大学生成就动机、性格特征、控制点与自信关系的研究

本研究将成就动机、性格特征及内外控倾向三因素综合起来加以考察 ,探讨它们对大学生自信人格的影响作用及影响路径 ,从而揭示出四种人格特征之间的内在关系 ,2 3 5名大学生参加了测试。结果表明 :大学生成就动机、性格特征、内外控和自信等四种人格特征之间存在不同程度的相关 ;成就动机、内外控倾向和性别等主要变量对大学生自信有显著预测作用 ;成就动机和控制点对大学生自信具有直接效应 ,控制点和性格特征对自信具有间接效应     

The Biology of Morality

Abstract. The morality of human beings, defined here as our ability to determine whether our actions are right or wrong, depends not just on following rules but also on understanding the impact of our actions on another person. How we understand the impact of our actions on another person depends on our state of consciousness, which is mediated by our brain and nervous system. We describe how we understand our morality to flow naturally from the biological state we are living in and how we see our biology and our morality as mutually interactive. A change in one changes the other. Another way of saying this is that changing either our morality or our biology changes both—changes who we are and what we do.     

Some Must Die

The transplantation and procurement of human organs has become almost routine in American society. Yet, organ transplantation raises difficult ethical and psychosocial issues in the context of “controlled” death, including the blurring of boundaries between life and death, self and other, healing and harming, and killing and letting die. These issues are explored in the context of the actual experiences of organ donors and recipients, brain death, the introduction of non‐heartbeating donor protocols, and the increasing reliance on living donors. The author draws on a thematic analysis of the way that organ transplantation is presented in the media, films, and science fiction and on his clinical experience as a psychiatrist working with transplant patients, their families, and the nurses and physicians who care for them.     

理性情绪教育对提高学生心理健康的作用研究

目的:探讨理性情绪教育在提升学生自我概念,增进情绪稳定性,促进心理健康方面的有效性.方法:选取丽水市花园中学初二年级学生92人(实验班46人,对照班46人),对实验班进行一个学期(18周)的理性情绪教育,对照班不接受理性情绪教育.用自行设计的理情教育教材对实验班学生进行每周一课时的干预.最后用SCL-90量表、田纳西自我概念量表和艾森克情绪稳定性量表进行评定.结果:理性情绪教育对提升学生的自我概念、情绪稳定性和增进学生心理健康方面有良好的促进作用;理性情绪教育十分适合成长中青少年的需要.     

Understanding response patterns in dyadic conflict: An interactive approach combining self‐construal and opponent's dominance‐submissiveness

Previous works on the effect of self‐construal in interpersonal behaviours tend to adopt a main effect approach. The present research proposes an interactive approach in understanding two response patterns in dyadic conflict by combining self‐construal and the stance of the opponent. Independent self‐construal was hypothesised to be associated with a self‐centred pattern of conflict response, which is characterised by taking contending responses regardless of whether the stance of the opponent is dominant or submissive. Relational self‐construal was hypothesised to be associated with a tuning‐in pattern of conflict response, which is characterised by showing contending responses when the opponent is submissive but yielding responses when the opponent is dominant. With trait self‐construal measured and opponent's stance manipulated, Study 1 provided initial support for the hypotheses. Study 2 showed a three‐way interaction effect between trait self‐construal, manipulated self‐construal and the opponent's stance on actual conflict responses during discussion of a scenario. The effect of self‐construal manipulation was only observed among people who were low in trait independent self‐construal and average in trait relational self‐construal. The results pinpoint the importance of considering personal and opponent factors simultaneously in understanding the dynamics of dyadic conflict processes.     

Hume's Dispositional Account of the Self

This paper will argue that Hume's notion of the self in Book 2 of the Treatise seems subject to two constraints. First, it should be a succession of perceptions [THN 2.2.1.2, 2.1.2.3]. Second, it should be durable in virtue of the roles that it plays with regard to pride and humility, as well as to normativity. However, I argue that these two constraints are in tension, since our perceptions are too transient to play these roles. I argue that this notion of self should be characterized as a bundle of dispositions to our perceptions, such that these dispositions are durable and counterfactual-supporting. I argue that Hume confused his ‘philosophical’ notion of dispositions, as nothing above and beyond their effects, with the thicker notion of dispositions to which the passions respond—which explains his mistaken commitment to the durability constraint.     

CLINICAL WINNICOTT: TRAVELING A REVOLUTIONARY ROAD

The author contends that, contrary to the usual perception that Winnicott followed a linear progression “through pediatrics to psychoanalysis,” Winnicott's vision was always a psychoanalytic one, even during his early pediatric work. His place in the development of psychoanalytic theory is highlighted, and the author discusses such key Winnicottian concepts as transitional space, the false self, and the use of the object. Winnicott's unique approach to the form and value of analytic interpretation is particularly emphasized, and his thoughts on the treatment of depression are also addressed, as well as his distinction between regression and withdrawal. Included is a summary of convergences and divergences between Winnicott's thinking and that of Bion.