双作业任务中人格特质对选择性加工的影响

运用双操作任务,该研究考察了人格的神经质和外倾性特质对选择性加工的影响。实验结果表明：(1)对各类词性的辨别速度,低神经质普遍快于高神经质,外倾者普遍快于内倾者．选择性加工偏向在RT指标上并不明显;(2)从词性辨别的正确率指标分析,高神经质被试对负性词存在明显的反应偏向;对于特质词与中性词的判断,内、外倾被试之间不存在显著差异;(3)在自由回忆任务中,各类被试均存在明显的回忆偏向及特质一致性倾向。     

Treatment of urethral catheter dependence: A case study of intervention in the interdisciplinary geriatric setting

This case report describes the assessment and treatment of a 69-year-old male medical patient with urethral catheter dependence. Assessment revealed an anxiety/phobic component to the dependence and hypothesized detrusor muscle deconditioning. Retraining of the bladder and desensitization to the anxiety-provoking situation were achieved by exposure to decatheterization in the context of a supportive adult day health care setting. Interdisciplinary collaboration between nursing and psychology were associated with successful functional, social, and psychological outcomes.A psychology intern at the Portland VA Medical Center at the time the study was conducted.     

The Psychology of Dependence Between Landlord and Sharecropper in Northeastern Brazil

Contrasting beliefs and attitudes held by sharecroppers and their landlord on a fazenda in Northeastern Brazil reveal a tendency to split one another into positively and negatively idealized images. Sharecroppers who ambivalently seek patronage construct good vs. bad landlords/patrons. The landlord, defensive about envy and hostility among sharecroppers, constructs good vs. bad tenants/workers. Theory from the Kleinian school of psychoanalysis concerning envy, splitting, and idealization provides a framework for interpreting ethnographic case materials.     

THEOLOGICAL APPROPRIATION OF SCIENTIFIC UNDERSTANDINGS: RESPONSE TO HEFNER, WICKEN, EAVES, AND TIPLER

Abstract. Philip Hefner's focus on contingency and field as the guiding concepts in my thinking and his characterization of my theological enterprise as a Lakatosian research program are appropriate and helpful.
I welcome Jeffrey Wicken's holistic approach to the emergence of life. Theology can appropriate the language of self-organizing systems exploiting the thermodynamic flow of energy degradation for interpreting organic life as a creation of the Spirit of God.
However, I cannot sympathize with Lindon Eaves's equation of "hard science" with a reductionism which raises the double helix to the status of icon; the "meaning" of DNA derives from its place in the total phenomenon of life—not the reverse.
Frank Tipler's cosmology raises the prospect of a rapprochement between physics and theology in the area of eschatology. A Christian cosmology, however, would require at least three modifications: contingency in the history of creation; the uniqueness of Jesus' resurrection; and the relation of these to the problem of evil.     

Sprachspiel vs. vollständige Sprache

The article formulates a criticism of Wittgenstein's later philosophy which, in its substance, I would like to think, is fairly the same as the (hermeneutic) criticism issued by Apel and Habermas in the sixties. Contrary to these philosophers, however, I try to make the point by focusing on the distinction between language game and language, respectively between intralanguage relations of family resemblance (between language games) and interlanguage translation relations. The notion of a complete language is introduced — completeness of a language being, roughly, its possibility in principle of being translated into any (other) language — and the criticism of Wittgenstein is formulated as the allegation that he does not, or will not, acknowledge such a concept of completeness.So far the contents of the first part of the article. The rest of it assembles some hints, remarks and reminders which bear upon the question of the completeness of a language. These considerations include comments on the conditions of translatability, on the performative (agent's) knowledge or intention-in-action of the acting person, on Habermas' concept of communicative competence and on the notion of a responsible subject of action. It is alleged that to speak of translation and reporting an event as language games is misleading.     

高等师范院校公共课心理学整体改革建议

本文作者在实践的基础上,针对我国高等师范院校公共课心理学存在的问题,提出三点整体改革建议;1.在思想上明确认识该课程的双重任务;2.在教材建设方面,强调按照认知因素、非智力因素、社会心理因素和教师心理因素建构新的教材体系,教材内容突出应用性和可读性;3.教学过程教师要结合学生的专业特点。采用多种教学形式与方法传授教材内容。     

Impure Agency and the Just War

Feminist critiques of intention challenge some aspects of traditional just war reasoning, including the criteria of right intention and discrimination (particularly as interpreted using the doctrine of double effect). I take note of these challenges and propose some directions just war reasoners might take in response. First, right intention can be evaluated more accurately by judging what actors in war actually do than by attempting to uncover inward dispositions. Assessing whether agents in war have taken due care to minimize foreseeable collateral damage, avoided intentional targeting of noncombatants, corrected previous mistakes in their later actions, and taken responsibility to repair unintended damage they cause are examples of ways in which just war reasoners can evaluate intention by looking at actions.     

知道感（FOK）和不知道感（FOnK）的双向实验分离

为了实现FOK（feeling-of-knowing）和FonK（feeling-of-not-knowing）的双向分离,实验一采用高频词或者低频词为线索项目,检验FOK和FOnK的预测准确性。结果发现,在低频线索条件下FOK的预测准确性表现出高于FOnK的预测准确性的趋势,而在高频线索条件下则正好相反,但上述两组差异并未在统计学上达到显著的程度。实验二采用词－非词对和相关词对两种实验条件,在证明相关词对条件可以促进FOK并降低FOnK的同时,观察到词－非词条件可以促进FOnK并降低FOK,从而在较为严格的意义上证明了FOK和FOnK是两个不同的维度的量。上述结果为知道感的“双过程假设”提供了进一步的实验证据     

成瘾药物心理依赖及复发的脑机制研究

围绕学习、记忆、情绪及应激等心理因素与复发的关系,应用阿片类物质心理依赖研究条件性位置偏爱,条件性位置厌恶,Morris水迷宫量化觅药动机模型,行为及条件性行为敏感化等多种动物行为模型,从情绪相关学习、记忆在成瘾行为中的作用,不同神经核团与神经递质系统活动性的改变,应激相关因素易化的成瘾易感性,自然奖赏与成瘾药物奖赏相关记忆的比较研究等方面,对应激与记忆相关的吗啡心理依赖及复发的脑机制进行了系列研究     

The Reverse Double Standard in Perceptions of Student-Teacher Sexual Relationships: The Role of Gender,Initiation, and Power

ABSTRACT

The present study tested the prediction that male teachers are judged more harshly than female teachers for engaging in heterosexual intercourse with a student. One-hundred and eighty-seven adults (116 women, 71 men) evaluated a hypothetical newspaper article describing an alleged student-teacher relationship as part of a 2 (Gender Dyad: Male Teacher/Female Student or Female Teacher/Male Student) × 2 (Initiator: Student or Teacher) between-subjects design. As expected, a reverse sexual double standard was revealed, in which participants judged situations involving male teachers more harshly than they judged situations involving female teachers, but only when the sexual contact was teacher-initiated. Participants also believed that male students received more social benefits from the sexual contact than did female students.