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该文较系统地论述了孟子的普通心理思想。主要问题是:心理学思想的基本观点,知虑心理思想,情欲心理思想,志意心理思想,智能心理思想,性习心理思想。 相似文献
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Salvatore J. Catanzaro 《Personality and individual differences》1997,23(6):1065-1069
In a recent article, Flett, Blankstein and Obertinsky (1996, Personality and Individual Differences, 20, 221–228) examined cross-sectional relations between affect intensity, generalized expectancies for negative mood regulation (NMR expectancies), coping dispositions, and depression in a sample of 153 women. However, they did not report partial correlations of affect intensity and NMR expectancies, independent of each other, with coping and depression. Such information is needed for development of models of the coping process which integrate the roles of temperament variables, such as affect intensity, and cognitive-social learning person variables, such as NMR expectancies. Reanalysis of Flett etal.'s correlation matrix revealed that affect intensity and NMR expectancies were each independently associated with distinct coping dispositions, but that only NMR expectancies were independently associated with depressive symptoms. 相似文献
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Between Intrinsic and Extrinsic Motivation: Examination of Reasons for Academic Study based on the Theory of Internalization 总被引:1,自引:0,他引:1
Toshihiko Hayamizu 《The Japanese psychological research》1997,39(2):98-108
In contrast with the view that intrinsic and extrinsic motivation are antagonistic, the view proposed in this article is that they are anchors of a continuous variable. According to the theory set out here, intrinsic motivation develops by means of internalization. This gives rise to four types of motivation: external, introjected, identified, and intrinsic. The main purpose of this study was to construct a scale to measure these four types of motivation for academic achievement and then to examine its validity. The Stepping Motivation Scale, created by the author, was administered to 483 junior high school students. Intercorrelations among the four subscales conformed to a simplex structure, and documented a continuum from extrinsic to intrinsic motivation. To clarify the distinction among the four types of motivation, relevant variables such as causal attributions and coping behaviors in failing situations, beliefs in links between extrinsic and intrinsic motivation, and teachers' evaluation of students' motivation were related to motivation types. A difference in motivational types was exhibited in the differential patterns of correlations. 相似文献
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Polly Young-Eisendrath 《The Journal of analytical psychology》1997,42(4):637-652
Introducing the basic assumptions of constructivism as a philosophical position, this paper illustrates how Jung's psychology - especially complex, archetype and transcendent function - is consonant with constructivism. Further, the paper explores some clinical implications of constructivism by reviewing the problems of chronic projective-identification in a stalemated analytic case, drawing on the contributions of Winnicott, Ogden and Modell in expanding our understanding of, and facility with, the transcendent function. 相似文献
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Steven M. Joseph 《The Journal of analytical psychology》1997,42(1):139-156
The workings of the transcendent function are explored through the development of a model of psychical process which is founded on the symbolism of the mirror. The model consists in a three-dimensional psychical manifold comprising apperceptive, reflective, and subjective axes. A fourth, temporal axis is implicit in the process character of the model. A fifth, affective axis is not discussed. The model is used to enhance understanding of both failed and successful transcendent functioning. Parallels with modes of initiation are developed. The transference role of the therapist is explored. 相似文献
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A transformation of self-discrimination response functions in accordance with the arbitrarily applicable relations of sameness, more than, and less than 总被引:10,自引:9,他引:1 下载免费PDF全文
In Experiment 1, 2 experimental subjects were given pretraining of nonarbitrary relations that brought their responses under the control of four contextual stimuli; same, opposite, more than, and less than. One control subject was not exposed to this pretraining. The 2 pretrained subjects and the 3rd nonpretrained subject then received training in six arbitrary relations, the following four relations being the most critical: same/A1-B1, same/A1-C1, less than/A1-B2, more than/A1-C2. All 3 subjects were then tested for seven derived relations, the following three relations being the most important: same/B1-C1, more than/B1-C2, less than/B1-B2. The 2 pretrained subjects, but not the nonpretrained subject, showed the derived relations. One of the stimuli (B1) from the relational network and two novel stimuli (X1 and X2) were then used to train three different self-discrimination responses on three complex schedules of reinforcement. That is, all 3 subjects were trained to pick X1 if they had not emitted a response, to pick B1 if they had emitted one response only, and to pick X2 if they had emitted two responses only. The 2 pretrained subjects, but not the nonpretrained subject, showed the predicted transformation of self-discrimination response functions in accordance with the relations of sameness, more than, and less than (i.e., no response, pick B2; one response only, pick C1; and two responses only, pick C2). In Experiment 2, 2 new subjects were employed, and the arbitrary relational training and testing phases were modified to control for a procedural artifact that may have contributed to the results of the first experiment. Experiment 2 replicated the findings of Experiment 1. The pattern of results support the utility of a relational frames approach to understanding derived stimulus relations. 相似文献
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