On the determinants of implicit evaluations: When the present weighs more than the past

It is often assumed that implicit evaluations are influenced by early childhood experiences, whereas explicit evaluations reflect recent experiences. However, previous findings supporting this assumption remain ambiguous as to whether the differential effects of early versus recent experiences are driven by their temporal distance or their affective versus cognitive nature. Controlling for affectivity by using a predominantly affective attitude object (i.e., religion), the present study found that both implicit and explicit evaluations were related to recent, but not early, experiences. This pattern consistently emerged for self-reported experiences as well as independent reports from parents. Moreover, the relation of recent experiences to one type of evaluation remained significant after controlling for the respective other type of evaluation, suggesting that recent experiences influenced implicit and explicit evaluations independently. Implications for attitudinal dissociations and processes of attitude change are discussed.     

A Bayesian-optimal principle for learner-friendly adaptation in learning games

Adaptive learning games should provide opportunities for the student to learn as well as motivate playing until goals have been reached. In this paper, we give a mathematically rigorous treatment of the problem in the framework of Bayesian decision theory. To quantify the opportunities for learning, we assume that the learning tasks that yield the most information about the current skills of the student, while being desirable for measurement in their own right, would also be among those that are efficient for learning. Indeed, optimization of the expected information gain appears to naturally avoid tasks that are exceedingly demanding or exceedingly easy as their results are predictable and thus uninformative. Still, tasks that are efficient for learning may be experienced as too challenging, and the resulting failures can lower motivation. Therefore, in addition to quantifying the expected informational benefit for learning of any prospective task to be presented next, we also model the expected motivational cost of its presentation, measured simply as the estimated probability of failure in our example model. We propose a “learner-friendly” adaptation algorithm that chooses the learning tasks by optimizing the expected benefit divided by the expected cost. We apply this algorithm to a Rasch-like student model implemented within a real-world application and present initial results of a pilot experiment.     

权近《天人心性合一之图》研究

韩国有着悠久的学《易》历史,早在汉代,中国儒学便已传入其国。到李朝时期,作为易学一部分的易图学研究就已经达到了相当高的水平。代表人物是高丽末期、李朝初期的哲学家权近。他在中国易学家周敦颐《周氏太极图》的影响下,创制了《天人心性合一之图》。《天人心性合一之图》与《周氏太极图》的轮廓大体相同,都是黑白相间、酷似人形,反映了太极为本、阴阳互补、天人合一的特征。但《天人心性合一之图》又有它独特的一面,将伦理、心性等问题纳入易学体系,完成对前者的超越。由此可见,中韩易学文化融合的过程中,既有借鉴和吸收,又有创新和超越。     

从自我决定论看动机访谈法疗效机理

动机访谈法是以病人为中心、促使病人自己改变问题行为的咨询技术和方法。该文从自我决定论角度,解释了动机访谈法取得疗效的机理:动机访谈法起到满足病人基本心理需要(胜任感、归属感、自主性),推动病人产生自主动机的作用,促使病人提高适应性行为的质量和稳定性,提高心理健康水平,从而取得心理治疗效果。     

十六大以来党中央对马克思主义宗教观的新认识和新观点

十六大以来,以胡锦涛为总书记的中央领导集体,从构建社会主义和谐社会的总体战略出发,提出了建立和谐宗教关系的理论;强调要充分发挥宗教在促进社会和谐方面的积极作用,发挥宗教界人士和信教群众在促进经济社会发展中的积极作用;进一步明确了宗教工作在党和国家工作中的地位,要求加强和改善党对宗教工作的领导,形成了对宗教问题的新认识和新观点。     

