Predicting Chinese human resource managers' strategic competence: Roles of identity,career variety,organizational support and career adaptability

Based on career construction theory, the predictors of human resource managers' strategic competence in the Chinese context were examined. Results from a survey administered to Chinese HR managers (N = 220) showed that professional identification, career variety and organizational support for strategic human resource management positively predicted Chinese human resource managers' strategic competence. In addition, career adaptability served as a significant mediator for the above relations. The results further showed that the effect of professional identification on career adaptability was stronger among employees who perceived a higher (vs. lower) level of organizational support for strategic human resource management. The corresponding moderated mediation model was also supported such that the indirect effect of professional identification on strategic competence was stronger among employees who perceived a higher (vs. lower) level of organizational support for strategic human resource management. These findings carry implications for career construction theory and human resource managers' career development in China.     

Falling into language life: a montage of pre‐faces in search of a text‐ual body

Clinical work, as all of consciousness, is steeped in and emerges out of language. Language is the medium of our knowing, and knowing the medium of our relating. Language has us; words dream us. For the mythical Navajo as for John of the New Testament, in the Beginning was the Word. Before any kind of distinction of thought, feeling, sensation or intuition comes language – language, not as ‘just words’, but as image. Words are images, and images as encompassing worlds present themselves as and through language. As a determinant of identity, language undermines all cues as to individual subjectivity, Yahweh's ‘I am here’ rendering time and place relative, and subjectivity co‐constituted. This paper is a meditation on language for clinicians in the form that language presents itself, as a meandering flow of consciousness with associations and signposts leading onward.     

聋生“是……的”句的句法意识

聋生在书面语语法学习中遇到极大困难。以"是……的"句为实验材料,使用移动窗口式自步速逐词句子阅读任务进行3项实验研究发现,和既懂手语又懂口语的(听力损失不高于70 d B的)中轻度聋生相比,(听力损失高于70 d B的)重度聋生对句尾助词"的"的句法信息加工尤其困难,他们对"是……的"句的句法意识较弱。本研究对重度聋生的书面语语法教学训练具有重要的心理学指导意义。     

A Norwegian translation of the self–liking and competence scale

Although global self-esteem has historically been assumed to be a unidimensional construct, recent theory and research has challenged this assumption. Instead, it has been suggested that self-esteem might more fruitfully be viewed as a two-dimensional construct composed of: (a) self-liking, based on our perceptions of feedback from our social environment; and (b) self-competence, based on our internal conceptions of success and failure in performing tasks. The Self-Liking and Competence Scale (SLCS) is a self-esteem measure that has recently been developed based on this two-dimensional conceptualization of self-esteem. The purpose of the present research was to validate a Norwegian translation of the SLCS. 372 participants were given a translated version of the SLCS, and the translated scale exhibited psychometric properties similar to those of the original English version of the scale.     

Fact and the Narratives of War: Produced Undecidability in Accounts of Armed Conflict

This paper explores how providing the inferential basis to argue for a range of equally plausible interpretations features as a way of managing issues of accountability in talk about armed confrontation. We examine conversation produced in open-ended interviews with diplomatic representatives of the United States and Great Britain in discussion about those countries' involvement in the Persian Gulf conflict of 1990–91. By providing the inferential basis upon which to argue for a range of equally plausible interpretative scenarios, speakers attend to the potential for any one account to be privileged over another. Further, in speculating upon the relationship between interpretative particulars and the inferential outcome to be drawn for some specific version of events in question, speakers work to establish the parameters of an admissible narrative trajectory with which to account for those events. In so doing, they manage the implications that excluded versions would otherwise make relevant.     

小学四年级学生写作构思技能培养的实验研究

本研究运用心理模拟法创立了写作构思活动模式,并根据心智技能按阶段形成的理论对构思技能进行了分阶段培养。结果表明：①写作构思活动的实践模式可以有效地提高学生的写作构思技能水平,并能进而促进其写作水平的整体提高;②小学四年级学生在写作构思水平上不存在明显的性别差异,男女学生可以同等程度地接受构思技能的培训;③学生原有的写作技能水平和智力水平对于当前的写作活动有明显影响。     

Measuring personality in one minute or less: A 10-item short version of the Big Five Inventory in English and German

To provide a measure of the Big Five for contexts in which participant time is severely limited, we abbreviated the Big Five Inventory (BFI-44) to a 10-item version, the BFI-10. To permit its use in cross-cultural research, the BFI-10 was developed simultaneously in several samples in both English and German. Results focus on the psychometric characteristics of the 2-item scales on the BFI-10, including their part-whole correlations with the BFI-44 scales, retest reliability, structural validity, convergent validity with the NEO-PI-R and its facets, and external validity using peer ratings. Overall, results indicate that the BFI-10 scales retain significant levels of reliability and validity. Thus, reducing the items of the BFI-44 to less than a fourth yielded effect sizes that were lower than those for the full BFI-44 but still sufficient for research settings with truly limited time constraints.     

进化心理学的相关概念、理论与历史

该文概述了达尔文主义、进化生物学与心理学在中国的发展,同时也介绍了与进化心理学相关的概念与基本理论。该文内容包括,Darwin的自然选择理论,Hamilton的种系适宜理论与Trivers的父母投资理论,也包括博弈理论、生活史理论与生态位建构理论     

对中学生的人格建构与学校适应的相关分析

以乔治·凯利(George Kelley)的个人建构理论为基础,采用他发明的角色建构库测验,辅以学生学习适应性测验、压力应对测验并收集学生学习成绩,考察中学生人格建构复杂性与学校适应的关系,研究对象为从初一到高三的512名中学生。结果发现：(1) 中学生人格建构复杂性与学习成绩、学习适应性和压力应对存在显著相关。人格建构复杂性高的学生,学业成绩较好,适应学校生活的能力比较强;人格建构复杂性低的学生易采取“幻想”、“逃避”等消极压力应对方式。(2) 多元分析证明,在同时考虑到年级、性别、学习适应性和人格建构复杂性等因素时,人格建构复杂性对学习成绩的贡献大约为2.8%。(3) 中学生人格建构复杂性通过三种途径对学习成绩产生影响：其一,人格建构复杂性直接影响中学生的学习成绩;其二,以学习适应性为中介间接影响学习成绩;其三,以消极压力应对、学习适应性为中介变量,间接影响学习成绩