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31.
为探讨具身内隐情绪和外显情绪之间的相容性和不相容性对创造性思维的影响,实验采用情绪视频启动范式诱发被试的积极情绪或消极情绪,同时采用面部表情操纵技术诱导其具身积极情绪或具身消极情绪,然后要求被试完成创造性思维测验中的替代使用任务(AUT)与顿悟字谜测验。结果发现:在积极情绪下,情绪相容组的AUT流畅性得分显著高于情绪不相容组;而在消极情绪下,情绪相容组的AUT原创性得分与顿悟字谜得分显著高于情绪不相容组;灵活性在两种情绪条件下的差异均不显著。结果表明,面部表情和外显情绪的相容性有利于创造性思维的表现,积极情绪和消极情绪下的情绪相容性分别影响着创造性思维的不同成分。 相似文献
32.
Weinstein RS 《American journal of community psychology》2002,30(1):21-42
Community psychology, indeed psychology as a discipline, has been largely absent from the table of school reform. Schools are critical socializing forces in society and serve as the one institution through which the full diversity of our child population passes. At the start of the 21st century, despite successive waves of legislation, the goals of the civil rights struggle for equality in educational opportunity have yet to be achieved. Negative self-fulfilling prophecies, reflected at individual, interpersonal, institutional, and societal levels, play a critical role in creating and perpetuating unequal opportunities to learn. Such effects as well as pathways for preventive intervention are best understood through ecological lenses. Our field must commit a greater share of resources to collaborative and systemic change for a broader learning so that all children, regardless of their differences, have continuing and nonstigmatized opportunities to develop into competent adults. 相似文献
33.
Richard M. Billow 《Group》2000,24(4):243-259
The cornerstone of W. R. Bion's theory of individual and group development is that thinking is a primary emotional need, and it matures in the context of social communication. Bion (1970) formulated the essential relationship between thinking and communicating in terms of the container-contained relationship. Bion (1970) described three types of communication, occurring on different levels of development: commensal, symbiotic, and parasitic. These patterns involve normal and pathological variations of the container-contained and call for different expressions of the therapist's subjectivity. In this paper, I describe each of these alterations as they apply to group therapy and to therapeutic activity. I include case examples of how I utilize the conceptual framework in my work. 相似文献
34.
本文认为,《周易》的阴阳世界观注重的是阴阳间的关系,而这种关系又有两个重要状态,一个是“空无”,另一个是“中庸”。对于这两种状态的不同态度形成了古人不同的人生态度和理想追求。同时,本文还认为,《周易》所运用的是取象比类式的象数推演体系,它不同于概念式的演绎体系。人类生活有很多重要内容不能通过概念式的语言去思维和表达,而这些“不可言说”的内容却往往可以用“象征语言”和象数思维来表达。 相似文献
35.
This paper intents to analyze the influence of John Dewey’s ideas in the movement that defended the educationl renovation
in Brazil (named New School) at the end of the 1920s and in the 1930s. For this, it explains two trends of that movement:
the first is described by the metaphor of industrial or mechanical efficiency, whose emphasis was in the power derived from
the disciplinary idea of progress, which was embedded in the process of rationalization of the social relations submitted
by a factory model; the second, developed by influence of Dewey, is characterized by a project of democratization of society
and school that prevented the individual massification and the adoption of the rationalizing model inspired by the factory
without any criticism. When Dewey was put in the center of the debate on political, pedagogical and social goals of the Brazilian
New School, he was called to introduce a series of concepts that helped to find the balance between the respect for individuality
and the observation of the social needs.
This paper has some of the conclusions of a major research project, “Philosophy and Science in the New Educational Discourse
(Brazil: l930–1960),” sponsored by CNPq. 相似文献
36.
37.
Edward J. Kameenui 《Journal of Behavioral Education》1999,9(1):5-22
The author examines two significant issues, the adjudication of evidence and the architecture of instruction in the context of research on beginning reading. In particular, he reflects on his participation as a member of the National Research Council's committee that published the recent report entitled Preventing Reading Difficulties in Young Children (1998). The National Academy of Sciences panel of experts process is contrasted with a more explicit process for codifying scientific evidence and including quantitative experimental research as the primary source of evidence. In addition, the author argues for the importance of attending to the architecture of instruction in beginning reading. 相似文献
38.
思维风格测验在大学生中的初步应用 总被引:21,自引:1,他引:20
本文介绍了斯腾伯格的心理自我管理理论并使用斯腾伯格所编制的思维风格问卷对大学生的思维风格进行了测量,比较了思维风格在性别、文理科、地域等方面的个体差异,得出了中国大学生在思维风格方面的一些特点;研究了思维风格与一般智力的关系,发现思维风格与智力相关很低,说明思维风格是一种独立于智力的特质;同时对思维风格量表的信、效度及量表的结构进行了探讨。 相似文献
39.
Effects of a Danish Student‐Centered Prosocial Intervention Program Among Japanese Children 下载免费PDF全文
Japan and Denmark represent two different educational cultures. Where Danish students in general report high scores on self‐esteem, Japanese children report low. A student‐centered and interaction‐based prosocial intervention program that was designed according to Danish educational culture was administered to children aged 11–12 years in Japan. Questionnaires measuring the children's quality of life (QoL) and metacognitive awareness were applied. Overall, the results showed that the student‐centered intervention improved the emotional well‐being aspect of QoL among Japanese boys. In contrast, Japanese boys’ scores on the declarative knowledge of metacognitive regulation declined. The teachers’ attitudes towards the intervention program were analyzed by use of interviews. The effect of the student‐centered intervention program is discussed with respect to the educational cultures in Japan. 相似文献
40.