外化行为问题与集体道德情绪、集体责任行为之关系：班级氛围的调节效应*

采用调查法,随机选取上海市3所普通中小学四、六、八、十年级的755名学生为被试,探讨班级氛围在外化行为问题与集体道德情绪、集体责任行为关系间的调节作用。结果表明：(1)男生的外化行为问题显著高于女生,其感知的班级氛围显著低于女生。而男、女生集体道德情绪与集体责任行为的性别差异不显著;(2)学生感知的班级氛围随年龄的增长先下降再上升,八年级时最低;集体道德情绪和集体责任行为随着年级的增高而呈下降趋势,小学生(四、六年级)的集体道德情绪和集体责任行为得分均比中学生(八、十年级)高,高一(十年级)学生的得分处于最低水平;(3)外化行为问题与集体道德情绪、集体责任行为的关系受班级氛围的调节。与消极的班级氛围相比,积极的班级氛围能够弱化外化行为问题与集体道德情绪、集体责任行为的负向关联。结果揭示了积极的班级氛围对外化行为问题学生具有一定的保护作用,有助于改善这些学生的社会适应能力。     

依赖于唤醒与效价的情绪记忆增强效应：自动与控制加工*

情绪记忆增强(Emotionally Enhanced Memory, EEM)效应受到刺激的唤醒度和效价的影响。Kensinger 等人提出依赖于唤醒的 EEM 效应与自动加工相联系,依赖于效价的 EEM 效应与控制加工相联系。然而现有研究并不能为这一假设提供充分的证据。本研究的三个实验采用学习--再认范式和 DA 范式(divided attention paradigm)相结合的方法,分别考察了在两种注意条件下依赖于唤醒和依赖于效价的EEM 效应在编码阶段的加工机制。结果发现,中性词、正性非唤醒词、负性非唤醒词在集中注意条件下的记忆再认成绩显著高于分散注意条件下的记忆再认成绩;正性唤醒词在集中注意条件下的记忆再认成绩也显著高于分散注意条件下的记忆再认成绩,但负性唤醒词的记忆再认成绩在两种注意条件下不存在显著差异。这表明依赖于效价的 EEM 效应与控制加工相联系,而依赖于唤醒的 EEM 效应并不总是与自动加工相联系,其加工还受到情绪效价的调节,对于负性刺激,依赖于唤醒的 EEM 效应与自动加工相联系;对于正性刺激,依赖于唤醒的EEM效应则与控制加工相联系。     

Formation of FeNi with L10-ordered structure using high-pressure torsion

FeNi with the L1₀-ordered structure is formed over an astronomical timescale in meteorites. In this study, severe plastic deformation using high-pressure torsion (HPT) is employed for the production of the L1₀ structure in the laboratory. Its formation is confirmed by X-ray diffraction analysis and transmission electron microscopy. Processing of elemental nanopowders by HPT is an effective method for the formation of the L1₀ phase, which is enhanced by the addition of Co to FeNi or annealing after HPT. The formation of the phase must be associated with enhanced diffusion through HPT.     

‘Tell me what I want to hear’: Motivated recall and attributions in media regarding asylum seekers

Within Australia, divisive debates regarding the processing of asylum seekers have delivered increasing polarisation rather than convergence on an evidence‐based, humane approach. In order to investigate the role of motivated reasoning (the idea that our judgment is based on our motivations) with respect to attributions of warmth and competence, 186 participants indicated the extent to which they accepted false beliefs regarding asylum seekers. They read an article rebutting such false beliefs and then reported their attitudes towards the author and the extent to which the author possessed warmth and competence traits. They then reported whether they agreed with the information in the article before completing a test of recall. Participants who disagreed with the article recalled less accurate information and rated authors significantly lower on warmth and competence. These findings suggest that motivated reasoning plays an important role in the way stereotypes are applied and in the way information is processed.     

Student essay competition prize winner creativity and inhibition: A comparison of freud and klein

Abstract

This essay reviews Freud's and Klein's approaches to the question of the nature of creativity. It attempts to show that a fuller understanding of creativity involves some linking between these two apparently divergent approaches. The work of Marion Milner and the Winnicottian School is suggested as a possible way forward in our understanding.     

