Attitudes Toward Affirmative Action as a Function of Racial Identity Among African American College Students

Variations in support for affirmative action were assessed in a sample of 181 African American college students in Massachusetts. These students generally endorsed affirmative action, and endorsement varied positively as a function of the belief that one had personally benefited from affirmative action. Aspects of racial identity, indexed by the Multidimensional Inventory of Black Identity, also predicted variations in attitudes toward affirmative action, over and above background factors and personal benefit. Consistent with realistic group conflict theory, the most influential aspects of identity were centrality (i.e., the degree to which group identity is central to personal identity), private regard (i.e., pride in the group), and an oppressed minority ideology (i.e., a viewpoint that emphasizes the similarities between African Americans and other oppressed groups).     

先秦诸子学说对中国现代能源资源战略的启示

当代中国在经济发展的压力之下,用牺牲自然资源来获取经济增长,这无疑是最简捷的途径,但资源的有限性则约束了利用资源的质量、数量以及时空范围。中国先秦时代,诸子百家的许多论断就闪现了对资源合理利用的认识,用这些理念反观当今科学发展观视角下的能源资源战略,仍具有鲜明的借鉴意义和历史价值。     

《周易》与类比推理

中国古代无逻辑的观点源自逻辑一元论。本文认为,人类思维形式的多样性决定了逻辑的多元性。人类对思维形式的认识,还处于初期阶段;随着人类认识活动的不断发展,新的思维形式还会层出不穷。由于文化背景的差异,不同地区的人对思维形式的选择不尽相同。西方人注重演绎,中国人注重类比。《周易》就是一个属于类比性质的符号推理系统,一直规范影响着中国人的思维活动。华夏民族将象形文字发展为象意文字,决定了"以象尽意"的《周易》符号推理系统的形成。中国人注重体悟自然、追寻智慧的求道精神,是《周易》推理系统得以千年传承的哲学基础。类比推理是中国文化发展的必然选择,也是中国文化继往开来的主要思维方式。     

Supportive interventions and nonsymbolic mental functioning

The author aims to show how supportive interventions are the analyst's most relevant therapeutic means to helping patients with a feeble symbolic system transform nonsymbolic episodes and reestablish symbolic mental functioning. Symbolic and nonsymbolic modes of mental functioning are first outlined. Supportive interventions are redefined as an analyst's effort at improving a patient's nonsymbolic mental functioning, by using principally pragmatic or interactive aspects of communication to deal with her or his patient's nonsymbolic in-session experiences. These interventions are psychoanalytic when transference focused, in so far as they foster the symbolization and transformation of more primitive (nonsymbolic) layers of the transference. Some probable mechanisms underlying the effect of supportive interventions on nonsymbolic functioning include the modification of mental procedures. Supportive interventions also help restore symbolic mental elaboration through the gratification of a basic ego or self-need, bringing about a temporary relief from psychic pain, with increased affect tolerance and a renewed capacity to use symbols. This soothing effect accounts for a missing link in Bion's model of the elaborative effect of the analyst's reverie.     

Relation between self‐knowledge reference and self‐monitoring of emotional state1

Abstract: We used a task facilitation paradigm to examine whether self‐knowledge reference and self‐monitoring have a functional relationship. Eighteen participants performed a series of tasks: self‐knowledge reference, evaluation, self‐monitoring, and semantic. Responses on the self‐knowledge reference task were faster when the previous task was self‐monitoring rather than semantic. However, responses on the self‐monitoring task were similar regardless of whether it was preceded by the self‐knowledge reference task or the evaluation task. Our results suggest that self‐monitoring induces self‐knowledge reference.     

The alchemy of training

Abstract: Training in Zurich has its own special character but also is marked by the very fact that it is in Zurich. Zurich radiates its own distinct energy and carries a specific historical significance in the world of analytical psychology. This, like all things with psychic energy, has a spectrum of meaning. This spectrum, as well as the ‘spirit’ of the place, will be critically examined, taking into account the ‘blessings’ and ‘curses’ of such genius loci. Training in Zurich is experientially based and is first and foremost an initiation: an initiation into symbolic life, or rather life where symbol plays an important role. Training is understood to involve a transformation of one's self, much like the 8^th century alchemist Morienus Romanus understood the opus as a ‘human transformation system’. It is not merely an education. The requirement of ‘immersion’ is core to the experience of becoming an analyst in Zurich and this sets up a valuable discomfort between rational intellectual learning and intuitive experience, between knowing and not‐knowing. How does this dis‐serve the making of an analyst? What is implicit in this immersion and its discomfort? Does it have a role in today's emphasis on clinical and empirical training? Does Zurich still offer something unique and valuable in the world of training, or is it passé? From these questions, the dichotomy of what is ‘urgent’ and ‘essential’ in training will be examined.     

