LANGUAGE AS A VALUES‐REALIZING ACTIVITY: CARING,ACTING, AND PERCEIVING

A problem for natural scientific accounts, psychology in particular, is the existence of value. An ecological account of values is reviewed and illustrated in three domains of research: carrying differing loads; negotiating social dilemmas involving agreement and disagreement; and timing the exposure of various visual presentations. Then it is applied in greater depth to the nature of language. As described and illustrated, values are ontological relationships that are neither subjective nor objective, but which constrain and obligate all significant animate activity physically, socially, and morally. As an embodied social activity, conversational dialogue is characterized in terms of values, pragmatics, and presence rather than in terms of syntactic and semantic rules. In particular the nature of dialogical arrays is explored, and the hypothesis that language is an action system, a perceptual system, and a caring system is explored. Language expands horizons and makes it possible for humans to realize their calling as culture makers and caretakers.     

Person‐Group Value Congruence and Subjective Well‐Being in Students from Argentina,Bulgaria and Finland: The Role of Interpersonal Relationships

The present study examined the relations between personal values, value congruence, interpersonal relationships and subjective well‐being in psychology/education and business students from Argentina (N = 275), Bulgaria (N = 182) and Finland (N = 148). Regression analyses showed, first, that there were no direct relations between higher order value priorities and life satisfaction (LS), positive affect (PA) or negative affect (NA). Second, objective value‐congruence (VC)—the similarity between individual and group values—was positively related to LS and PA, and negatively related to NA. Most importantly, the effects of VC on LS, NA and PA were partially mediated by good interpersonal relationships. Our results show that interpersonal relationships are facilitated by sharing values similar to those of one's fellow students. More generally, personal values per se appear not to be associated with subjective well‐being, more important is how these values fit into the social context. Copyright © 2014 John Wiley & Sons, Ltd.     

Pluralism and values in education in Hungary – changes between 1990 and 2012

Value transmission is a fundamental task of schools. However, the question arises as to how far prevailing political and social conditions shape the functioning of a country or a region’s school system. In other words: what effect do they have on the choice of values to be transmitted at schools? Are there any fundamental social values that are shared by different cultures at different times? Are there values that exist independently of social and political systems? These questions have a special relevance in Eastern and Central European countries like Hungary where political and social changes in the twentieth century had a crucial effect on the set of values that were transmitted by the school system. The aim of this study is to describe how the value transmitting role of the Hungarian school system has changed as a consequence of political transformations in recent decades.     

Engineering Values Into Genetic Engineering: A Proposed Analytic Framework for Scientific Social Responsibility

Recent experiments have been used to “edit” genomes of various plant, animal and other species, including humans, with unprecedented precision. Furthermore, editing the Cas9 endonuclease gene with a gene encoding the desired guide RNA into an organism, adjacent to an altered gene, could create a “gene drive” that could spread a trait through an entire population of organisms. These experiments represent advances along a spectrum of technological abilities that genetic engineers have been working on since the advent of recombinant DNA techniques. The scientific and bioethics communities have built substantial literatures about the ethical and policy implications of genetic engineering, especially in the age of bioterrorism. However, recent CRISPr/Cas experiments have triggered a rehashing of previous policy discussions, suggesting that the scientific community requires guidance on how to think about social responsibility. We propose a framework to enable analysis of social responsibility, using two examples of genetic engineering experiments.     

Group process in Jungian analytic training and institute life

Group process experience for analytic candidates is a neglected dimension of training, and receives little attention in the analytic literature. Jung observed group dynamics, but he never studied them closely, attending instead to the psychology of the individual. Unconscious currents in small groups have been studied by others, most notably by Wilfred Bion, and there are similarities between his theories of the group unconscious and Jung's theories of complexes. Experiential and didactic seminars in group process were added to the analytic curriculum at the C.G. Jung Institute of San Francisco in the early 1990s, leading to changes in the group dynamic of trainees and analysts alike. A discussion of the theories of Bion and Jung are followed by a report on our experiences of facilitating group process for analytic candidates. We give quotes from candidates and analyst members to illustrate the group process and its effects. The need for further study to develop a uniquely Jungian perspective on the unconscious structure and dynamics of the group is suggested.     

我国转化医学发展现状的思考

转化医学在当今世界发展迅速,虽然在我国起步较晚,但取得了巨大的成就,建立了许多转化医学研究机构,积极开展合作交流,但不可避免地存在一些问题,诸如创新能力不足、顶层设计不够和人才缺乏等,为此提出相应对策和未来发展的前景,同时指出转化医学在我国不仅是学术问题,而且是社会问题.     

项目反应理论原理与当前应用热点概览

本文首先分析了经典测验理论存在的局限,然后在潜在特质理论和项目特征曲线两大概念基础上阐述了项目反应理论及其基础模型的测量学原理,介绍了多个项目反应理论基础模型.最后简要介绍了七项当前应用项目反应理论指导大型题库建设和指导编制各种新型测验的热点内容.     

Human food preferences and cultural identity: The case of Aragón (Spain)

This research aims to analyze the relationship between sociocultural values and human food preferences. The latter, as shown in this paper, are greatly influenced by cultural identity. This work stems from a theoretical context that originated in Europe and the United States towards the mid‐twentieth century, within the field of the anthropology of food. A qualitative and quantitative analysis has been performed in the Comunidad Autónoma de Aragón (Spain). Research methods include focus groups, in‐depth interviews, participant observation, and a questionnaire that was handed out to a representative sample of the Aragonese population (816 people over 21 years of age; confidence level of 95.5% and error margin of ±3.5). Regarding the research outcome, a highly significant qualitative and quantitative connection has been found between food selection and cultural identity. In other words, people prefer to consume foods that are symbolically associated with their own culture, in order to reinforce their sense of belonging. Although this study has been carried out in Aragón, it is our belief that the results can be generalized to other areas. The originality and interest of our findings are notable considering that, to date, few works have analyzed the sociocultural factors motivating food behavior. Moreover, these results could be used by public and private organizations to meet objectives such as health promotion and product marketing.     

Values and Antisocial Behavior Among Spanish Adolescents

A number of studies have indicated that delinquent adolescents have characteristic value systems. However, most of these studies have adopted a “known-groups” design—that is, they have compared institutionalized delinquents and non-institutionalized adolescents, assuming those adolescents to be non-delinquent. Designs of this type do not distinguish effectively between the statistical effects of delinquency and of institutionalization. In this study, the authors investigated relationships between values and self-reported antisocial behavior in three adolescent groups: 435 school-attending boys, 529 school-attending girls, and 95 delinquent boys in juvenile rehabilitation centers or prisons. The results indicate that antisocial behavior is associated with hedonistic values and a lack of interest in conventional values and social values. These relationships cannot be explained by the institutionalization effects.     

Effect of Color Coding on Visually Oriented Tests With Students of Different Cognitive Styles

The purpose of this study was to examine the effects that differentially coded (black and white and color) illustrations had on students (N = 117) who were classified as field dependent, field neutral, or field independent as a result of their performance on the visually oriented Group Embedded Figures Test (Witkin, Olt-man, Rashin, & Karp, 1971). Students were randomly assigned to two instructional treatments complemented by illustrations (black and white and colored). After receiving their respective treatments, students reviewed two visually oriented criterion tests. Two-way analyses of variance conducted on achievement scores indicated that field independents scored significantly higher than did field dependents on both visual tests, and differences between field-dependent and field-independent learners who received the color-coded treatments on the visual identification test were insignificant. Results indicate that field dependency is an important instructional variable and that for some types of learning objectives the process of color coding instructional materials may reduce achievement differences attributed to differences in cognitive style.