Methodological evolution and clinical application of C.G. Jung's Word Association Experiment: a follow-up study

We became interested in the clinical application of the Word Association Experiment (AE) when we decided to use Jung's theory of complexes in the psycho-diagnostic evaluation and treatment of patients applying to our Psychotherapy Out-patients Unit (Psychiatric Clinic, Milan University). In psychopathological situations, complexes with a particularly high emotional charge become autonomous and disturbing, inhibiting the ego's functions. The representations and affective states corresponding to these complexes become dominant, conditioning the expression of symptoms and the subject's relational modes. In this experimental study we started out from the basic theory that our psycho-therapeutic work should lead to a progressive change in the patient's initial complex set up. Jung's Word Association Experiment allows us to identify those words which indicate and stimulate a specific activation of the complexes for each subject via specific markers of complexes. We therefore decided to determine whether AE, administered during the first phase of clinical-diagnostic evaluation and after one year of treatment, revealed any changes occurring in the patients' set up of complexes.     

Extended Analysis of Empirical Citations with Skinner's Verbal Behavior: 1984-2004

The present paper comments on and extends the citation analysis of verbal operant publications based on Skinner''s Verbal Behavior (1957) by Dymond, O''Hora, Whelan, and O''Donovan (2006). Variations in population parameters were evaluated for only those studies that Dymond et al. categorized as empirical. Preliminary results indicate that the majority of empirical research in the area of verbal behavior has been conducted with the younger developmentally disabled population and has focused on verbal operants from the introductory chapters of Skinner''s book. It is clear that Verbal Behavior has influenced empirical research over the past 50 years. We believe, however, that there are many underdeveloped research areas originating from Verbal Behavior that have not yet been addressed. Suggestions for extended areas of research are provided.     

儿童图形表征能力测验编制的初步报告

表征能力发展部分地体现为对事物中隐含关系的理解或推理的复杂程度.基于辛自强的"关系-表征复杂性模型",结合Halford的"关系复杂性"理论,通过事前分析任务复杂性确定了难度不同的项目,最终编制成儿童图形表征能力测验,该测验共50个(25类)项目.以265名小学3~6年级儿童为被试,采用计算机呈现方式施测了该测验.结果表明:项目的难度和区分度以及整个测验的重测信度、构想效度、效标关联效度均良好;基于理论的事前任务分析(确定任务的维度数与每个维度内的元素数)对事后任务难度的预测率较高(83.4%).可见,所编制的图形测验能有效测查儿童表征水平.     

组织内信任研究的核心问题及其发展趋势

信任是当前组织领域研究的热点。文章通过对组织中信任研究核心问题的梳理,得出信任研究发展的以下趋势：重视情景因素、信任者主动性和情感因素对信任的影响,重视快速信任、信任发展中的动机化归因过程以及对信任机制的研究,关注社会网络分析与传统信任测量的结合。未来研究在把握上述发展趋势的同时,应在关系模式下理解信任的内涵、关注宏观层面情景因素对信任的影响、开展纵向研究验证信任发展模型以及建立信任机制的整合模型。     

Beyond the Crisis of the Globalized “World System”: the Need For a New Civil Society

In my view, we need a sociological analysis to show how the crisis stemmed from a certain set-up of the so-called global society. Such a set-up is the product of a long historical development, which goes beyond the financial crisis’ outbreak in 2008. The question I ask is the following: from a sociological standpoint, why did this crisis break out? And what remedies can be put in place? The measures adopted these days cannot solve the crisis, but, for a number of reasons, they can at most provide temporary stoppers and remedies.     

Transitioning Out of Peer Victimization in School Children: Gender and Behavioral Characteristics

The present study investigated the characteristics of children who remain consistently peer victimized in comparison to those who transition out of victimization status. The relationships between victimization and the victim's level of overt aggression, relational aggression, impulsivity, and prosocial behaviors were examined from one year to the next. At Time 1, 1589 3rd, 4th, and 5th-grade children were administered a peer nomination instrument assessing victimization and standard sociometric variables. At Time 2 (1 year later), 1619 3rd, 4th, and 5th-grade children were administered the same measure. A mixed-design repeated measures MANOVA was conducted for boys and girls separately. Results indicated that in comparison to victims transitioning out of victimization status, consistently victimized boys were lower in prosocial behavior, and consistently victimized girls were higher in impulsivity. Results for girls also indicated that a reduction in victim's own level of relational aggression was associated with cessation of victimization.     

Physical,verbal, and relational forms of bullying among German students: age trends,gender differences,and correlates

A revised version of the Bully/Victim Questionnaire [Olweus, 1991] was given to 2,086 fifth–tenth grader students from schools in two German federal states. The results were analysed in terms of frequencies of self‐reports of different forms of bullying (physical, verbal, relational/indirect; for bullies and for victims), gender and grade differences. Overall, 12.1% of the students reported bullying others and 11.1% reported being bullied (victimisation). We classified 2.3% of the students as bully/victims due to their self‐report. Significantly more boys reported bullying others, regardless of bullying form, and significantly more boys than girls were classified as bully/victims. Although there was no gender difference for victimisation at all, boys reported significantly more often than girls being bullied physically. Besides, self‐reports of pure and overlapping forms of bullying behaviour (relational, verbal, physical) were analysed. With regard to age trends, students from middle grades reported the highest rates of bullying. Self‐reported rates of victimisation were higher for younger students, regardless of form of victimisation. Furthermore, class size was not linked to reports of bullying and victimisation. Results from logistic regression analyses emphasised that the variables “gender” and “grade” add significantly to the prediction of self‐reported bullying; “grade” and variables measuring impaired psychosocial “well‐being” of students at school (e.g., feeling of not being popular, negative attitude towards breaks) add significantly to the prediction of self‐reported victimisation. The results are discussed against the background of other study findings, accentuating the significance of gender‐ and age‐specific forms of bullying/victimisation. Aggr. Behav. 32:1–15, 2006. © 2006 Wiley‐Liss, Inc.     

儿童中期攻击行为测评的多质多法分析

以2695名小学三、四年级的儿童(平均年龄 10.06 ± 0.54岁)作为被试, 使用同伴评定、同伴提名和教师评定对这些儿童的三种攻击行为(身体、言语、关系)进行了测评, 采用相关分析与结构方程模型对儿童攻击行为的多质多法数据进行统计处理。多质多法模型的分析结果显示, 三种方法对儿童攻击行为的测评具有一定的会聚效度, 但区分效度较低; 同伴测评儿童攻击行为的有效性优于教师测评, 其中同伴评定的有效性好于同伴提名。     

Taboo Trade-offs: Reactions to Transactions That Transgress the Spheres of Justice

Taboo trade-offs violate deeply held normative intuitions about the integrity, even sanctity, of certain relationships and the moral-political values underlying those relationships. For instance, if asked to estimate the monetary worth of one's children, of one's loyalty to one's country, or of acts of friendship, people find the questions more than merely confusing or cognitively intractable: they find such questions themselves morally offensive. This article draws on Fiske's relational theory and Tetlock's value pluralism model: (a) to identify the conditions under which people are likely to treat trade-offs as taboo; (b) to describe how people collectively deal with trade-offs that become problematic; (c) to specify the conceptual components of moral outrage and the factors that affect the intensity of reactions to various explicit trade-offs; (d) to explore the various strategies that decision-makers—required by resource scarcity and institutional roles to confront taboo trade-offs—use to deflect the wrath of censorious observers; (e) to offer a method of dispute resolution based on pluralism.