中学生学习主观幸福感的影响因素及其教育建议

学习主观幸福感对中学生整体生活的满意程度和心理健康有着重要的影响。本文分析了影响中学生学习主观幸福感的主要因素：学习体验、归因倾向、学习成绩、自我效能感及社会支持,并在此基础上提出了针对学校、教师及家庭的教育建议。     

Brain and mind operational architectonics and man-made “machine” consciousness

To build a true conscious robot requires that a robot’s “brain” be capable of supporting the phenomenal consciousness as human’s brain enjoys. Operational Architectonics framework through exploration of the temporal structure of information flow and inter-area interactions within the network of functional neuronal populations [by examining topographic sharp transition processes in the scalp electroencephalogram (EEG) on the millisecond scale] reveals and describes the EEG architecture which is analogous to the architecture of the phenomenal world. This suggests that the task of creating the “machine” consciousness would require a machine implementation that can support the kind of hierarchical architecture found in EEG.

The Pleasant Life, the Engaged Life, and the Meaningful Life: What about the Balanced Life?

Martin Seligman, in his very popular book Authentic Happiness (Seligman 2002), argued that authentic happiness is derived from three major sets of experiences in life, namely experiencing pleasantness regularly (the pleasant life), experiencing a high level of engagement in satisfying activities (the engaged life), and experiencing a sense of connectedness to a greater whole (the meaningful life). In this paper, we maintain that balance in life contributes significantly to subjective well-being. Balance contributes to subjective well-being because of the satisfaction limit that people can derive from a single life domain. People have to be involved in multiple domains to satisfy the full spectrum of human development needs. Different life domains tend to focus on different human developmental needs. More specifically, balance contributes to subjective well-being because subjective well-being can only be attained when both survival and growth needs are met. High levels of subjective well-being cannot be attained with satisfaction of basic needs or growth needs alone. Both needs have to be met to induce subjective well-being.     

A foundation for support theory based on a non-Boolean event space

A new foundation is presented for the theory of subjective judgments of probability known in the psychological literature as “Support Theory”. It is based on new complementation operations that, unlike those of classical probability theory (set-theoretic complementation) and classical logic (negation), need not satisfy the principles of the Law of The Excluded Middle and the Law of Double Complementation. Interrelationships between the new complementation operations and the Kahneman and Tversky judgmental heuristic of availability are described.     

A new definition of well-behaved discrimination functions

A discrimination function shows the probability or degree with which stimuli are discriminated from each other when presented in pairs. In a previous publication [Kujala, J.V., & Dzhafarov, E.N. (2008). On minima of discrimination functions. Journal of Mathematical Psychology, 52, 116–127] we introduced a condition under which the conformity of a discrimination function with the law of Regular Minimality (which says, essentially, that “being least discriminable from” is a symmetric relation) implies the constancy of the function’s minima (i.e., the same level of discriminability of every stimulus from the stimulus least discriminable from it). This condition, referred to as “well-behavedness,” turns out to be unnecessarily restrictive. In this note we give a significantly more general definition of well-behavedness, applicable to all Hausdorff arc-connected stimulus spaces. The definition employs the notion of the smallest transitively and topologically closed extension of a relation. We provide a transfinite-recursive construction for this notion and illustrate it by examples.     

Consciousness lost and found: subjective experiences in an unresponsive state

Anesthetic-induced changes in the neural activity of the brain have been recently utilized as a research model to investigate the neural mechanisms of phenomenal consciousness. However, the anesthesiologic definition of consciousness as “responsiveness to the environment” seems to sidestep the possibility that an unresponsive individual may have subjective experiences. The aim of the present study was to analyze subjective reports in sessions where sedation and the loss of responsiveness were induced by dexmedetomidine, propofol, sevoflurane or xenon in a nonsurgical experimental setting. After regaining responsiveness, participants recalled subjective experiences in almost 60% of sessions. During dexmedetomidine sessions, subjective experiences were associated with shallower “depth of sedation” as measured by an electroencephalography-derived anesthesia depth monitor. Results confirm that subjective experiences may occur during clinically defined unresponsiveness, and that studies aiming to investigate phenomenal consciousness under sedative and anesthetic effects should control the subjective state of unresponsive participants with post-recovery interviews.     

Effects of Transactional and Transformational Leadership of Pastors

Over the last 20 years, researchers and practitioners have become increasingly interested in the transactional–transformational leadership paradigm. However, only a few studies have tested the validity of this approach to leadership concerning Christian pastors. Thus, two studies were conducted in Germany that explored the effect of transactional and transformational leadership of pastors on several outcome criteria. The results revealed that transformational leadership was positively associated with followers’ satisfaction with their pastor, their extra effort, their effectiveness, and their job satisfaction. In addition to this effect on followers, transformational leadership showed positive effects on worshipers’ satisfaction with the worship service. Implications of these results for theory and practice are discussed.

Is There a Right to Have Rights? The Case of the Right of Asylum

In dialogue with the political philosophy of Hannah Arendt and Seyla Benhabib the author draws on the idea of a right to have rights and raises the question under which political conditions asylum can be a subjective right for political refugees. He argues that mere spontaneous acts of humanitarianism will not suffice to define the institutional commitments of liberal democracies in refugee policy. At the same time, no duty for any particular state to take up refugees can be derived from a right to have rights. The quest for institutional solutions for a timely migration and asylum policy will rather enhance the discourses on the self-understanding of liberal democracies. With a critical eye on German asylum legislation and legal practice, the author contends that it will be a task of any co-ordinated European right of asylum to define political persecution in relation to the first dimension of human rights in order to differentiate the right of asylum from immigration legislation.     

Effects of decision-phase time constraints on emotion-based learning in the Iowa Gambling Task

Research employing the Iowa Gambling Task (IGT) has frequently shown that learning is impaired in various clinical populations. However, precisely what constitutes "unimpaired" control group learning remains unclear. In order to understand some of the possible factors underlying variability in control group IGT performance, the present study sought to manipulate features of the task to intentionally disrupt learning. Specifically, the present study investigated the effects of time constraints on emotion-based learning during automated administration of the IGT. For two groups of participants, a time-constraint of either 2-s or 4-s was implemented during the critical decision making period, while a control group received no time constraint. We also evaluated participants' subjective experience after every block of 20 trials. Results demonstrated that the 2-s group differed significantly from the control group. Subjective experience measures revealed rapid development of awareness of the advantageous and disadvantageous decks among all three groups. Overall, our findings demonstrate, for the first time, the effects of decision-phase time constraints on emotion-based learning and indicate that the IGT reward/punishment schedules are to some extent cognitively penetrable.     

Personal resources at the juncture of culture and life satisfaction

This study investigates cultural group differences (Israeli Arab vs. Jewish) in personal resources and life satisfaction. Arab students evidenced lower levels of life satisfaction, as well as perceived personal resources, when compared to their Jewish counterparts. Furthermore, personal resources mediated the effects of culture on life satisfaction. The role of personal resources at the juncture of culture and life satisfaction was discussed.