The Deadly Sins and Saving Virtues: How They Are Viewed Today by Clergy

In 1992 the results of a survey on clergy attitudes toward the traditional deadly sins and the schedule of virtues formulated by Erik H. Erikson were published in Pastoral Psychology (D. Capps, 1992). This study reports the results of a similar survey conducted a decade later. It also compares the results of this clergy survey with the findings of our laity survey published in 2000 in Pastoral Psychology (D. Capps & A. H. Cole, 2000). Clergy were asked to rank order the sins (from most to least destructive), to identify one sin with which they were personally struggling, and to indicate whether they consider a given sin to be more characteristic of men, of women, or of both genders equally. Similar questions were asked concerning the virtues, but from a positive rather than a negative perspective. While the results were generally similar to the earlier clergy survey, there were some modest changes in the way respondents ranked the sins and virtues, indicated their personal identification with them, and viewed their gender relatedness. While the number of women respondents to the 2002 survey was small, differences in the way that clergymen and clergywomen responded to the survey questions are noted. We particularly note that clergy view anger as a much more deadly sin than do laity, and also the consistent finding that respondents tend to struggle personally with sins they consider among the least destructive.

不同学段、年级学生对教师评价行为知觉的特点

学生对教师评价行为的知觉指学生对教师指向他们的评价行为的主观感受和体验,包括“明确目标”、“收集信息”、“反馈改进”、“关注过程”、“激励期望”和“沟通理解”等六个维度,前三个方面属于操作要素,后三个方面属于基础要素.本研究采用问卷法,选取小学四年级到初中三年级共746名学生作为研究对象,探讨了不同学段、年级学生对教师评价行为知觉的特点.研究结果表明:除了“激励期望”和“沟通理解”两个维度,小学生在其它维度上对教师评价行为的知觉优于初中生.小学生对教师评价行为的知觉不存在年级差异.初一学生在操作要素方面的知觉优于初二和初三学生,在基础要素方面优于初二学生.初二学生对教师评价行为的知觉出现明显的消极化倾向,在基础要素上初一和初三学生的知觉显现明显的反弹.本文对研究结果的教育意义进行了探讨.     

Effects of amphetamine-CNS depressant combinations and of other CNS stimulants in four-choice drug discriminations

Three pigeons were trained to discriminate among 5 mg/kg pentobarbital, 2 mg/kg amphetamine, a combination of these two drugs at these doses, and saline using a four-choice procedure (amphetamine-pentobarbital group). Three other pigeons were trained to discriminate among 5 mg/kg morphine, 2 mg/kg methamphetamine, a combination of these two drugs at these doses, and saline (methamphetamine-morphine group). After 10 to 13 months of training, the pigeons averaged more than 90% of their responses on the appropriate key during training sessions. In subsequent testing, dose-response curves were determined for the individual drugs, for a wide range of dose combinations of the training drugs, and for two drugs to which the pigeons had not been exposed previously (pseudoephedrine and nicotine). After low test doses of the training drugs, pigeons responded on the saline key. As the dose increased, responding on the key associated with that drug during training sessions increased. When training drugs were combined at doses that were not discriminable when given alone, responding occurred on the saline key. When a discriminable dose of one training drug was combined with a nondiscriminable dose of the other training drug, responding occurred on the key associated with the discriminable dose. When both drugs were given at discriminable doses, responding almost always occurred on the drug-combination key. The response-rate decreasing effects of pentobarbital and amphetamine were mutually antagonized when the drugs were combined, but the rate-decreasing effects of morphine and methamphetamine were not. After low doses of pseudoephedrine and nicotine, pigeons in both groups responded on the saline key. After higher doses of pseudoephedrine and nicotine, responding in the amphetamine-pentobarbital group occurred primarily on the amphetamine key. In the methamphetamine-morphine group, higher doses of pseudoephedrine and especially nicotine engendered more responding on the combination key than had occurred in the other group. The four-choice procedure can reveal subtle effects in the discrimination of individual drugs and drug combinations that are not apparent with procedures offering fewer response alternatives.     

