Selling Innovations Like Soap: The Interactive Systems Framework and Social Marketing

Despite the popularity and noted utility of Wandersman and colleagues' (2008) Interactive Systems Framework, the literature currently provides a primary focus on delivery organizations’ and supportive stakeholders’ capacities and strategies to implement innovations, presenting a critical gap in understanding. Unfortunately, reflective of a larger void in community dissemination and implementation efforts, there is a more limited focus on the dissemination of innovations. This paper presents the social marketing literature as a supplement to the Prevention Synthesis and Translation System (PSTS), the system responsible for dissemination. The study and practice of innovation synthesis and translation is examined in the literature; and based on the conclusions drawn, social marketing theory is used to provide a systematic approach to improving dissemination within the Interactive Systems Framework. Specifically, three gaps related to the PSTS are identified in the literature that align with and can be filled using social marketing. Social marketing is defined and presented as a supplement by providing theory and practices, within a systems context, for effectively communicating and influencing change. By blending social marketing with the Interactive Systems Framework, the aim is to improve the understanding of strategic communication and its role in the effective dissemination, and subsequent implementation, of innovations.     

Consistency between verbal and non-verbal affective cues: a clue to speaker credibility

Listeners are exposed to inconsistencies in communication; for example, when speakers’ words (i.e. verbal) are discrepant with their demonstrated emotions (i.e. non-verbal). Such inconsistencies introduce ambiguity, which may render a speaker to be a less credible source of information. Two experiments examined whether children make credibility discriminations based on the consistency of speakers’ affect cues. In Experiment 1, school-age children (7- to 8-year-olds) preferred to solicit information from consistent speakers (e.g. those who provided a negative statement with negative affect), over novel speakers, to a greater extent than they preferred to solicit information from inconsistent speakers (e.g. those who provided a negative statement with positive affect) over novel speakers. Preschoolers (4- to 5-year-olds) did not demonstrate this preference. Experiment 2 showed that school-age children's ratings of speakers were influenced by speakers’ affect consistency when the attribute being judged was related to information acquisition (speakers’ believability, “weird” speech), but not general characteristics (speakers’ friendliness, likeability). Together, findings suggest that school-age children are sensitive to, and use, the congruency of affect cues to determine whether individuals are credible sources of information.     

4～6岁幼儿经济博弈中的信任行为及其影响因素

本研究通过两个实验考察幼儿是否在博弈任务中表现出对陌生人的信任行为,同时考察可能对幼儿的信任产生影响的因素,包括个体认知因素(观点采择)和环境因素(负性反馈和代际传递)。研究对189名4~6岁幼儿及其家长进行多种任务的测量。实验一通过修订Evans和Krugger(2011)的信任博弈任务,考察幼儿在匿名信任博弈中的信任行为,结果发现与4岁幼儿相比,6岁幼儿对他人的信任更低;实验二考察了幼儿信任的影响因素,结果发现,幼儿在得到负性反馈结果后再次进行信任博弈任务时,他们对他人的信任比前次有所降低,6岁幼儿对他人返还数量的预期比4岁幼儿下降程度更大;6岁幼儿的信任行为(第一次给出意愿)与观点采择能力显著相关;6岁幼儿的信任水平与家长的信任水平显著相关。     

Reduced effects of pictorial distinctiveness on false memory following dynamic visual noise

High levels of false recognition for non-presented items typically occur following exposure to lists of associated words. These false recognition effects can be reduced by making the studied items more distinctive by the presentation of pictures during encoding. One explanation of this is that during recognition, participants expect or attempt to retrieve distinctive pictorial information in order to evaluate the study status of the test item. If this involves the retrieval and use of visual imagery, then interfering with imagery processing should reduce the effectiveness of pictorial information in false memory reduction. In the current experiment, visual-imagery processing was disrupted at retrieval by the use of dynamic visual noise (DVN). It was found that effects of DVN dissociated true from false memory. Memory for studied words was not influenced by the presence of an interfering noise field. However, false memory was increased and the effects of picture-induced distinctiveness was eliminated. DVN also increased false recollection and remember responses to unstudied items.     

不同康复时相戒除者对海洛因相关线索的注意偏向

以84名生理脱瘾后处于不同康复时相的海洛因戒除者为被试,采用情绪Stroop范式,以海洛因相关线索为自变量,考察了海洛因戒除者的注意偏向特性及其动态变化。结果发现:(1)海洛因戒除者对相关线索存在着显著的注意偏向;(2)海洛因戒除者对相关线索的注意偏向随康复期的延长无显著改善。该研究支持了Franken关于药物成瘾的注意偏向模型。     

Group-based trust and gender differences in China

Based on the established finding that there are gender differences in the type and use of social capital, we suggest that males and females also differ in the ways they engage in intra- and inter-group interactions. An experiment was conducted to explore how gender affects group-based trust in China. The results demonstrated that male participants were significantly more trusting of unknown partners than were female participants. In addition, we found that male participants' high trust toward unknown partners had a strong relationship with expectation of reciprocity from their partners while female participants' low trust toward unknown partners was associated with a strong fear of exploitation from their partners. These findings were examined in the context of a discussion of gender differences in social capital.     

