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     

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.     

On the function of a ‘break’ within the psychoanalytic double session

This article considers theoretical and clinical implications of the practice of ‘double sessions’ as defined by two consecutive sessions of psychotherapy divided by a 10-minute break. Limited existing literature of ‘double sessions’ is critiqued and the therapeutic significance of the 10-minute break provides the focus for this article with reference to the Lacanian practice of ‘scansion’. The author draws on relevant therapeutic experience and case material to elucidate the potential benefits of the introduction of double sessions with particular client groups. It is argued that the break provides the opportunity to access often hidden archaic defences as the effects of rupture and reconnection are worked through. Equally, the separation of the break allows the patient's immediate associations following the end of the first session to be brought immediately back into the work. The practice is problematised in relation to potential contraindications with particular patient groups and this, in turn, elucidates the conceptual differences between Freudian/Lacanian and object relations traditions.     

L’invention managériale : une compétence cardinale pour les situations organisationnelles complexes

This study models “the manager invention”, cardinal skill to face the complex, contradictory, unpredictable socio-organizational reality. The works of Morin (on 1986, 1999, 2001) on the processes of the complex thought and those of Detienne and Vernant (1974), of Frontisi-Ducroux (1975) and Dejours (1993) about the mètis or practice intelligence serve us as theoretical supports, the analysis of contents of managers' narratives of empirical supports. The principles of a complex cognition (dialogical of the contradictory, complementarity of opposite, logic of the inclusive third) support the creative strategies of the managers : guile rather than force, diversion, bypassing, double position, happy medium, oblique speeches.     

Improving college students’ evaluation of text learning using idea-unit standards

When recalling key definitions from class materials, college students are often overconfident in the quality of their responses. Even with commission errors, they often judge that their response is entirely or partially correct. To further understand this overconfidence, we investigated whether idea-unit judgements would reduce overconfidence (Experiments 1 and 2) and whether students inflated their scores because they believed that they knew answers but just responded incorrectly (Experiment 2). College students studied key-term definitions and later attempted to recall each definition when given the key term (e.g., What is the availability heuristic?). All students judged the quality of their recall, but some were given a full-definition standard to use, whereas other students first judged whether their response included each of the individual ideas within the corresponding correct answer. In Experiment 1, making these idea-unit judgements reduced overconfidence for commission errors. In Experiment 2, some students were given the correct definitions and graded other students’ responses, and some students generated idea units themselves before judging their responses. Students were overconfident even when they graded other students’ responses, and, as important, self-generated idea units for each definition also reduced overconfidence in commission errors. Thus, overconfidence appears to result from difficulties in evaluating the quality of recall responses, and such overconfidence can be reduced by using idea-unit judgements.     

Causal uncertainty and metacognitive inferences about goal attainment

These four studies investigated G. Weary and J. A. Edwards’ (1996) hypothesis that causal uncertainty feelings serve as input to perceivers regarding the adequacy of their causal knowledge and thus determine the amount of processing accorded a given task. Participants worked on a task until they had satisfied an assigned stop rule. In three experiments, high causally uncertain people processed more information under a sufficiency of information rule and less under an enjoyment rule, whereas low causally uncertain people generally did not differentiate between the rules. In the last experiment, low causally uncertain people exhibited a similar pattern to the chronic causally uncertain individuals in the first experiments, but only after their causal uncertainty beliefs and feelings had been primed.     

Effect of Reward Contingency on Intrinsic Motivation

The effects of type of task and type of reward contingency on intrinsic motivation for subsequent task performance were investigated. The sample consisted of 50 young Indian adults. The results showed a significantly greater amount of free choice time spent on a heuristic task rather than an algorithmic task. The verbal measures of intrinsic motivation yielded a significant effect of reward contingency with greater intrinsic motivation under performance-contingent reward, followed by task-contingent and no-reward conditions, respectively. The results support self-determination and competence processes as important mediators of intrinsic motivation.     

Implicit and explicit attitudes toward fatness and thinness: The role of the internalization of societal standards

Two studies examined restrained and unrestrained eaters’ implicit and explicit attitudes toward fatness and thinness. Participants completed measures of implicit and explicit attitudes toward fatness and thinness (Studies 1 and 2), and a measure of the internalization of sociocultural attitudes toward thinness (Study 2). Restrained and unrestrained eaters both had strong implicit negative attitudes toward fatness, but restrained eaters had stronger negative explicit attitudes and beliefs about fatness. Explicit attitudes and beliefs were related to the degree of internalization of sociocultural attitudes, and the internalization of sociocultural attitudes partially mediated the relation between dietary restraint and explicit attitudes. These results suggest that most people are aware of societal standards regarding fatness and thinness and have developed negative implicit attitudes toward fatness, but that only some people (in particular, restrained eaters) have internalized these standards and developed negative explicit attitudes toward fatness that they endorse as personal beliefs.     

Addiction‐Specific CACREP Standards in Clinical Mental Health Counseling Programs: How Are They Met?

In 2009, the Council for Accreditation of Counseling and Related Educational Programs (CACREP) included training standards specific to addiction for clinical mental health counseling programs. This study surveyed CACREP‐accredited program coordinators to determine how addiction‐specific standards were addressed.     

Future Directions in Mandated Standards for Domestic Violence Offenders

Summary

Over the past decade, states have been enacting domestic violence legislation, which often empowers judges to mandate batterers into intervention programs. To insure that these programs meet reasonable standards and that there is some homogeneity among programs, collateral laws mandating the development of batterer treatment standards are also common. The standards that have emerged have become a source of controversy. The current volume was developed in order to examine the issues and evidence, and to suggest some guidelines, if not for the standards themselves, then for the process that states might use in developing rational, useful standards, or in reevaluating and revising existing standards. To that end, this article offers a synthesis of the selections in this special volume and a suggested set of recommendations that committees might consider as they engage in the difficult processes of standard development or revision.