The early history of lay analysis,especially in Vienna,Berlin and London: Aspects of an unfolding controversy (1906‐24)1,2

Before the First World War, it had been taken for granted that psychoanalysis was carried out by doctors. The IPA, however, also included non‐physicians. This corresponded to Freud's view that psychoanalysis was a basic science (psychology of the unconscious) with manifold fields of application in medicine as well as in the humanities. It was for the latter application that Freud specifically recruited a number of researchers, e.g. Rank. After 1918, helped by a general boom in psychotherapy, these people too began to work as therapists. This led to a debate about lay analysis within the ‘Secret Committee’ that has so far received little attention and is one focus of this paper. Abraham had only allowed doctors to become members of his group. Similarly the Berlin Policlinic was established as a place for the postgraduate training of doctors. On the other hand, Freud (together with Rank) continued to maintain his broader view of psychoanalysis. In 1920/21, he already wished that analysts would not become a subgroup within the medical profession, but a profession of their own, defined by their special training. The big problem of the late 1920s, that different attitudes to the lay question threatened the autonomy of local or national groups and the integration of the IPA, also became visible at that early time in a conflict between London (Jones) and Vienna/Berlin.     

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。     

当下中国社会的转型与价值观的重构

在市场经济促成市民社会的条件下,价值冲突是必然的现象,其对现代文化格局的影响是双重的,必须辩证地认识和处理。     

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。     

3～4岁儿童的错误信念理解:补语句法, 语义理解和工作记忆的作用

考察3~4岁儿童的错误信念理解中, 补语句法, 语义理解和工作记忆的作用。共有48名幼儿被试接受了错误信念, 补语句法, 皮博迪词汇-图片理解和工作记忆测试。结果表明, 错误信念理解成绩和补语句法测试得分相关和偏相关显著。回归分析表明, 补语句法测试成绩可以显著预测错误信念理解。语义和补语句法能够显著解释错误信念理解成绩的方差变异, 同时补语句法可以解释语义对错误信念理解的作用。本研究支持补语句法在错误信念理解中的独特性作用观点。     

'My capital secret': Literature and the psychoanalytic agon

Taking as my departure point Freud 's unequivocal claim in The Question of Lay Analysis that psychoanalytic education should include "the history of civilization, mythology, the psychology of religion, and the science of literature" ( Freud, 1926b, p . 246), I advocate for an integration of psychoanalysis with the arts, the humanities, and the social sciences in psychoanalytic training. Foundations in these fields are not only acceptable as preliminary to clinical training but will also provide the diverse intellectual climate that is urgently needed in psychoanalytic institutes whose discursive range is often quite narrow. To provide one example of the salutary effect of such disciplinary integration on clinical practice, I illustrate how the transformative power of literature provides compelling metaphors for the psychoanalytic encounter. Through an example drawn from within my own experience as literary critic and psychoanalyst, I describe the ways that the troubling tensions in Milton's Samson Agonistes functioned to illuminate, for me, an analysand 's 'capital secret'.     

消费者新产品采纳的特征

成功的新产品开发是企业获取竞争优势的重要因素,但创新产品并非总能得到市场的接受,大多数的新产品扩散往往以失败告终。因此,业界和学界对新产品采纳问题进行了诸多探索。新产品采纳过程是指创新产品从被设计制造出来,到最终被消费者或潜在消费者认识和采用的过程。对相关研究综述发现：以Rogers创新扩散模型为依据,按采纳时间和特征的不同,新产品采纳者可以系统分为早期采纳者和晚期采纳者,二者之间主要从创新性、产品理解和易感性三个维度进行区分。具体来说,早期采纳者具有高创新性、高产品理解和低易感性;晚期采纳者具有低创新性、低产品理解和高易感性。在此基础上,我们探究了各维度下影响消费者新产品采纳的具体因素。未来研究可以从这三个维度出发,结合已有研究的不足以及当前环境、消费特点等进行拓展。     

节律在听觉言语理解中的作用

言语理解是听者接受外部语音输入并且获得意义的心理过程。日常交流中,听觉言语理解受多尺度节律信息的影响,常见有韵律结构节律、语境节律、和说话者身体语言节律三方面外部节律。它们改变听者在言语理解中的音素判别、词汇感知以及言语可懂度等过程。内部节律表现为大脑内神经振荡,其能够表征外部言语输入在不同时间尺度下的层级特征。外部节律性刺激与内部神经活动的神经夹带能够优化大脑对言语刺激的处理,并受到听者自上而下的认知过程的调节进一步增强目标言语的内在表征。我们认为它可能是实现内外节律相互联系并共同影响言语理解的关键机制。对内外节律及其联系机制的揭示能够为理解言语这种在多层级时间尺度上具有结构规律的复杂序列提供了一个研究窗口。     

The influence of instructional intervention on children's understanding of fractions

An experimental instructional program based mainly on an equal-whole schema in fractions was given to two fourth-grade classes of a Japanese elementary school. As a control, conventional teaching based on a traditional Japanese textbook was given to another fourth-grade class. The study tested the hypothesis that students given the experimental program would understand order and magnitude as central characteristics of fractions better than those who were instructed using the traditional textbook. Students in the experimental group showed better understanding of both the order of fractions and the representation of the sizes of fractions than did the textbook group. However, there were no differences between the experimental and textbook groups in the performance of assessment tasks which were less related to the equal-whole schema. These results are discussed in view of the important instructional aim of having students understand fractions.