论民族道德与宗教道德

民族和宗教虽然没有必然联系,但二者之间却又联系得非常密切。这看起来很矛盾,却是事实。脱离开民族实体去看待宗教是不对的;完全从民族的角度去看待宗教亦是不对的。就民族道德与宗教道德的相互关系而言,民族道德与宗教道德不仅相互联系,也相互作用;就民族道德与宗教道德各自的特点而言,民族道德重在自律,宗教道德重在他律。     

Taking As: Experience & Judgment in the Life of Agents

Although appearances may deceive them, agents are capable of achieving their ends; this success is frequently explained by the fact that the agents may, for example, see a stick in water as bent without believing that it is actually bent. Although the notion of ‘seeing as’ is supposed to both bridge the gap between experience and action and explain our reaction to illusions, such accounts break down because of their exclusive focus on visual episodes and their tendency to interpret the metaphysics of agency in a psychologistic fashion. This paper shows that ‘seeing as’ needs to be understood as a species of the genus ‘taking as.’ The genus admits a wider array of expression, in terms of the kinds of attitudes, actions, and epistemological statuses involved. Such an analysis allows us to avoid the problems of ‘seeing as’ accounts and deepens our understanding of the relationship between practical and theoretical reason.     

知觉流畅性对判断和决策的影响

流畅性是个体对加工信息难易程度的一种主观体验, 它分为知觉流畅性、概念流畅性、提取流畅性等。研究者通过操纵刺激与背景的颜色对比度、刺激的字体类型、清晰程度等因素来控制知觉流畅性, 发现知觉流畅性会影响一系列判断和决策任务, 如命题真实性、类别判断、偏好、熟悉性等。知觉流畅性既可以作为判断的直接线索也可以通过选择不同线索和认知策略来间接影响判断和决策。     

Considerations for a Psychology of Experience: Heinz Werner's Contribution

It is proposed that three themes in Heinz Werner's psychology provide directions for a contemporary psychology of experience. The first theme is the nature of developing mind. Werner's view of the mind as incorporating nonlogical modes of thought is contrasted with the hyper-rational views that dominate contemporary psychology. The second theme is Werner's model of the gradual differentiation and integration of spheres of experience. The model can be elaborated with minimal universalist assumptions, thus providing ways of conceptualizing cultural and individual differences as well as changes within a person's life. The third theme is the theory of symbolization that Werner developed in collaboration with Bernard Kaplan. Integrating the theory of symbolization with the spheres of experience model, it is seen how internal and external acts of symbolization enter into the formation and internal differentiation of spheres.     

注意能力测评方法的初步研究

本研究自行开发了"BT-LYR注意能力测试软件(1.0版)",并发展了一套融专家经验与实际测试为一体的注意能力模糊综合评价方法.结果显示,注意能力测试软件及模糊综合评价方法都具有较高的信度和效度,值得在实践中进一步检验与推广.     

护理本科生护患沟通的障碍及其心理体验

了解护理本科生在实习过程中与患者存在的沟通障碍以及心理体验。采用目的抽样法,选取某高等院校护理专业10名有临床实习经历的本科生,针对实习中护患沟通的障碍进行半结构式访谈,并采用Colaizzi 7步分析法进行资料分析。整理出2大主题:护生与患者有效沟通的障碍和护生与患者沟通障碍的心理体验。护理本科生与患者沟通时存在困难,且护生因此会产生负性心理体验,护生本人、学校和医院应加强对此问题的重视,提升护理本科生的沟通交往能力。     

精神分裂症患者对保护性约束的认知及感受

深入了解精神分裂症患者对保护性约束的真实体验,为护士合理使用保护性约束,并制定针对性的护理措施提供实证依据。采用现象学研究方法,对10名接受过保护性约束的精神分裂症患者进行半结构式深入访谈,运用Colaizzi七步分析法进行资料分析。共归纳为4个主题:患者对约束的态度、认识、情感体验、身体感受。保护性约束在保护精神分裂症患者安全的同时也给患者带来了不容忽视的负性体验。护士应掌握患者病情,做好风险预见与干预,积极寻求替代措施,提供人性化护理,针对患者需求完善约束护理,确保约束患者的身心舒适。     

以新型农村合作医疗为平台 加强农村妇幼保健工作

住院分娩是否应该纳入新型农村合作医疗的补偿范围,目前在学术界和实践中仍然存在争议。以陕西省镇安县为案例,从公共政策分析的角度,通过对该县定额住院分娩制度运行效果的分析,论证了把住院分娩纳入合作医疗补偿范围的积极意义,同时针对该制度运行过程中出现的问题提出了相应的政策建议。     

Working through the Problems of Study Abroad Using the Methodologies of Religious Studies

After illustrating the joys of teaching religious studies abroad with an anecdote from my trip to China, I warn of some of its inherent pedagogical and ethical challenges. I argue that teaching some of the “new directions” in religious studies scholarship might address these challenges. These include a turning away from the abstract (texts, beliefs, theologies) and towards the concrete (bodies, places, rituals); moving away from teaching religions as unchanging, ancient verities and instead emphasizing the impact that colonialism, modernization, and secularism have had; moving from searching for authenticity to questioning it; and emphasizing methodological self‐consciousness. Keeping these new directions in mind will help ensure the study abroad experience is educationally successful. This essay serves as an introduction to a series of six additional essays comprising a special section of the journal (see Teaching Theology and Religion 18:1, January 2015).     

Evaluating socioeconomic status bias in the WISC-R

The use of intelligence tests in making special education placement decisions for children has come under repeated scrutiny in recent years. Arguments for and against the use of IQs have centered around the issue of test bias. In California a permanent moratorium on the use of intelligence tests in placing minority group children into classes for the educable retarded has been handed down by the court. One defense proposed by advocates of mental testing has been that the tests are biased against socially and economically disadvantaged groups irrespective of race. According to Clarizio (1978), if a test predicts equally well for two groups it can not legitimately be described as biased. The purpose of this investigation was to evaluate the test bias of the Verbal IQ as measured by the Wechsler Intelligence Scale for Children-Revised in relation to predictions of academic achievement in two different socioeconomic status groups. The results indicated that Verbal IQs are not biased with respect to socioeconomic status. Derived regression equations are presented along with an analysis to inspect the statistical power of the original tests.