Missing what was true: Problems of seeing and knowing in Henry James's The wings of the dove

The author examines a central theme in this late novel by Henry James in relation to current psychoanalytic ideas that link the Oedipus complex with the child's developing perception of reality (both psychic and external), specifi cally through the experience of seeing and being seen. Britton visualises the oedipal triangle as a psychic structure through which the child may achieve recognition not only of its parents' sexual relationship, from which it is excluded, but also of itself being observed by one parent while the child is with the other. Thus, it both observes and is observed. The differing perspectives achieved‐of subjectivity and objectivity‐ promote the perception of objective reality, as the world of relationships grows and becomes more complex. James captures with great subtlety and penetration the experience of three characters living out a symbolic oedipal relationship in which the truth is evaded or perverted. A young couple in love exploit the situation of a dying heiress whose vulnerability is intensifi ed by her reluctance to acknowledge the truth about their relationship. At the same time, she shrinks from the gaze of others and consigns herself to isolation and ultimate despair. The author presents three signifi cant scenes in which seeing and being seen are central to the development. In each, the dying woman is forced to face, if momentarily, her exclusion from the sexual relationship. Increasingly this connects with her approaching death‐but also with the anguished recognition that the couple have cruelly befriended her only to betray her. It is suggested that James's late style and novelistic technique require the reader to tolerate confusion and uncertainty. As the perspective shifts from one protagonist to another, we ourselves are in danger of ‘missing what is true’ in this characteristic Jamesian scenario, where relationships are gradually perverted by manipulation, evasion and lies. In psychoanalytic theory, this would represent a failure to work through the oedipal situation, where the struggle of the child to face reality is met by a parental relationship that is too weak or too perverse to contain the pain and confl ict.     

What is the function of faith and trust in psychoanalysis?1

Unlike other concepts such as ‘illusion’, ‘capacity to tolerate frustration’ and ‘libidinal investment’, the concept of faith has not yet found a well‐defined position in psychoanalytic theory. Bion focused on faith and placed it in an unusual context: scientific work. Through the Act of Faith a researcher can give some consistency to certain ideas, hunches or intuitions that may appear during observation, though he cannot represent them by existing theory. Through the Act of Faith an analyst can ‘see’, ‘hear’ and ‘feel’ those mental phenomena, the reality of which leaves no practising psychoanalysts in doubt, even if they cannot represent them by current formulations. In this paper, the author aims to expand Bion's proposals into the clinical and therapeutic fields. In the first part, the author examines how faith and trust overlap, and how they depart from each other, and he gives an example. Faith possesses an igniting and driving force which trust doesn't possess to the same extent. In the second part, the author looks at F as a psychic function of the analyst, which aids him in supporting a depressed and hopeless patient while waiting for the return of the patient's desire to live. In the final part, he focuses on F from the patient's point of view and studies the transformations of F that may occur during an analysis.     

MAGIC,RELIGION, SCIENCE,TECHNOLOGY, AND ETHICS IN THE POSTMODERN WORLD

Abstract. In this essay I argue that magic, religion, science, technology, and ethics are components of cultures that coexist at every stage of the evolution of societies and cultures and are interconnected and intertwined with each other within the web of relationships with other components of social life and culture. They undergo changes under the influence of each other and of social and cultural factors that coevolve with them throughout the history of humanity in the direction of democratization. The religion‐and‐science discussion is embedded within the framework of the postmodern social scientific discourse to illustrate that the apparent contradictions or substitutions disappear and that in actual human experience there is cooperation and complementarity between these elements of culture.     

学习者生成图解对说明文阅读理解和应用的效果

在112名大学生被试阅读难度不同的两种材料并解答相关的理解题和应用题时,按照阅读时是否要求生成图解与答题时是否允许生成图解两个条件将他们平均分为四个小组,探讨阅读画图与答题画图对被试理解和应用不同难度材料的影响。结果表明,阅读时学习者生成的图解可显著促进对难度较高材料的理解;答题时学习者生成的图解可显著促进对难度较低材料的应用;阅读时是否画图与答题时是否画图对理解和应用所学习材料没有显著交互作用。