Punitive emotions and norm violations

The recent literature on social norms has stressed the centrality of emotions in explaining punishment and norm enforcement. This article discusses four negative emotions (righteous anger, indignation, contempt, and disgust) and examines their relationship to punitive behavior. I argue that righteous anger and indignation are both punitive emotions strictly speaking, but induce punishments of different intensity and have distinct elicitors. Contempt and disgust, for their part, cannot be straightforwardly considered punitive emotions, although they often blend with a colder form of indignation to favor low-cost, indirect, and collective forms of punishment such as mockery, exclusion, and ostracism.     

国外积极偏离行为的研究述评

偏离行为的研究在社会学和组织行为学领域都有较丰富的成果,然而其关注点主要集中于对社会或组织产生负面作用的消极偏离行为。近年来相关领域的学者越来越关注积极偏离行为（Positive Deviance, PD）的研究。该文综述了关于积极偏离行为的定义的各方观点,同时分析了积极偏离行为与相似构念的差异,并综述了积极偏离行为的测量方式,以及积极偏离行为的前因变量和结果变量。最后对积极偏离行为未来的研究方向进行了展望。     

An empirical comparison of three variants of the AHP and two variants of conjoint analysis

This paper provides an empirical comparison of two methods of attribute valuation: the analytic hierarchy process (AHP) and conjoint analysis. Variants within each approach are also examined. The results of two empirical studies indicate that the methods differ in their predictive and convergent validity. Within the AHP methods no significant difference in predictive validity was found. Within the conjoint methods, the ranking method significantly outperformed the rating method. The difference in predictive validity between the AHP and conjoint methods was significant in the second study but not in the first study, suggesting superior performance of the AHP over conjoint analysis in complex problems. Copyright© 1998 John Wiley & Sons, Ltd.     

班级欺凌规范与欺凌行为：群体害怕与同辈压力的中介作用

本文通过两个研究探讨了群体因素中的班级欺凌规范如何通过同辈压力、群体害怕影响欺凌行为的发生。研究1为实验研究, 被试为186名小学高年级学生(M_age = 11.36 ± 0.99岁)。结果表明在不同情境(欺凌/非欺凌)的启动下, 各变量得分均具有显著差异; 进一步分析仅发现同辈压力的中介作用边缘显著。研究2为相关研究, 943名小学高年级及初二学生(M_age = 12.00 ± 1.32岁)填写班级欺凌规范、同辈压力和欺凌行为问卷。HLM分析显示同辈压力在班级欺凌规范与欺凌行为起显著中介作用。     

"庆历易学"发微

"庆历易学"指庆历前后学坛易学,以往学界对这个易学派别未加注意,实际上该学派在易学史上占有重要的地位,它开宋易系统之先河.首先,"庆历易学"开宋学重<易>风气之先.其次,"庆历易学"开宋易系统解<易>风气之先.最后,"庆历易学"开纯以儒家义理解<易>风气之先."庆历易学"重<易>、解<易>风气的实质是学术范式的转换."庆历易学"是以范仲淹为核心的学者集团共同作用的结果.     

论友善

友善的本义是指像朋友一样善良。作为公民道德规范的友善 ,本质上是指友好善良的公民伦理关系和公民秩序。公民关系和公民秩序应该友善 ,是因为 ,我们的良序社会及其公共领域 ,都是伦理性的合作体系。友善规范具有规范、创造、整合功能。友善规范是抽象的 ,它的实施需要细分为更具体的义务 ,即善益待人、和气待人、诚实待人、宽厚以待人、平等相待。友善也是公民的一种主要道德品质 ,公民由之在公共领域做出友善的事情和行为友善。当前公民对于友善患有三症 ,即友善情感上的冷默症、友善行为上的推卸症、友善结果上的恐惧症。克服这三种症状 ,需要伦理、道德、管理等相结合 ,从伦理上建设公民关系和公共秩序。     

罗夏综合系统的元分析*

为考察罗夏墨迹测验Exner综合系统常模的客观性和准确性,运用元分析的方法,将来自16个国家的18篇罗夏综合系统正常成人的研究结果,与Exner新版常模进行比较。结果显示,在综合系统的全部113个变量中,有23个变量在联合样本与Exner常模间存在显著差异,包括被试的资源、能力、认知水平和人际关系等方面,且均为Exner常模样本结果更加优秀。结论:新版罗夏综合系统常模具有一定的偏差,存在偏好倾向,使用时应注意避免对被试的低估甚至做出假阳性的诊断。     

遵守规范的动机对儿童过度模仿的影响

模仿非任务相关动作的行为被称为过度模仿。研究以94名4-6岁儿童为被试,通过操纵无关动作与结果之间的关系,考察了儿童遵守规范的动机对过度模仿的影响。结果发现,当遵守规范导致不能得到想要的结果时,儿童没有表现出明显的过度模仿;而当遵守规范与得到结果不冲突时,儿童过度模仿的比例显著增加。这些结果说明遵守规范的动机影响儿童的过度模行为,当遵守规范的动机降低时,过度模仿行为减少。     

Prevention-focused self-regulation and aggressiveness

The present research examined the relationship between individual differences in self-regulatory mechanisms as outlined in regulatory focus theory (promotion- and prevention-focused self-regulation) and aggressiveness. Two studies revealed that the more individuals’ habitual self-regulatory orientation is dominated by a prevention-focus, the more likely they are to score high on measures of cynical hostility, reciprocity norm endorsement, and aggressiveness. An additional study involving the manipulation of perceived violation of a reciprocity norm showed that predominantly prevention-focused participants were particularly sensitive to the experience of a norm violation and reacted in a hostile and aggressive manner following the norm violation experience. Findings indicate that a prevention-focused style of self-regulation is associated with aggressiveness and suggest that endorsement of (negative) reciprocity norms and sensitivity to norm violations are relevant factors that help explain the differences in aggressiveness observed among individuals with a predominantly prevention-focused style of self-regulation.