Creativity and dialectical phenomena From dialectical edge to dialectical space1

The seeds of creativity have the potential to germinate and flourish within the rich, ambiguous and unsettling tapestry of the core dialectical tensions related to the central organizing dialectic, life and death, generated in the patient‐analyst relating. The author introduces the concept of the ‘dialectical edge’ and describes it as the pivotal point in the dialectical struggle within these core dialectical dilemmas. This is a fluid, emotionally evocative threshold, where there is maximum potential for change, as well as for homeostatic stagnation. Drawing on Winnicott, the author illustrates how the presence of an edge within these dialectical dilemmas has the potential to open up into a creative, reflective space. He suggests that this, however, will depend on the therapist's capacity to contain/hold at this edge the arousing and intense affects‐such as anxiety, dread, excitement and passion‐that are inevitably generated at these pivotal relational moments. This will determine whether the patient will move forwards into the light of a creative, reflective, dialectical space, or backwards into collapsed, non‐reflective darkness, where fluid oscillation is transformed into rigid ossification. The author uses a clinical example to illustrate these dialectical phenomena, with a special focus on two clinically relevant dialectics, i.e. ‘ritual versus spontaneity’ and ‘closeness versus separateness’.     

A model for residence time in concurrent variable interval performance

A component-functions model of choice behavior is proposed for performance on interdependent concurrent variable-interval (VI) variable-interval schedules based on the product of two component functions, one that enhances behavior and one that reduces behavior. The model is the solution to the symmetrical pair of differential equations describing behavioral changes with respect to two categories of reinforcers: enhancing and reducing, or excitatory and inhibitory. The model describes residence time in interdependent concurrent VI VI schedules constructed from arithmetic and exponential distributions. The model describes the data reported by Alsop and Elliffe (1988) and Elliffe and Alsop (1996) with a variance accounted for of 87% compared to 64% accounted for by the Davison and Hunter (1976) model and 42% by Herrnstein's (1970) hyperbola. The model can explain matching, undermatching, and overmatching in the same subject under different procedures and has the potential to be extended to performance on concurrent schedules with more than two alternatives, multiple schedules, and single schedules. Thus, it can be considered as an alternative to Herrnstein's quantitative law of effect.     

小学儿童社会创造性与其同伴关系、学业成绩的关系

采用整群取样法, 选取387名小学儿童, 采用问卷法、同伴提名法和成绩评定, 考察了其社会创造性与其同伴关系、学业成绩的关系。结果表明:(1)小学儿童的社会创造性与学业成绩、社会喜好、社会影响, 学业成绩与社会喜好均呈显著正相关;(2)社会喜好在社会创造性与学业成绩之间、学业成绩在社会创造性与社会喜好之间、社会创造性在社会喜好与学业成绩之间均具有显著的中介效应, 社会影响在社会创造性对学业成绩的影响中具有显著的调节作用。     

CONSTRUCTING AND DERIVING RECIPROCAL TRIGONOMETRIC RELATIONS: A FUNCTIONAL ANALYTIC APPROACH

Participants were pretrained and tested on mutually entailed trigonometric relations and combinatorially entailed relations as they pertained to positive and negative forms of sine, cosine, secant, and cosecant. Experiment 1 focused on training and testing transformations of these mathematical functions in terms of amplitude and frequency followed by tests of novel relations. Experiment 2 addressed training in accordance with frames of coordination (same as) and frames of opposition (reciprocal of) followed by more tests of novel relations. All assessments of derived and novel formula‐to‐graph relations, including reciprocal functions with diversified amplitude and frequency transformations, indicated that all 4 participants demonstrated substantial improvement in their ability to identify increasingly complex trigonometric formula‐to‐graph relations pertaining to same as and reciprocal of to establish mathematically complex repertoires.     

社会认同理论视野下的社会认同威胁

社会认同威胁是指,在社会比较的情况下,由于群体地位的差异,某一群体的个体在认知、情感上,对自我、所属群体身份的不承认,而产生的一种心理上的疏离感和剥夺感、自卑感。社会认同威胁的结果包括3类：脱离群体、改变群体的状态、接受消极的社会认同结果。外显“社会威胁”的测量方法以问卷调查为主。测量“社会威胁”的内隐方法则以心脏血压和平均动脉血压作为测量指标。社会认同威胁的实验研究将群体分化为内群体和外群体,操纵群体地位的差异,通过模拟社会游戏来了解群体的社会认同威胁及其生理反应。未来的研究将重点关注下述问题：对社会认同威胁概念的建构、跨文化研究及其内隐过程的分析     

创造力与注意模式之间的关系

创造力可以看成是先前无关的心理成分之间的联结。注意作为一种基本的心理功能,影响着个体心理成分之间产生远距离联系的可能性以及对已形成的联系做出新颖性的选择。文章分析了,有关创造力与注意摸式之间关系的研究,分别阐述了去焦注意和集中注意这两种不同的注意分配模式在创造性观念或想法的产生和形成中的作用,     

情绪状态对学生创造性的影响

研究了情绪状态对学生创造性影响的问题。被试为上海师范大学第三附属中学初二的学生 2 2 0名 ,其中男生 10 4人 ,女生 116人 ,年龄 13～ 14岁。由于国外已有研究的结果并不统一 ,研究的方法也缺乏生态化效度 ,因此本文试图通过教学现场实验 ,运用实际教学情境中的刺激来诱发学生愉快—难过情绪 ,以探索在教学情境中学生情绪状态对其创造性影响状况。研究结果表明 ,学生在愉快情绪状态下的创造性总体发挥水平显著高于难过情绪状态 (t=2 0 2 5 ,p =0 0 4 5 ) ,且主要体现在流畅性和变通性两个方面     

情绪的数学公式

综合经验事实,提出对于同一个受试者和同一种呈现事件,近似描述情绪体验强度与客观呈现事件数量之间的一个数学公式.     

Vincent van Gogh's early years as an artist

Vincent van Gogh (1853–1890) was an artist for 10 years, from 1880 to 1890. As a mature artist, he was capable of executing works in a rapid fashion, sometimes up to three a day and requiring less than an hour for each. But it took him 9 years of deliberate repetition to evolve the competencies with which to execute his works rapidly. This paper examines the first 2 years of his artistic development, a period when he consciously set about to establish the foundations for his later production, including having an overall plan, establishing a skill for drawing before proceeding to painting, experimenting judiciously in a controlled manner, and amplifying novelty by varied repetition. All these factors are considered as work objectivity, which is the notion that regardless of how far-ranging his motivations might have been, he was objective and planful in an approach to the creative enterprise.