right and left PFC lesions to recognize basic and complex emotions. Experiment 2 modeled the patient’s data of Experiment 1 on healthy participants under lateralized displays of the emotional stimuli. Both experiments support the Type as well as the Valence Hypotheses. However, our findings indicate that the Valence Hypothesis holds for basic but less so for complex emotions. It is suggested that, since social learning overrules the basic preference of valence in the hemispheres, the processing of complex emotions in the hemispheres is less affected by valence.     

Gender differences in empathy: the role of the right hemisphere

The relationship between activation of the right cerebral hemisphere (RH) and empathy was investigated. Twenty-two men and 73 women participated by completing a chimeric face task and empathy questionnaire. For the face task, participants were asked to pick which of the two chimeric faces looked happier. Both men and women were significantly more likely to say the chimera with the smile to their left was happier, suggesting activation of the RH. As expected, men scored significantly lower than women on the empathy questionnaire, p = .003. A correlation was found between RH activation on the face task and empathy for women only, p = .037, suggesting a possible neural basis for gender differences in empathy.