Timing, remembering, and discrimination

Four pigeons were first trained in a timing procedure. In one condition, each trial began with the presentation of an X on the center key, followed by a delay (short or long), after which two side keys were lit. If the delay was short, pecks to the red side key were reinforced. If the delay was long, pecks to the green side key were reinforced. In a second condition, the opposite contingencies applied following presentation of a square on the center key. Choice responses were then tested at 10 time intervals ranging from short to long (1 to 4 s and 4 to 7 s in different conditions). The two timing conditions were combined to create a remembering condition in which correct responding depended upon discrimination of both the sample stimulus (X or square) and the delay interval (short or long). Choices varied systematically across delay in timing conditions, but in remembering conditions, accurate choice at the training delays did not initially generalize to intermediate delays. However, with prolonged training in the remembering task, the response pattern began to resemble that of the timing conditions. Generalization gradients were asymmetrical, in accordance with Weber's Law, in that greater generalization occurred with longer delays than with shorter delays.     

Intrahippocampal administration of A beta(1-40) impairs spatial learning and memory in hyperglycemic mice

Age-related neurodegenerative dementia, particularly Alzheimer's disease (AD), may be exacerbated by several interacting risk factors including genetic predisposition, beta amyloid (A beta) protein accumulation, environmental toxins, head trauma, and abnormal glycolytic metabolism. We examined the spatial learning and memory effects of A beta(1-40) administration on hyperglycemic mice by their performance in the Morris water maze. Chronic hyperglycemia was induced in male C57BL/6J mice to mimic diabetes mellitus by intraperitoneal injection of streptozotocin (STZ), which specifically destroys pancreatic beta-islet cells. Ten days after STZ treatment, intrahippocampal infusion of vehicle, monomer, or oligomer A beta(1-40) was given to these hyperglycemic mice. Our results demonstrate that in comparison with vehicle or monomer A beta(1-40), oligomer A beta(1-40) induced significant deficits of spatial learning and memory in hyperglycemic mice. Apoptotic signals were identified in the CA1 and dentate gyrus of hippocampus in hyperglycemic mice. A beta accumulation, oxidative stress, and apoptosis in the CA1 region were more intensive in hyperglycemic mice than that in normoglycemic mice after acute treatment with oligomer A beta(1-40) peptide treatment. These results indicate that CA1 apoptosis was enhanced by oxidative stress resulting from accumulation of A beta. Considered together, these findings suggest that hyperglycemic mice are more vulnerable to the A beta-induced-oxidative stress than normal subjects. We therefore propose that A beta accumulation would be enhanced by hyperglycemia, and the oxidative stress caused by A beta accumulation would in turn enhance the AD symptoms.     

The Mediating Role of Information Search in the Relationship Between Prejudice and Voting Behavior

Evidence on the extent to which prejudice serves as a barrier to black and Latino candidates for office is mixed. Some research has found that black and Latino candidates are disadvantaged in terms of their chances of winning election and that they are evaluated differently by voters, while other findings suggest that this may not be the case. This article examines the effects of racial prejudice on candidate evaluation and voting behavior. It uses a unique experimental design to test for direct effects of prejudice on candidate evaluation and voting behavior, as well as indirect effects of prejudice on these variables via the information that subjects seek out. I find that subjects higher in symbolic racism are less likely to vote “correctly” when their preferences most closely align with a black or Latino candidate and that they rate minority candidates more negatively than their white counterparts. I also find that subjects high in prejudice search for less information about minority candidates and that this less robust information search mediates the relationship between prejudice and candidate evaluation and vote measures. Results also suggest that increased information search may mitigate the effects of prejudice on correct voting.     

数学焦虑影响儿童的数量表征:认知抑制的调节作用

为了考察数学焦虑对儿童数量表征表现的可能影响及认知抑制的潜在调节作用,选取70名小学三年级儿童（高焦虑组36人,低焦虑组34人）为被试,在对抑制条件进行操控的情况下,要求其完成符号、非符号数量表征任务。结果发现,被试在两种数量表征任务中均出现距离效应,与符号数量比较任务相比,高焦虑组在非符号数量比较任务中的正确率显著低于低焦虑组,且高焦虑组表现出了更强的距离效应。鉴于非符号数量比较任务更能反映出个体近似数量系统（ANS）的敏锐性,上述结果意味着高数学焦虑儿童的数量表征更不精确,其在相对复杂问题上较差的表现或许源于基本数量能力缺陷。本研究还发现认知抑制能够调节数学焦虑对个体非符号数量表征的影响,抑制条件下高低焦虑组儿童在正确率指标上的差异大于非抑制条件,抑制条件的设置提高了个体对工作记忆资源的需求,此时焦虑情绪对认知资源的消耗会造成任务所需资源的不足,进而削弱高焦虑个体的认知效用。