Clinical Issues with Gay Male Couples

SUMMARY

Although gay male couples share with all couples three essential tasks of couplehood-creating boundaries in order to form a couple identity, negotiating closeness and distance, and accommodating to their individual differences-gay male couples face special complications in each task. These complications, examined herein, are largely the result of the marginalization gay men experience from living in a homophobic culture, and male gender acculturation that makes male-to-male intimacy difficult. A model of brief couple therapy for gay men is presented that is designed to honor, as well as challenge, the relationship the men have co-constructed and specifically addresses the difficulties men have in maintaining intimate bonds. A case study illustrates the treatment of clinical issues presented by male couples.     

Exploring the determinants of dual goal facilitation in a rule discovery task

Wason's standard 2-4-6 task requires discovery of a single rule and leads to around 20% solutions, whereas the dual goal (DG) version requires discovery of two rules and elevates solutions to over 60%. We report an experiment that aimed to discriminate between competing accounts of DG facilitation by manipulating the degree of complementarity between the to-be-discovered rules. Results indicated that perfect rule complementarity is not essential for task success, thereby undermining a key tenet of the goal complementarity account of DG facilitation. The triple heterogeneity account received a good degree of support since more varied triple exploration was associated with facilitatory DG conditions, in line with this account's prediction that task success is associated with the creative search of the problem space. The contrast class account (an extension of Oaksford & Chater's, 1994, iterative counterfactual model) was also corroborated in that the generation of descending triples was demonstrated to be the dominant predictor of DG success. We focus our discussion on conceptual ideas relating to the way in which iterative counterfactual testing and contrast class identification may work together to provide a powerful basis for effective hypothesis testing.     

The word class effect in the picture–word interference paradigm

The word class effect in the picture–word interference paradigm is a highly influential finding that has provided some of the most compelling support for word class constraints on lexical selection. However, methodological concerns called for a replication of the most convincing of those effects. Experiment 1 was a direct replication of Pechmann and Zerbst (2002 Pechmann, T. and Zerbst, D. 2002. The activation of word class information during speech production. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28: 233–243. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]; Experiment 4). Participants named pictures of objects in the context of noun and adverb distractors. Naming took place in bare noun and sentence frame contexts. A word class effect emerged in both bare noun and sentence frame naming conditions, suggesting a semantic origin of the effect. In Experiment 2, participants named objects in the context of noun and verb distractors whose word class relationship to the target and imageability were orthogonally manipulated. As before, naming took place in bare noun and sentence frame naming contexts. In both naming contexts, distractor imageability but not word class affected picture naming latencies. These findings confirm the sensitivity of the picture–word interference paradigm to distractor imageability and suggest the paradigm is not sensitive to distractor word class. The results undermine the use of the word class effect in the picture–word interference paradigm as supportive of word class constraints during lexical selection.     

Does source memory impairment associated with emotionally arousing stimuli occur at encoding or retrieval?

The present experiment investigated whether negatively arousing stimuli produce source memory impairment and whether the impairment occurs at encoding or retrieval. Participants were presented with negatively arousing, positively arousing, and neutral pictures. Each picture was followed by an instructional slide that indicated whether the picture was an Apple-kind or an Orange-kind. Item memory was assessed by free recall and source memory was assessed by asking participants to classify the recalled pictures into the two kinds of pictures. The results indicated that item memory was greater for the negatively arousing pictures than for the positively arousing and the neutral pictures. However, the negatively arousing pictures produced more misattribution errors than the neutral pictures, replicating source memory impairment. It was concluded that source memory impairment associated with negatively arousing stimuli occurs at encoding.     

Planning ahead: college seniors’ concerns about career-marriage conflict

Career-marriage conflict (CMC) reflects the reality that for many college seniors, the next decade of their lives will be spent launching a career, often a very demanding one, building a long-term romantic relationship, and coordinating the demands of two careers. We focus on the antecedents and correlates of these concerns. Based on social-role theory, we hypothesized that seniors whose mothers worked outside the home while the seniors were children would express less concern about CMC than seniors with at-home mothers. We also hypothesized that seniors’ expectations about the timing of their marriages and childbearing relate to their concerns about CMC, with students who plan to delay family formation having fewer CMC concerns. These hypotheses were supported through an analysis of secondary data from a sample of 324 college seniors at a private university in the Northeast.