Spiritual But Not Religious? Beyond Binary Choices in the Study of Religion

“Spirituality” often has been framed in social science research as an alternative to organized “religion,” implicitly or explicitly extending theoretical arguments about the privatization of religion. This article uses in‐depth qualitative data from a religiously diverse U.S. sample to argue that this either/or distinction not only fails to capture the empirical reality of American religion, it does no justice to the complexity of spirituality. An inductive discursive analysis reveals four primary cultural “packages,” or ways in which people construct the meaning of spirituality in conversation: a Theistic Package tying spirituality to personal deities, an Extra‐Theistic Package locating spirituality in various naturalistic forms of transcendence, an Ethical Spirituality focusing on everyday compassion, and a contested Belief and Belonging Spirituality tied to cultural notions of religiosity. Spirituality, then, is neither a diffuse individualized phenomenon nor a single cultural alternative to “religion.” Analysis of the contested evaluations of Belief and Belonging Spirituality allows a window on the “moral boundary work” being done through identifying as “spiritual but not religious.” The empirical boundary between spirituality and religion is far more orous than is the moral and political one.     

红色和蓝色对中国汉族大学生情绪的启动效应

通过3个实验探讨红色和蓝色对中国汉族大学生的情绪意义。实验1采用限制联想法考察红色和蓝色的情绪意义。实验2、实验3采用启动范式, 分别考察在知觉水平和概念水平上红色和蓝色对情绪的启动效应。结果发现：(1)知觉水平：在唤醒度和优势度上, 红色知觉引发了高唤醒、高优势情绪, 蓝色知觉引发了低唤醒、低优势情绪, 这与国外研究基本一致; 但在愉悦度上, 红色知觉既能引发高愉悦情绪, 也能引发低愉悦情绪, 而蓝色知觉只引发了高愉悦情绪, 这体现出本土化特点。(2)概念水平：在唤醒度和愉悦度上, 红色概念引发了高唤醒、高优势情绪, 蓝色概念引发了低唤醒、低优势情绪, 这与知觉水平基本一致; 但在愉悦度上, 红色概念只启动了高愉悦情绪, 而蓝色概念同时启动了高愉悦和低愉悦的情绪, 这与知觉水平不一致。本研究表明：(1)红色和蓝色对中国汉族大学生情绪引发的特点主要表现在愉悦度上; (2)颜色知觉和颜色概念对情绪的引发机制可能具有如下特点：颜色知觉对情绪的三维度具有直接的引发作用; 而颜色概念对情绪唤醒度和优势度的引发是以颜色知觉为中介, 对愉悦度的引发则是以社会文化为原因。本研究探讨了红色和蓝色对中国汉族大学生情绪的作用, 对红色和蓝色在中国社会环境中的应用具有一定的实际价值; 同时, 直接比较并剖析了颜色知觉与概念对情绪的引发特点, 对于揭示二者对情绪引发的内部机制具有一定的理论意义。     

儿童经济现象认知的研究进展

经济现象广泛存在于社会生活,对经济现象的认知是儿童社会认知的重要组成部分。儿童对经济现象的认知包括对基本经济概念、经济原则、经济规律和经济行为的认知等。研究表明,儿童对基本经济概念的理解随着年龄的增长而不断发展,但是受环境和经验因素的影响,存在跨文化的差异。儿童对不同经济概念理解的发展是不同步的。儿童可能很早就出现对基本经济概念内隐性的理解。儿童对经济原则和经济规律的理解也是随着年龄的增长而不断发展的,并且和他们对基本经济概念的理解息息相关。储蓄行为是一种重要的经济行为。12岁的儿童能够理解储蓄的多重目的,并仍处于发展之中。     

A Model of Knower-Level Behavior in Number Concept Development

Abstract We develop and evaluate a model of behavior on the Give- N task, a commonly used measure of young children's number knowledge. Our model uses the knower-level theory of how children represent numbers. To produce behavior on the Give- N task, the model assumes that children start out with a base rate that makes some answers more likely a priori than others but is updated on each experimental trial in a way that depends on the interaction between the experimenter's request and the child's knower level. We formalize this process as a generative graphical model, so that the parameters—including the base rate distribution and each child's knower level—can be inferred from data using Bayesian methods. Using this approach, we evaluate the model on previously published data from 82 children spanning the whole developmental range. The model provides an excellent fit to these data, and the inferences about the base rate and knower levels are interpretable and insightful. We discuss how our modeling approach can be extended to other developmental tasks and can be used to help evaluate alternative theories of number representation against the knower-level theory.     

Affirming 'That's not psycho-analysis!' On the value of the politically incorrect act of attempting to define the limits of our field

This paper is concerned with the value of the act of defining the field of psychoanalysis. It examines the reasons why adopting and especially giving voice to a definition that excludes approaches considered by some analysts to be analytic is commonly regarded as unacceptable within psychoanalytic discourse. It then explains the value and advantages of putting forth exclusive definitions. The author argues that clarifying the pros and cons of such acts of definition contributes to the understanding of the nature of psychoanalysis and the possibility of dialogue between opposing understandings of it. It may also contribute to greater freedom of thought and expression which is essential to the development of psychoanalytic theory and practice.     

民族宗教学的创立

民族宗教学是民族学与宗教学的交叉学科,是一门新兴的人文学科,其主轴是研究民族与宗教的互动关系,其核心理念是:"族教和谐,多元互补"。近些年在中央民族大学"985工程"推动下,课题组开展了民族宗教学的学理的系统研究,推出《民族宗教学导论》专著,初步搭建了民族宗教学的理论框架。本文主要围绕着民族宗教学的研究对象、范围、方法、主要概念和理论体系展开论述,从发生学、历史学、社会学、文化学、政治学等多学科角度介绍民族宗教学的基本议题和思路,并阐述中国宗教生态模式。     

Teacher–child interactions: relations with children's self‐concept in second grade

This study examined whether teacher–child interactions characterized by teacher involvement, structure, and autonomy support at the beginning of second grade predicted children's global, academic, social, and behavioural self‐concept at the end of second grade. The study was conducted in 30 second grade classrooms with 570 children and their teachers. Data included teacher reports of teacher–child interactions and child reports of self‐concept. Results showed that, when controlling for the initial level of self‐concept, children's social self‐concept was predicted by teacher involvement, structure, and autonomy support. In addition, teacher autonomy support predicted high academic self‐concept. Finally, these teacher–child interaction characteristics did not contribute to the behavioural and global self‐concept. The results were similar for boys and girls. Copyright © 2010 John Wiley & Sons, Ltd.     

学业成就、创造力与跨学科概念图创作能力的关系

为了从知识基础和创造性思维视角探讨跨学科知识整合的条件,以125名高二学生为被试采用相关研究设计考察了学业成就、创造力与跨学科概念图创造能力的关系。结果发现：（1）学业成就与跨学科概念图创作能力正相关;高成就组在命题、交叉和总分维度上的表现优于低成就组;而中成就组在命题和总分维度上的表现优于低成就组;（2）创造力与跨学科概念图创作能力正相关;创造力的流畅性和独创性与跨学科概念图的所有维度正相关;灵活性与概念图创作的命题、交叉、范例和总分正相关;（3）学业成就与创造力能够中等程度地预测跨学科概念图创作不同能力组被试的分布。这表明学业成就和创造力是跨学科知识整合的基础。     

卫生技术评估在医疗领域的开展

介绍了卫生技术评估的基本概念以及对医疗卫生领域的影响,并指出在开展评估过程中应注意的几个问题。