THE LOVE RACKET: DEFINING LOVE AND AGAPEFOR THE LOVE‐AND‐SCIENCE RESEARCH PROGRAM

Abstract. Scholars of religion and science have generated remarkable scholarship in recent years in their explorations of love. Exactly how scholars involved in this budding field believe that love and science should relate and/or be integrated varies greatly. What they share in common is the belief that issues of love are of paramount importance and that the various scientific disciplines—whether natural, social, or religious—must be brought to bear upon how best to understand love. I briefly introduce the emergence of the love‐and‐science research program and note that scholars have not done well defining what they mean by love. I suggest that the present surge in love scholarship will fail to produce the positive results that it otherwise might if love is not defined well. I provide and defend a definition of love adequate for those doing love‐and‐science research: To love is to act intentionally, in sympathetic response to others (including God), to promote well‐being. To explain better what this simple definition entails, I explore its three main phrases. Love is said to have many forms, but agape is the form to which the love‐and‐science literature most commonly refers. I comment briefly on the debates about how to best understand agape, noting sixteen different definitions proposed by major scholars. I identify weaknesses in many of them and then offer what I argue is a more adequate definition of agape as intentional response to promote well‐being when confronted by that which generates ill‐being. In short, agape repays evil with good. While research on love and science requires much more than adequate definitions, I believe that the definitions I proffer can prove useful in furthering the love‐and‐science research program.     

从心理咨询与治疗的角度看自我

心理咨询和治疗离不开对自我的关注, 精神分析、行为疗法和认知疗法对自我的关注局限于认知或行为层面, 而新兴的正念疗法填补了对自我身体和感受层面关注的空白。具身认知和具身自我实验, 以及认知神经科学研究也证明了身体、感知觉和认知情绪的密切关系, 及其与自我的息息相关。本文在整合已有心理疗法和实验研究的基础上, 提出一种整体观的自我结构, 即自我是理性(符号机能、认知情绪)、感性(非符号机能、感知觉)、身体(生理机能)的综合体, 缺一不可。     

5岁儿童自我面孔的认知特点

具备自我面孔的识别能力是个体发展中的里程碑,以往的研究大多集中于儿童镜像自我面孔认知能力的发生发展,而缺乏对稍微年长儿童自我面孔识别发展特点的研究。本研究采用逐张呈现被试原本照片以及通过Photoshop改变内外部特征的面孔让儿童进行辨认的方法,考察5岁儿童自我面孔识别的特点。结果发现：（1）5岁儿童能正确识别原本的自我整体面孔,但对自我外部特征和内部特征的识别出现了明显的性别差异;（2）大多数5岁儿童认为发型变化的自我面孔不再是自己的,尤其是更换了异性发型的面孔;（3）儿童对自我面孔的眼睛部位更为敏感。     

Young children’s developing conception of knowledge and ignorance: work in progress

When do children acquire an understanding of knowledge and ignorance? We analyzed the early development of children’s spontaneous references to knowing and not knowing and conclude that 2-year-olds talk explicitly and cogently about their own knowledge as well as that of an interlocutor. Two-year-olds also admit their own ignorance. Moreover, consistent with their realization that an informant may know what they do not, 2-year-olds ask many information-seeking questions. Finally, we discuss children’s receptivity and skepticism, especially toward the counterintuitive claims of an adult. We conclude that children’s conception of knowledge and ignorance begins early but undergoes protracted refinement.     

两种认同共存下集体自我的趋向

采用新的研究范式,探讨长期认同和短期认同同时存在条件下的社会认同与群体参照效应,并通过二者的比较来考察两种认同共存下集体自我的趋向。结果表明：在社会身份长期认同和短期认同同时存在的条件下,社会认同与群体参照效应的变化一致,均没有向内群体取向;集体自我对共存的两种认同条件均有趋向;同时验证了文化背景对个体集体自我的影响。     

中学生自尊与主观幸福感:学业自我的中介作用

为探索中学生自尊、学业自我与主观幸福感的关系,随机选取初一到高三学生共592人,用一般自尊量表(SES)、一般学业自我量表(G-ASCS)和主观幸福感量表(SWB)进行调查,结果表明:中学生学业自我是自尊与主观幸福感之间的部分中介,且学业自我的中介作用具有跨样本的一致性和稳定性.鉴于此,中学生积极的学业认知、体验和评价对提高其主观幸福感尤为重要.     

Baring Their Souls in Online Profiles or Not? Religious Self‐Disclosure in Social Media

This study measured the prevalence of religious self‐disclosure in public MySpace profiles that belonged to a subsample of National Study of Youth and Religion (NSYR) wave 3 respondents (N = 560). Personal attributes associated with religious identification as well as the overall quantity of religious self‐disclosures are examined. A majority (62 percent) of profile owners identified their religious affiliations online, although relatively few profile owners (30 percent) said anything about religion outside the religion‐designated field. Most affiliation reports (80 percent) were consistent with the profile owner's reported affiliation on the survey. Religious profile owners disclosed more about religion when they also believed that religion is a public matter or if they evaluated organized religion positively. Evangelical Protestants said more about religion than other respondents. Religiosity, believing that religion is a public matter, and the religiosity of profile owners’ friendship group were all positively associated with religious identification and self‐disclosure.     

Measuring and reducing college students' procrastination

We examined college students' procrastination when studying for weekly in-class quizzes. Two schedules of online practice quiz delivery were compared using a multiple baseline design. When online study material was made available noncontingently, students usually procrastinated. When access to additional study material was contingent on completing previous study material, studying was more evenly distributed. Overall, the mean gain in percentage correct scores on weekly in-class quizzes relative to pretests was greater during contingent access than during noncontingent access conditions.