Trauma and healing: from ‘furor sanandi’ to ‘animus sanandi’

In his last period (1928–33), Ferenczi tried to complement the ‘negative’ technical principles first introduced by Freud in the 1910s. He introduced diverse and successive ‘positive instructions’, and specific techniques known as ‘elastic’ of ‘relaxation and neocatharsis’, and also made an unsucessful attempt to introduce ‘mutual analysis’. These techniques are implemented around a series of new technical principles including ‘tact’, ‘empathy’, ‘indulgence’, ‘intense sympathy’. All of these positive technical principles and innovations demonstrate the importance of considering the dimension of ‘healing’ in all analytic experiences and the importance of the analyst's functioning as the ‘healer’. The emphasis on the use of these new technical principles is consistent with the emphasis Ferenczi places upon countertransference and traumatic factors in psychopathogenesis.     

组织(不)公正对组织报复行为的影响及其机制

组织报复行为是员工因感知组织及其代理人不公正而针对他们采取的惩罚行为, 它是当今社会不可忽视的工作场所现象。总结现有综述文献, 存在缺乏系统梳理、不重视解释机制等重要问题。根据(不)公正感知类型复杂性和(不)公正感知主体两个维度提出一个新的研究思路, 并在此基础上, 进一步从解释机制角度出发, 对相关文献进行评述。未来研究可进一步探讨自我控制、情绪和资源理论等解释机制, 并整合不同解释机制, 同时增加对观察者视角的讨论。     

观察者对亲组织不道德行为的反应及其反馈效应

亲组织不道德行为(unethical pro-organizational behavior, UPB)是近10年来组织行为研究领域的热点主题。相较于已得到广泛探讨的UPB形成机理研究, 当前关于UPB的影响效应研究还相对有限, 且主要聚焦于领导UPB对员工的影响, 以及自我反馈下UPB对行为者的影响。借鉴并受到对应推论理论(correspondent inference theory)和社会认知理论(social cognitive theory)中有关观点的启发, 构建了一个同事间围绕UPB的社会互动模型。模型指出, 观察者在看到同为员工身份的行为者实施UPB后会对此进行结果预期和动机归因, 继而在观察者正直性的调节下引发相应的心理与行为反应; 进一步地, 行为者在接收到观察者对其UPB的行为反应后会对这些反馈背后的意图进行解读, 进而影响其后续行为变化。最后, 从观察者对UPB的道德判断、与UPB“不道德”属性有关的认知评价、UPB行为者行为变化的过程机理等方面提出理论模型的拓展方向。     

The Effects of Type and Amount of Pretraining on Transfer in Concept Formation

Two experiments were conducted to investigate the effects of 2 types of directed attention pretraining, a form of stimulus predifferentiation, on immediate- and delayed-transfer tasks in concept identification. In both experiments, the participants received either the “seeing-and-discriminating” or “seeing” technique of pretraining, except for those assigned to the control group. The participants received different amounts of pretraining. In the first experiment, participants were required to learn new concepts from the same category for the delayed-transfer task, whereas in the second experiment, the delayed-transfer task involved concepts from a different category. Among the major findings in both experiments are that the pretraining methods resulted in positive transfer on all transfer tasks. In general, the seeing-and-discriminating method yielded a more positive transfer than the seeing technique. Maximal positive transfer effects were found with a small number of trials. The implications of the findings for understanding the effectiveness of various training methods used for problem solving are discussed.     

“要有创造性”指导语效应及其对创造性教学的启示

“要有创造性”指导语效应（effects of explicit instructions to“be creative”）,是指在创造力测验或实验任务中,明确要求“要有创造性”（be creative）的指导语,能够促进被试的创造性表现的现象。该效应的理论解释主要有最大化表现理论、目标设置理论和注意控制理论。在指导语中对“创造性”作出解释、创造性任务的类型以及被试特征,都会影响“要有创造性”指导语效应的产生。在创造性教学过程中,可以根据“要有创造性”指导语效应发生的机制,从设置创造性目标、根据任务特征施加精细指导、结合学生特征实施个性化教学三个方面,设计创造性活动,以促进学生创新能力的发展。