指动脉背侧支皮瓣在手指末节皮肤缺损治疗中的临床应用

分析指背动脉背侧支与其血管网联合供血滋养皮瓣在指末端皮肤缺损的修复中的应用效果。取中节手指固有动脉的背侧支为蒂血管,逆行切取指背皮瓣31例共35指,移植修补位于远端指间关节或其远端的皮肤缺损。若同时伴有骨、关节、肌腱等的损伤,则予以同期修复。本研究中最大切取皮瓣1.5cm×3.5cm,平均随访6±0.5个月(3至9个月),皮瓣成活率100%,皮瓣两点辨别觉9±0.2mm,95%的患者具有良好的指间关节活动能力。因此,指动脉背侧支皮瓣手术操作简单,术后成功率高且患者恢复效果好。     

人文医学的视角：裘法祖误诊误治思想初探——兼论医学伦理道德

本文结合裘法祖的相关论述,对裘法祖的误诊误治思想进行梳理勾连。认为裘法祖这一重要医学思想内涵是要勇于总结医学当中的误诊误治、老专家要“真心帮助青年人”,要学习国外经验,但也不能枉自菲薄,这一思想在当代医学医德教育当中有重要的启示意义。     

Excuse inference modification in children and adults

The ability of first- and third-grade children and college adults to make excuse inferences about a speaker's use of an utterance and to modify those inferences appropriately upon receiving later information was examined in four experiments. Short stories containing an utterance by a speaker were read aloud. Utterances in the story were preceded by contextual information that suggested either that the speaker was truthful or making an excuse. Utterances were followed by information that confirmed or disconfirmed the excuse interpretation. The results of Experiment 1 indicated that even first and third graders can make excuse inferences, but these children rarely modify these interpretations upon receiving disconfirming information. In Experiments 2–4 possible reasons for the children's interpretive inflexibility were examined by varying the difficulty of relating the excuse interpretation and succeeding information. Results suggested processing difficulty, as well as an interpretive “set,” contributed to the children's inflexibility.     

Improving Classroom Quality with The RULER Approach to Social and Emotional Learning: Proximal and Distal Outcomes

The RULER Approach to Social and Emotional Learning (“RULER”) is designed to improve the quality of classroom interactions through professional development and classroom curricula that infuse emotional literacy instruction into teaching–learning interactions. Its theory of change specifies that RULER first shifts the emotional qualities of classrooms, which are then followed, over time, by improvements in classroom organization and instructional support. A 2-year, cluster randomized controlled trial was conducted to test hypotheses derived from this theory. Sixty-two urban schools either integrated RULER into fifth- and sixth-grade English language arts (ELA) classrooms or served as comparison schools, using their standard ELA curriculum only. Results from multilevel modeling with baseline adjustments and structural equation modeling support RULER’s theory of change. Compared to classrooms in comparison schools, classrooms in RULER schools exhibited greater emotional support, better classroom organization, and more instructional support at the end of the second year of program delivery. Improvements in classroom organization and instructional support at the end of Year 2 were partially explained by RULER’s impacts on classroom emotional support at the end of Year 1. These findings highlight the important contribution of emotional literacy training and development in creating engaging, empowering, and productive learning environments.     

Subjective well‐being in times of social change: Congruence of control strategies and perceived control

This paper investigates the association between perceptions of broader changes in the social‐ecological context and individuals’ subjective well‐being (SWB). Macro‐level societal changes such as globalization or demographic change give rise to new demands for individual functioning at work and/or in the family. Such new demands associated with social change are stressful and likely to be related to lower levels of SWB. Being active agents, individuals attempt to deal with social change and its increasing demands to protect their SWB. The present study investigates which kinds of control strategies are most effective in protecting one's SWB. Specifically, we predicted that control strategies of goal engagement will be most effective under conditions of perceived high control, and control strategies of goal disengagement will be most effective under conditions of perceived low control. In a large sample of 2537 German adults, work‐ and family‐related demands associated with social change were found to be negatively linked to SWB. Moreover and in line with the motivational theory of lifespan development, control strategies of goal engagement and disengagement were beneficial for SWB to the extent that they matched the perceived control of the demands associated with social change.