Can children resist making interpretations when uncertain?

In two experiments, we examined young children's ability to delay a response to ambiguous input. In Experiment 1, 5- and 6-year-olds performed as poorly when they needed to choose between basing an interpretation on ambiguous input and delaying an interpretation as when making explicit evaluations of knowledge, whereas 7- and 8-year-olds found the former task easy. In Experiment 2, 5- and 6-year-olds performed well on a task that required delaying a response but removed the need to decide between strategies. We discuss children's difficulty with ambiguity in terms of the decision-making demands made by different procedures. These demands appear to cause particular problems for young children.     

MODAL MONSTERS AND TALK ABOUT FICTION

This paper argues in favor of a treatment of discourse about fiction in terms of operators on character, that is, Kaplanesque ‘monsters’. The first three sections criticize the traditional analysis of ‘according to the fiction’ as an intensional operator, and the approach to fictional discourse grounded on the notion of contextual shifts. The final sections explain how an analysis in terms of monsters yields the correct readings for a variety of examples involving modal and temporal indexicals.     

正确理解知情同意

知情同意最初由美国于18世纪末19世纪初提出,随着社会不断进步,医学科学的不断发展,人们权力意识的不断增强,知情同意作为患者享有的一项权力,医务人员在医疗过程中应遵循的一条原则已日益到人们的关注。然而在现实的医疗实践中人们对这一的理解和认识还存在一定的偏差。正确理解,践行知情同意既是尊重患者的权利,贯彻“以病人为中心”的原则的保证,也能有效地保护医务人员的合法权益。     

You Can Lead An Ape To A Tool But...: A Review Of Povinelli’s Folk Physics For Apes: The Chimpanzee’s Theory Of How The World Works.

We reviewed Daniel Povinelli's book, Folk physics for apes: The chimpanzee's theory of how the world works. After a summary of the book's contents, we analyzed two sets of experiments on chimpanzees' folk psychology: one that explored whether chimpanzees understand that others see (i.e., that apes have internal visual experiences) and another that examined whether chimpanzees can distinguish intended from unintended actions. The conceptual scaffolding on which these studies were conceived was sufficiently faulty that their outcomes were virtually assured a priori. We then analyzed two sets of experiments on chimpanzees' folk physics, reinforcing our view that conceptual confusion guaranteed that certain key predictions about the outcome of these studies could not be supported. A unifying reason for this conceptual confusion is that the author devalues understanding that results from programmatic conditioning. We closed the review by relating Povinelli's findings and conclusions to behavior analysis and by explaining why behavior analysts should read this book     

Jesus, Historians, and the Psychology of Historiography: A Response to My Respondents

It is remarkable to me that my book became a part of the SBL Dissertation Series. For this I thank Walter Wink who brought the work to the attention of, Wayne Rollins. And I am thankful to Wayne Rollins for bringing the book to the attention of the right people at the SBL, most particularly Rex D. Matthews and Mark Allan Powell. I am grateful to Mark Allan Powell for promoting the process of publication so we would have a book in hand at the Psychology and Biblical Studies book review session, now over two years ago. I am very appreciative of Lewis Rambo, editor of this journal, and J. Harold Ellens, special editor of this issue, for making possible the continued discussion of these ideas.     

儿童心理理论能力中的情绪理解

情绪理解是儿童心理理论能力中的一个重要组成部分,它在人们的社会交往中具有不容忽视的作用。按Tager-Flusber和Sullivan提出的心理理论两成分模型,它属于心理理论的社会知觉成分,先于社会认知成分出现;但是随着儿童年龄的增长,社会知觉成分与社会认知成分越来越难以分离。情绪理解可分为几个不同的层次：简单情绪的理解;和愿望、信念有关的情绪理解;复杂情绪的理解;情绪调节。该文综述了近20年来心理理论中有关儿童情绪理解的研究,对该领域的研究在方法上和内容上提出了可能的发展方向。     

韦伯伦理—经济“理想类型”的历史哲学取向

韦伯关于“新教资本主义”的伦理—经济“理想类型” ,表现为道德哲学与历史哲学的二重向度和二元分离。在道德哲学方面 ,它建立了一个具有一定普遍意义的逻辑模型 ,然而在历史哲学方面 ,“理想类型”却潜隐着深刻的文化霸权与文明霸权的价值取向 ,它与后来的“文明冲突”理论和“全球化”思潮 ,以及黑格尔的“绝对精神”的历史观 ,同属一种历史哲学谱系。“儒教资本主义”的命题 ,因与之在道德哲学方面不同构 ,历史哲学方面不同质 ,只是对“新教资本主义”“理想类型”的一种错位的回应。     

The Role of Group Experiences in the Healing Process of Massive Childhood Holocaust Trauma

This paper proposes that Holocaust child survivors profoundly benefit from participating in a variety of group modalities. From participant observation and interviews we demonstrate that affiliation in organizations, social events, commemorations, rituals, and particular therapeutic groups each contributes to the well-being of Holocaust child survivors. Mourning is enhanced by joining forces with others from a historical event that left many children orphans, bereft of a home, a community, a country, and an identity. Group participants achieve individuation and ego integration, and gain clarity about the complex psychological consequences of surviving the Holocaust. A fragmented identity is restored through the opportunity of interacting with others whose identity has been ruptured by similar cataclysmic events.Senior Research Fellow, Graduate Center of CUNY. Codirector, Psychotherapy with Generations of the Holocaust and Related Traumas, Training Institute for Mental Health. Codirector, Child Development ResearchSenior Member and Faculty, National Psychological Association for Psychoanalysis. Codirector, Child Development Research     

中小学生惯用语理解发展的研究

对惯用语理解的发展 ,是儿童语言发展的重要方面。本研究结果表明 ,在无语境条件下 ,中小学生对惯用语的理解年级差异显著 ,小学生和中学生差异较大 ,而小学和中学各年级内部差异不显著。学生对惯用语是先理解字面意义 ,再理解比喻意义。在有语境条件下 ,不同年级学生对惯用语的理解差异显著 ,惯用语语义倾向性的影响不显著 ,但语境对学生惯用语理解有重要影响 ,高年级学生能更好地利用语境。     

幼儿的情绪认知发展及其与社会行为发展的关系研究

研究通过采用家庭情绪表露问卷、表情辨识程序和幼儿社会行为教师评估问卷,对82名3～4岁幼儿的家庭情绪表露气氛、情绪认知和社会行为表现进行测查,并分析三者间的相互关系。结果表明:(1)幼儿的情绪认知与其亲社会行为和退缩行为显著相关;(2)家庭情绪表露与幼儿情绪认知发展显著相关;(3)家庭情绪表露可能通过影响幼儿的情绪认知发展,进而影响幼儿的社会行为表现。