“上下意象图式”对汉语成语感情色彩加工的影响

通过两个实验,考察了＂上下意象图式＂对汉语成语感情色彩加工的影响。实验一发现,成语感情色彩加工存在＂隐喻一致效应＂,褒义的成语呈现在屏幕上方加工得更快,贬义的成语呈现在屏幕下方加工得更快、更准。实验二消除了具体空间信息的影响,发现仅有抽象符号水平的联结,＂上＂、＂下＂概念不能影响汉语成语感情色彩的加工。研究结果支持隐喻理论和具身认知观。     

论《易经》的英译与世界传播

翻译是人类交流与传播史上最古老最复杂的文化现象,从17世纪以来,世界上各种语言和风格的不同<易经>翻译版本就层出不穷.<易经>英语翻译对世界影响重大,但长期以来存在多方面的有待解决的问题.本论旨在通过探讨<易经>英译的相关问题以寻找在新世纪全球化语境下<易经>翻译的改进与<易经>世界传播的新思路.     

从中亚东干人语言的变迁看文化适应

文化适应是一个描述民族文化关系的重要概念,它指的是两个或两个以上不同文化体系间由于持续接触、相互影响而造成一方或双方发生的大规模文化变迁。本文透过中亚东干人在不同民族文化的接触中其语言变迁的过程,对人类文化适应这一重要的文化现象进行了考察。笔者认为,东干人学习使用范围较广的其他民族语言的事实,不仅表现出其自身较强的文化适应性,而且反映出一种对本民族成员所需社会文化资源和未来发展机会的积极争取。     

Impact of Jin‐Shang teachings on Chinese people's trust

Three studies are reported that explore the impact of Jin‐Shang teachings (a specialized Confucius teaching of trust on business practices) on mainland Chinese people's trust. In Study 1 , we primed Confucius and Jin‐Shang teachings on trust, and compared their effects on trusting tendency to a control prime. We found that these teachings made mainland Chinese participants score higher on three different trusting scales. In Study 2 , we found that the Jin‐Shang prime made mainland Chinese participants invest more money in a trust game than those in the control prime. In Study 3 , we compared the Jin‐Shang prime to Protestant teachings and contemporary writings on reciprocity, and found that only the Jin‐Shang prime induced a significantly higher trusting tendency from Chinese participants than the control condition.     

Forecasting good or bad behaviour: A non‐transparent test of contrastive responses to cultural cues

Bicultural individuals vary in the degree to which their two cultural identities are integrated – Bicultural Identity Integration (BII). Among Asian‐Americans, for example, some experience their Asian and American sides as integrated (high BII) whereas others experience the two as divided (low BII). Past research on social judgement found that individual differences in BII affect the way biculturals respond to cultural cues or norms in their situation. Asian‐Americans with low BII tend to contrast to the cultural norm (e.g. they exhibit typically American judgements when in Asian cultural situations) rather than assimilate to them, a response observed more among high BII individuals (e.g., they exhibit typically Asian judgements when in Asian cultural situations). Research has interpreted the contrastive response as reflecting implicit identity motives, yet past studies used measures that make cultural differences salient. Conscious awareness of the experimental hypothesis could elicit contrastive responses. The present research assessed forecasts of others' behaviour in which cultural group differences are less obvious: Asians, compared to Westerners, forecast more positive behaviours from others. In three experiments with Asian‐Americans, we found the contrastive response by low BII individuals persisted. They made more positive forecasts after exposure to American versus Asian cultural cues. This suggests that the moderating role of BII on responses to cultural cues is not a matter of demand characteristics or limited to stereotypical cultural differences. Implications for bicultural identity, implicit processes, and organizational behaviour are discussed.     

Cultural ruptures in short‐term therapy: Working alliance as a mediator between clients' perceptions of microaggressions and therapy outcomes

Aim: To determine whether or not clients' perceptions of microaggressions varied based on their own and the therapist's race/ethnicity and whether or not they would be negatively related to the effectiveness of therapy and if the working alliance would mediate this effect. Method: The study utilised a cross‐sectional, retrospective, methodology. Clients were recruited from a large university counselling centre in the United States (N=232 clients and 29 therapists). Results: Neither clients' race/ethnicity, therapists’ race/ethnicity, nor client‐therapist ethnic matching predicted perceptions of microaggressions. Clients' ratings of microaggressions were negatively associated with their psychological wellbeing; however, this effect was mediated by clients' ratings of the working alliance. Implications: Therapists should take into account the cultural messages they may be conveying to both white and racial/ethnic minority clients. Therapists should develop strategies that are consistent with a general therapeutic approach that promotes discussions about culture with their clients and, most importantly, should attend to the therapeutic relationship.     

家庭文化资本对幼儿数学学习的影响

本研究对来自上海市的590个中、大班幼儿家庭进行问卷调查,旨在了解家庭文化资本对幼儿数学学习的影响。结果表明：作为家庭客体化文化资本的家庭文化环境和作为家庭身体化文化资本的幼儿家长数学教导信念对幼儿的家庭数学学习经验有直接的影响作用;作为家庭制度化文化资本的家庭教育背景则通过家庭文化环境和幼儿家长的数学教导信念对幼儿家庭数学学习经验有间接的影响作用。     

Cross‐cultural validation of factor structure in the Japanese Counselor Burnout Inventory

This article describes the cross‐cultural validation of the Counselor Burnout Inventory (CBI; Lee, Baker, Cho, Heckathorn, Holland, Newgent, Ogle, Powell, Quinn, Wallace & Yu, 2007 ) on a sample of professional counselors and psychotherapists in Japan. Confirmatory factor analysis was performed to examine the validity of the CBI with three models: a one‐factor model, a five‐factor model, and a second‐order model. The results showed that the five‐factor model was a better fit and more parsimonious than both the one‐factor model and the second‐order factor model. Additionally, the internal consistency reliability for the CBI subscale scores proved equivalent to that found for other populations (e.g. American and Korean). The results suggest that counselor burnout is not a unidimensional construct but a multidimensional construct. Implications and recommendations for future research are provided.     

A metaphoric evaluation: students' self‐appraisal at the end of the course year

This article focuses on an exercise to facilitate students' self‐evaluation at the end of a course year. It describes an externalizing technique using objects as metaphors . Although developed in the context of a foundation level course, it is equally relevant for evaluating learning at any stage.     

The dialogical self in a cultural contact zone: Exploring the perceived ‘cultural correction’ function of schooling

This paper discusses a qualitative study that explores the impact the development of a cultural contact zone has upon identity processes in the Dialogical Self. The analysis draws upon interviews with Irish nationals, immigrants and asylum seekers in a new cultural contact zone. The findings illustrate uncertainty experienced as a result of immigration, suggesting that the development of the contact zone caused cultural discontinuity. The individuals' uncertainty for their cultural identities' future viability demanded the development of identity strategies to maintain continuity with their perceived cultural future, where they were faced with cultural others. Identity repositionings and a strategy to maintain continuity will be explored in the current paper. The Irish and asylum seeker participants' unprompted focus on schooling will be explored as a continuity strategy. The participants constructed schooling as a tool for the ‘cultural correction’ of migrant children and a means for the assimilation of migrants into the Irish community. The paper discusses the function of this strategy for the two groups, and the theoretical integration of cultural level processes in the theory of the Dialogical Self. Copyright © 2009 John Wiley & Sons, Ltd.