WAYS OF DISCOURSE AND WAYS OF LIFE

In book X of the Republic, Plato famously reports “a quarrel between poetry and philosophy.” The present essay examines this quarrel in book X, along with other relevant parts of the Republic, by understanding “philosophy” and “poetry” as rival ways of life and rival ways of discourse. The essay first explains why, in Plato’s view, poetic discourse weakens one’s power to reason and is at odds with philosophic discourse. Then it shows how poetic discourse is bound up with a way of life that champions the value of freedom. Such a life forms a contrast with the philosophic life, which is marked more by stability and unity than by freedom. The quarrel, however, is not a simple antagonism. The essay hence concludes by discussing why, despite the opposition between the two, philosophy cannot do without poetry.     

Toward the bigger picture: Concrete and abstract thinking about a transgression,and the role of time in interpersonal forgiveness

Rumination is commonly considered detrimental to forgiveness. In contrast, we propose that different forms of post-transgression thinking are differentially effective for forgiveness, depending on their timing. Concrete thinking focuses on event details, whereas abstract thinking abstracts from details and views the event in a broader context. Following construal level theory, we propose that concrete thinking is increasingly ill-matched, and abstract thinking better matched, to the construal abilities and motivation afforded by psychological distance. Hence, over time, concrete thinking would be negatively, and abstract thinking positively, associated with forgiveness. Two correlational recall studies, with time since transgression measured (Study 1) or manipulated (Study 2), demonstrated that with greater temporal distance concrete thinking was more negatively, and abstract thinking more positively, related to forgiveness. Study 3 employed a prospective-longitudinal methodology over five time-points; intra-individual decrease in concrete thinking and increase in abstract thinking over time were related to higher levels of forgiveness.     

Emotion matters: The influence of valence on episodic future thinking in young and older adults

In young adults, valence not only alters the degree to which future events are imagined in rich episodic detail, but also how memorable these events are later on. For older adults, how valence influences episodic detail generation while imagining future events, or recalling these details at another time, remains unclear. We investigated the effect of valence on the specificity and memorability of episodic future thinking (EFT) in young and older adults. Among young and older adults, negative EFT was accompanied by less episodic detail generation relative to positive and neutral EFT. A similar reduction in episodic specificity for negative EFT was found two days later when participants recalled their previously imagined events. Notably, while older adults generated less episodically specific future thoughts relative to young adults, age did not influence the effect of valence on episodic detail generation at imagination or recollection.     

逻辑训练对不同理性思维方式大学生三段论推理的影响

采用理性—经验思维方式量表对105名大学生进行测量,选出高、低理性思维方式各35名大学生进行实验,探讨了逻辑训练对不同理性思维方式大学生三段论推理的影响。结果表明：(1)高理性思维方式个体三段论推理的平均反应时快于低理性思维方式个体;非冲突类型题目推理的平均正确率高于冲突类型题目;逻辑训练可以提高个体三段论推理的平均反应时和正确率;(2)逻辑训练后非冲突任务类型题目的平均正确率高于冲突任务类型题目;(3)逻辑训练对低理性思维方式个体冲突任务类型题目平均正确率的提高效果更明显。这意味着逻辑训练可以显著提升个体的推理成绩,但不能完全消除信念偏差对推理的影响,而且逻辑训练对低理性思维方式个体推理成绩的提升效果更加明显。     

情绪的相容性对创造性思维的影响

为探讨具身内隐情绪和外显情绪之间的相容性和不相容性对创造性思维的影响,实验采用情绪视频启动范式诱发被试的积极情绪或消极情绪,同时采用面部表情操纵技术诱导其具身积极情绪或具身消极情绪,然后要求被试完成创造性思维测验中的替代使用任务（AUT）与顿悟字谜测验。结果发现：在积极情绪下,情绪相容组的AUT流畅性得分显著高于情绪不相容组;而在消极情绪下,情绪相容组的AUT原创性得分与顿悟字谜得分显著高于情绪不相容组;灵活性在两种情绪条件下的差异均不显著。结果表明,面部表情和外显情绪的相容性有利于创造性思维的表现,积极情绪和消极情绪下的情绪相容性分别影响着创造性思维的不同成分。     

Relational Levels of the “Container-Contained” in Group Therapy

The cornerstone of W. R. Bion's theory of individual and group development is that thinking is a primary emotional need, and it matures in the context of social communication. Bion (1970) formulated the essential relationship between thinking and communicating in terms of the container-contained relationship. Bion (1970) described three types of communication, occurring on different levels of development: commensal, symbiotic, and parasitic. These patterns involve normal and pathological variations of the container-contained and call for different expressions of the therapist's subjectivity. In this paper, I describe each of these alterations as they apply to group therapy and to therapeutic activity. I include case examples of how I utilize the conceptual framework in my work.     

“易”的世界观和思维模式

本文认为,《周易》的阴阳世界观注重的是阴阳间的关系,而这种关系又有两个重要状态,一个是“空无”,另一个是“中庸”。对于这两种状态的不同态度形成了古人不同的人生态度和理想追求。同时,本文还认为,《周易》所运用的是取象比类式的象数推演体系,它不同于概念式的演绎体系。人类生活有很多重要内容不能通过概念式的语言去思维和表达,而这些“不可言说”的内容却往往可以用“象征语言”和象数思维来表达。     

易学思维之葩掇拾

本文选取《易》四卦探析其思维特征:从《泰》、《否》剖辨其因果思维,《泰》之以"果"示"因"更属辩证逻辑思维,从而否定C·G荣格关于《易》不从"因果关系论事"的判断。以《蛊》卦之"蛊"不训"弊乱"而应训如钱钟书先生所证之"事"、"事业",论定《蛊》属于创造性思维范畴,继承前辈事业,在自己的努力实践中创新业,立新功。以《》卦辞"不利即戎"断句或连读,探析前人关于战争的两种思考,一是果决地抓住战机打击敌人,如周武王讨伐纣之《牧誓》所示;一是先安顿内部,"施禄及下"以得民心,如《左传》"曹刿论战"所示,是"攘外必先安内"的战略性思考。     

思维风格测验在大学生中的初步应用

本文介绍了斯腾伯格的心理自我管理理论并使用斯腾伯格所编制的思维风格问卷对大学生的思维风格进行了测量,比较了思维风格在性别、文理科、地域等方面的个体差异,得出了中国大学生在思维风格方面的一些特点;研究了思维风格与一般智力的关系,发现思维风格与智力相关很低,说明思维风格是一种独立于智力的特质;同时对思维风格量表的信、效度及量表的结构进行了探讨。