婴儿识别面部表情的能力及其发展模式

采用婴儿控制的习惯化－去习惯化实验设计,测查了４２名８－１２个月的婴儿对愉快（Ｈ）、愤怒（Ａ）和惧怕（Ｆ）三种表情（照片）的习惯化速率及在六种表情配对顺序下（Ｈ－Ａ,Ａ－Ｈ,Ｈ－Ｆ,Ｆ－Ｈ,Ａ－Ｆ,Ｆ－Ａ）的识别能力。实验结果表明：（１）多数婴儿的注视高峰出现在习惯化过程早期;（２）不同年龄的婴儿对三种表情的习惯化速率相同;（３）在三种表情的六种配对情况下,不同年龄的婴儿对任一对表情中的第一个习惯化后,均可对第二个表情去习惯化,即在识别过程中不存在顺序效应。     

A SCIENTIST AND A THEOLOGIAN SEE THE WORLD: COMPROMISE OR SYNTHESIS?

Abstract. A scientist (for whom the world is the universe) and a theologian (for whom the world is planet Earth) engage in dialogue, not contrived Platonic or Galilean dialogue, but true bidisciplinary dialogue that strives for higher viewpoint. S: Is the preservation of the human species a primary human responsibility? T: It may be a responsibility we share with God. S: The human species has a limited future if confined to the planet Earth. We must diversify our habitat by colonizing space. T: We are responsible for other life on the planet as well. The discussants conclude that besides protecting Earth ecologies, we should create new ecologies in space.     

Factor structure,validity, and reliability of the fear questionnaire in a Hong Kong Chinese population

This study examined the factor structure, validity, and reliability of the Fear Questionnaire in Hong Kong. The sample consisted of 226 college students who were ethnic Chinese and they came from different parts of Hong Kong. Exploratory factor analysis produced three meaningful factors. Confirmatory factor analysis supported the three-factor model of Marks and Mathews (1979) in the present sample of subjects. Findings also showed that the Fear Questionnaire was both reliable and valid. Limitations of the study and implications for future research in this area were discussed. In particular, the need to assess the cross-cultural application of the Fear Questionnaire was stressed.This research project was supported by the Research and Conference Grants of the University of Hong Kong.     

Memory for a dialectical and a nondialectical prose passage in young and older adults

Age differences in adults' processing of a dialectical or nondialectical prose passage were explored. Twenty young and 20 older adults read a dialectical or mechanistic passage and were tested for free recall and recognition after a 30-min delay (filled with vocabulary and paradigm belief scale). Older (vs. young) adults had significantly lower formistic and mechanistic scores and showed greater relative preference for relativistic and dialectical beliefs (paradigm scale). There were no age differences in amount of free recall or number of correct responses (hits) on recognition, but older adults produced more spontaneous dialectical distortions in recall of the mechanistic passage and more paradigm-congruent false alarms on recognition. There was also a move from absolute toward dialectical thinking on the paradigm scale and, among males, on the recognition measure. Dialectical scores (paradigm scale) were positively correlated, and mechanistic scores negatively correlated, with number of dialectical distortions on free recall (mechanistic passage), while dialectical scores were positively correlated with number of dialectical false alarms (dialectical passage).     

Adult urinary incontinence: Assessment,intervention, and the role of clinical health psychology in program development

Urinary incontinence (UI) is a disorder receiving little attention from clinical health psychologists. This paper establishes the importance of addressing the issue of UI within the clinical and research practices of clinical health psychologists. Over 10 million Americans suffer from loss of bladder control. Incontinence affects over half of older individuals in long-term care institutions, about one-third of hospitalized elderly, and up to 30% of Americans over the age of 60 living at home. Because of social stigma and misconceptions attached to urinary incontinence, it is estimated that less than half of those affected see a physician about their condition. Since UI is generally associated with medical, social, psychological, and economic consequences, a multidisciplinary perspective is important because these factors are integral in the selection of appropriate treatment. Definitions of UI, its incidence and costs, and brief reviews of treatment and management techniques are presented. Psychological sequelae and treatments are presented as a foundation for developing further treatment and research approaches. Guidelines for collaboration and consultation by clinical health psychologists with medical professionals in the area of UI are also discussed.     

Development and yearning: Cognitive aspects of spiritual development

Spirituality is important to humans but gets little attention in experimental studies of life span cognitive development. One way to integrate such studies is to examine cognitive aspects of spiritual development using complex postformal Piagetian models. Four possible points of interface within postformal models are: developmental stages; elements of emotion and will; multiperson cognition; and forms taken by the processes used. Testable hypotheses are outlined and some possible difficulties to be expected within such research are discussed.     

Reminiscences in honor of Erik Erikson: Contributions to psychotherapeutic method and configurations of human potential

In this essay, I offer some reminiscences of Erik Erikson. While he is best known for his work on stages of development across the life span, I focus here on his lesser known, but significant contributions to the psychotherapeutic method with children, adolescents, and adults, respectively.     

Characterizing adult cognitive development

A paradigm of adult cognitive development is elaborated that is derived from concepts inherent in the study of consistency and change during the adult years. It is argued that the antecedents and consequences of adult cognition are substantially different from those that pertain to earlier growth-oriented developmental periods and to later decline-oriented periods. Adult cognition and its development are characterized in terms of adaptive competencies in specific domains, elasticity of function within selected domains, and knowledge encapsulation. Another major characteristic of adult development is that knowledge and computation are integrated or encapsulated with experience and use. It is suggested that these characteristics serve to distinguish adult cognitive development from the discontinuous emerging properties of earlier cognitive development and from the general deficiencies of cognitive function that are characteristic of very late life.     

A typical interaction behaviour between fathers and toddlers: Teasing

The purpose of this article is threefold. First, it presents teasing behaviours towards the infant through the notion of ‘expectancy violation’, and defines what parental teasing may consist of. Secondly, the paper summarizes empirical data which show that teasing concerns more paternal than maternal behaviours. Thirdly, we speculate about a positive impact of this kind of typical paternal behaviour on cognitive and social development, as it introduces novelty and ambiguity, which must be processed, as well as negotiation of a struggle.     

PROVIDING A LESS RESTRICTIVE ENVIRONMENT FOR PROFOUNDLY RETARDED PERSONS BY TEACHING INDEPENDENT WALKING SKILLS

A basic right of all handicapped persons is to live in the least restrictive environment possible. In this investigation, procedures were evaluated for teaching four institutionalized males with profound retardation necessary skills to increase their individual freedom of movement. Following baseline, a travel training program with a backward chaining format was implemented to teach each person to walk independently from his living area to school. Travel training included instructions, practice, praise, feedback, verbal reprimands, prompts, and edible reinforcers. Each resident began walking the entire distance to school independently during training and also began walking back to the living area, although the latter set of skills was not specifically trained. Following termination of the formal investigation, follow-up measures of 1 to 8 weeks showed the residents continued going to school independently. A survey of residential facilities in 43 states provided social validation for the seriousness of the problems associated with transporting seriously retarded persons to school. Also, time efficiency measures indicated that training independent travel resulted in reductions of staff time required in school transportation. Results were discussed in light of the potential contributions of behavior analysis in providing less restrictive environments for seriously handicapped persons.