Fowler's Stages of Faith Development in an Honors Science-and-Religion Seminar

According to Paul Tillich's understanding of religion as "ultimate concern," a religious dimension is implicit in all university curricula. A science-and-religion course, such as one taught at Southeast Missouri State University, can offer students the opportunity to integrate their worldview, taking seriously both religious ideas and scientific information. Assignments based on A. E. Lawson's model of a learning cycle provide a vehicle for evaluating significant student learning leading toward fuller integration. The stages of faith developed by James W. Fowler serve as a fruitfull framework for interpreting changes in student viewpoints. Fowler's six stages of faith are characterized. Examples from student writing assignments demonstrate shifts in the cognitive understanding of faith that coincide with Fowler's stages.     

Group Identity and Readiness to Change Unemployment Status

The authors assessed the degree to which unemployed individuals identified with an unemployed “in‐group” and the subsequent impact on readiness to change their unemployed status. Participants from 2 Australian employment agencies completed the Group Identification Scale and the Lam Assessment on Stages of Employment Readiness measure. Findings suggest that the extent of family unemployment affects unemployed in‐group identification and predicts readiness to change unemployed status. Duration of unemployment was negatively correlated with readiness to change. Results suggest that unemployed individuals form an in‐group. Interventions to assist unemployed individuals to return to the workforce should take this into account for effectiveness to be maximized.     

Developmental stages,Piagetian stages in particular: A critical review

Developmental stages in general and Piaget's stages in particular have given rise to considerable controversy. Much of this controversy revolves around the responses that have been given to the following five central questions: (1) Do developmental stages exist? (2) If they exist, where are they? (3) What features define a developmental sequence as a sequence of developmental stages? (4) What psychological processes underlie developmental change? (5) Should we abandon the concept of developmental stages? The main goal of this paper is to present a critical review of such responses, while arguing for a strong conception of development and a “non-received” view of Piaget's theory. After an introduction section, we elaborate on each of the five questions. Finally, we present several reasons why this paper often appeals to Piaget's theory, and why his theory has been greatly misunderstood.     

内隐学习的主观测量标准

近40年来,验证知识的内隐性一直是内隐学习研究的焦点。传统三大范式常以自由言语报告或是迫选测验作为验证知识内隐性的外显指标,然而各种迹象表明,言语报告和迫选测验存在一定的局限性。由此,Dienes等人提出了内隐学习的主观测量。文章将从言语报告和追选测验的局限性着手,阐述主观测量诞生的必要性及其在衡量知识意识性上的效度。     

脑的四个功能系统学说

本文根据实验事实 ,讨论脑内评估 -情绪的功能系统。在此基础上 ,发展鲁利亚的脑的三个功能系统学说 ,提出脑的四个功能系统学说 ,认为脑内存在包括评估 -情绪功能系统在内的四个互相紧密联系的功能系统 ,人的各种行为和心理活动是这四个功能系统相互作用和协同活动的结果     

September 11 and the Role of the Theologian

As is the case with all “disasters” the nation is experiencing the various psychological stages to the September 11, 2001 disaster: threat, warning, impact, inventory, heroism, honeymoon, disillusionment, and reconstruction. In order for healing to occur from and within the religious community, theologians, pastors, and religiously–minded people must enter into these different stages of disaster and suffer–with the community. Instead of explaining September 11 from an abstract, removed stance, we ought to reveal our concerns and uncertainties about God in this situation and wonder with the rest of the community of grievers, “How has this happened?” From this place, true healing and reconstruction of the community will be possible.     

Do opposites attract? Assimilation and differentiation as relationship-building strategies

In addressing the call for the application of learning from other domains to the sales context, our work integrates the optimal distinctiveness theory with the study of buyer–seller relationships. We conceptualize two main buyer–seller relationship-building strategies – a value-added differentiation strategy and a compatibility-based assimilation strategy – and present an integrative theoretical framework explaining how these two strategies can be leveraged in the business and personal domains to meet customer needs and improve sales performance. Using the theory, we reconcile conflicting findings on the use of similarities and differences between salespeople and customers in buyer–seller relationships. Our theoretical framework helps salespeople address the dynamic nature of dyadic relationships strategically in a way that promotes customer satisfaction, improves the firm’s performance, and nurtures its competitive advantage.