人际目标认知三视角模型

人际关系对自我管理有着重要的意义。关系对象会影响个体的目标设置和目标追求,个体在日常生活中所追求的目标也会影响其人际关系的进程。Fitzsimons等人提出了人际目标认知三视角模型,强调目标在自我和他人关系中的重要作用。模型主要介绍了目标与重要他人之间的双向复杂关系,并对影响二者关系的调节变量进行了分析。未来研究应该在深入探讨重要他人与目标之间关系的基础上扩大人际关系对象的范围,考察一般他人与目标的关系及其心理机制。     

社会决策：自我利益与他人利益的权衡

自我利益与他人利益之间的冲突是社会决策中最重要的心理冲突之一。在自我利益与他人利益中寻求平衡是社会决策的关键。西方经济学理论在很长一段时间里认为,追求自我利益是人类行为的唯一动机。近年来越来越多的理论和实证研究表明在社会互动中,人类同时也会关心他人的利益。本文试图将自我利益和他人利益作为社会决策中利益权衡的两端,综合起来阐释诸如合作、利他、公平、利己等人类社会决策行为的重要概念,力图将纷繁的概念整合到统一、清晰的框架中。     

Can empathic concern be generalized from one person to others? Another positive side of the ‘one‐among‐others’ effect

Previous research on the one‐among‐others effect has shown that inducing empathic concern towards a victim presented among other individuals in need enhances: (1) awareness of these others and (2) the willingness to help them individually. In this work, we test that these outcomes are linked by an additional process: the generalization of empathic concern felt for the victim towards the others in need. Study 1 revealed that inducing empathic concern for a victim presented as one‐among‐others led to see the others as separate and different individuals, not as a unitary group. Study 2 showed that the one‐among‐others presentation (vs. only‐one‐victim) increased empathic concern towards those presented along with the main victim. Study 3 showed that the one‐among‐others presentation (vs. a single‐victim or a statistical presentation) increased the empathic concern felt for other individuals in need. Therefore, the one‐among‐others presentation does not weaken empathic concern but, instead, it leads to its generalization from one to others.     

易学视域下的象山心学

象山心学有着深层易学根基之支撑。基于易学的天人之学,他敞开了以大中至正之道、之理为根基根据的整体宇宙图景。认为人的本心存在的敞开着宇宙大千世界中的一切。《易》的"穷理尽性以至于命"的价值期许,遂具体落实为人人之开显对于本心的高度明觉,挺立个我生命的主体性,积极构建基于此心的属于自己的意义的世界。     

Inferring the Mental Processes of Other Minds

Abstract

In 4 experiments, the authors examined how several variables influence the quality and quantity of information that people use to make judgments about other people. The results showed that when possible, participants consistently responded appropriately to variables that influenced information that they used to make inferences about other minds. The results also suggested that under circumstances with no opportunity to contrast behavior in different situations, people might not be sensitive to the quality and quantity of information present. The authors interpreted results to mean that under most circumstances, people make inferences in a way that efficiently uses information about the causes of behavior.     

Group norms and excessive absenteeism: The role of peer referent others

Drawing from social identity and social influence theory, we propose that the absence-related norms of an individual’s work-based referent others will have a significant effect on the likelihood of excessive absence behavior. We then develop and test a model of the social mechanisms potentially underlying the relationship between referent absence norms and the likelihood of excessive absence behavior. Our findings indicate that referent group norms significantly explain excessive absence behavior, even when taking into account the absence norms associated with the formal organizational units within which these referent groups are often nested. They also indicate that permissive referent group norms are likely to have a greater impact on the probability of target excessive absence when the target has a more conformist disposition. Finally, post-hoc findings suggest that the more negative targets’ perceptions of the consequences of absenteeism, the more attenuated the impact of permissive group norms on excessive absence behavior.     

The development and validation of the Relational Self-Esteem Scale

According to the tripartite model of the self (Brewer & Gardner, 1996), the self consists of three aspects: personal, relational, and collective. Correspondingly, individuals can achieve a sense of self-worth through their personal attributes (personal self-esteem), relationship with significant others (relational self-esteem), or social group membership (collective self-esteem). Existing measures on personal and collective self-esteem are available in the literature; however, no scale exists that assesses relational self-esteem. The authors developed a scale to measure individual differences in relational self-esteem and tested it with two samples of Chinese university students. Between and within-network approaches to construct validation were used. The scale showed adequate internal consistency reliability and results of the confirmatory factor analysis showed good fit. It also exhibited meaningful correlations with theoretically relevant constructs in the nomological network. Implications and directions for future research are discussed.     

Revisiting a meta-analysis of helpful aspects of therapy in a community counselling service

This small scale mixed methods study examines helpful events in a community counselling setting, categorising impacts of events according to Timulak’s [(2007). Identifying core categories of client-identified impact of helpful events in psychotherapy: A qualitative meta-analysis. Psychotherapy Research, 17, 305–314] meta-synthesis of significant events research. Comparisons were made between the types of impacts reported as helpful by clients receiving cognitive behavioural therapy (CBT) or relational integrative counselling. Seventy-five clients identified 291 significant events on 216 Helpful Aspects of Therapy (HAT) forms. The findings broadly reflect all nine impacts identified by Timulak (2007). The study also suggests that a potential new category, ‘voicing’ may exist. Differences between the types of impacts reported as helpful by clients in CBT and integrative therapy showed a higher percentage of CBT clients reporting ‘behavioural change/problem solution’, ‘reassurance’ and ‘client involvement’ as helpful. Differences in other categories were not statistically significant.     

Generalized others and imaginary audiences: A neo-Meadian approach to adolescent egocentrism

Piaget’s conception of adolescent egocentrism, as interpreted and extended by Elkind (1967) is discussed, and research that has related Elkind’s egocentric ideations of personal fable and imaginary audience to age and intellectual development is considered. Alternative theories of adolescent egocentrism and its decentration are examined, and a neo-Meadian framework is discussed that understands the imaginary audience ideation of adolescents as a possibly functional, highly variable response to the complex task of coordinating individual and social perspectives as part of the adolescent’s search for identity.