对情绪智力概念的探讨

人们对情绪智力研究的兴趣渐起．但围绕情绪智力的基本概念仍存在着一些值得探讨的问题。本文对情绪智力的术语本身、概念内涵和外延以及与非智力因素、社会智力的关系进行了探讨．以冀更好地确立其在心理学中的科学地位,促进这方面理论与实践的研究。     

Effects of test sequence on anterograde and retrograde impairment of negative emotional scenes1

Abstract: The present study examined recognition for sequences of scenes depicting emotional compared with neutral events. In two experiments, participants were presented with a thematic series of 18 slides of scenes in which the content of two critical scenes in the middle of the series were either emotional (dead men's bodies) or neutral (an opera). A two‐item, forced‐choice recognition paradigm was used to test participants’ immediate memory performance of all 18 slides of scenes. In Experiment 1, anterograde and retrograde amnesic effects were observed for the emotional, but not the neutral scenes when a test sequence of scenes was used that did not match the original presentation order. In contrast, in Experiment 2 the test sequence matched the order seen during the original presentation, and both the anterograde and retrograde amnesic effects were not found. These results indicate that the reinstatement of the original event context is an important factor for the recognition of negative emotional memories.     

A Normative Pragmatic Perspective on Appealing to Emotions in Argumentation

Is appealing to emotions in argumentation ever legitimate and, if so, what is the best way to analyze and evaluate such appeals? After overviewing a normative pragmatic perspective on appealing to emotions in argumentation, I present answers to these questions from pragma-dialectical, informal logical, and rhetorical perspectives, and note positions shared and supplemented by a normative pragmatic perspective. A normative pragmatic perspective holds that appealing to emotions in argumentation may be relevant and non-manipulative; and that emotional appeals may be analyzed as strategies that create pragmatic reasons and assessed by the standard of formal propriety or reasonability under the circumstances. I illustrate the explanatory power of the perspective by analyzing and evaluating some argumentation from Frederick Douglass’s “What to the Slave is the Fourth of July.” I conclude that a normative pragmatic perspective offers a more complete account of appealing to emotions in argumentation than a pragma-dialectial, informal logical, or rhetorical perspective alone, identifies a range of norms available to arguers, and explains why appealing to emotions may be legitimate in particular cases of argumentation.     

Confirmatory Factor Analysis of the Behavioral and Emotional Rating Scale–2 (BERS-2) Parent and Youth Rating Scales

We confirmed the factor structure of the Behavioral and Emotional Rating Scale – 2nd Edition (BERS-2) with a normative parent and youth sample. The BERS-2, based on the Behavioral and Emotional Rating Scale (BERS), is a standardized instrument that assesses children's emotional and behavioral strengths. The original BERS was renormed to create a separate parent scale (Parent Rating Scale) and a youth self-report scale (Youth Rating Scale). In this study, we investigated whether the five-factor structure of the original BERS (i.e., interpersonal strengths, family involvement, intrapersonal strengths, school functioning, and affective strengths) could be replicated with normative parent and youth respondents. A total of 927 parents of students with and without disabilities and 1301 youth with and without disabilities volunteered to participate in the study. Confirmatory factor analysis was used to determine the extent to which the normative parent and youth data fit the original five-factor BERS structure. Results indicated that the five-factor structure demonstrated an acceptable fit with the normative parent and youth samples. Practical implications and future research ideas are discussed.     

Maintaining stereotypes in communication: Investigating memory biases and coherence-seeking in storytelling

When communicating, a general tendency exists for people to transmit more stereotype consistent (SC) than inconsistent (SI) information. Although some communicative factors have been shown to play a role, it is still not yet known the extent to which general memory biases (i.e. independent of communicative context) contribute to this phenomenon. To examine this issue, and to explore further mechanisms of the bias, the present paper presents quantitative and qualitative data of an experiment involving the transmission of a stereotype-relevant story through 20 four-person chains using the method of serial reproduction. An SC bias emerged when participants had an intention to communicate but not when they reproduced the story from memory with no such intention. Results also suggest that trying to tell a coherent story may be one further factor that contributes to the bias. These and other findings were discussed in terms of the role of communicative processes in maintaining stereotypes.     

Social Anxiety, Emotional Intelligence, and Interpersonal Adjustment

There has been no published investigation made of the relationship between social anxiety and emotional intelligence (EI), or of their shared impact upon interpersonal adjustment. This study examined these questions using structural equation modeling with self-report data from a large nonclinical sample (N = 2629). EI was found to be highly related to social interaction anxiety, but not performance anxiety. A model permitting these three predictors to inter-correlate indicated that the EI factor was the dominant predictor of interpersonal adjustment, substantially reducing the unique contribution made by interaction anxiety. This pattern reflected the principal contributions made to interaction anxiety by the interpersonal and, particularly, intrapersonal domains of EI.     

决策中的延迟选择行为

延迟选择(choice deferral)指个体在应该作出选择的时候却决定不作选择,包括推迟选择(如选择延迟选项)或拒绝在可选项中选择一个选项。本文首先探讨了影响延迟选择行为的认知因素和情绪因素;随后讨论了当在决策情景中引入延迟选项时,延迟选项对决策者随后情绪体验和决策行为的影响;最后对未来研究进行了展望。     

学校组织气氛对教师工作倦怠的影响

问卷调查了410名北京市中学教师,探讨了学校组织气氛对教师工作倦怠的影响。结果发现:教师的工作倦怠没有性别、是否班主任、年龄、任课班级数量、学生人数、周任课时数上的差别。在职称和婚姻因素上有明显的差别,玩世不恭维度上,高级职称的教师工作倦怠明显高于中教一级和中教二级教师,中教一级和中教二级教师之间的工作倦怠没有显著差异,单身教师的情绪衰竭和成就感低落比己婚教师明显偏高。在控制了人口统计学变量之后,分层回归和优势分析发现:支持行为和限制行为能显著预测情绪衰竭,限制行为的贡献更大;支持行为、监督行为、限制行为和同事行为能显著预测玩世不恭,支持行为的贡献更大;支持行为、同事行为和疏远行为能显著预测成就感低落,同事行为的贡献更大;亲密行为对情绪衰竭、玩世不恭和成就感低落没有预测作用。     

大学生日常消费决策中认知信息与情绪信息的交互作用

采用自编日常消费决策材料,以决策依据和决策质量为指标,通过对120名男女大学生的研究,结果发现:⑴男女在决策依据和决策质量方面均无显著差异;⑵认知信息、认知信息与情绪信息的交互作用均对决策依据有显著影响,而情绪信息对决策依据无显著影响,认知信息、情绪信息以及二者的交互作用对决策质量均无显著影响;⑶不同的认知信息在负性情绪变化上存在显著差异,而在正性情绪变化上无显著差异。     

小学中高年级儿童情绪理解力的特点研究

对640名小学中高年级儿童情绪理解力的测查表明,儿童能够理解抽象的情绪概念和简单的情绪词汇;会依赖表情、言语及副言语和身体动作线索识别他人的情绪;会依赖内部心理活动、表情和身体动作线索识别自己的情绪;儿童已理解情绪与事件/行为间的因果联系,对积极情绪事件/行为的理解具有社交性和亲社会性的特点,对消极情绪事件/行为的理解具有攻击性和破坏性的特点;在理解自己和他人情绪隐藏能力时存在明显差异。