经验、材料性质及加工水平对虚假记忆的影响

本实验采用DRM研究范式,考察经验、材料性质和加工水平三个方面对虚假记忆的影响。实验首次采用句子的方式呈现,给被试提供符合经验和不符合经验的句子进行学习和再认。实验结果显示,三个因素对虚假记忆的影响都是显著的,其中,经验是导致虚假记忆产生的主导因素,加工深度同经验之间以及材料性质同经验之间的交互作用均存在显著的交互作用。     

类别学习多重系统理论的研究与展望

介绍了国外学者为验证类别学习的多重系统理论所做的行为实验研究及主要结果,包括反馈训练、延迟反馈、反应位置、间断的类别刺激分布等因素对信息整合的类别学习的影响,和数字Stroop任务、序列记忆扫描任务、类别数量等因素对基于规则的类别学习的影响;同时,作者指出了实验中没有很好地解决两种类别结构之间的难度差异等问题,并提出了今后需要进一步研究的课题     

论易学"涪陵学派"的形成、特点与深远影响

形成于两宋交替时代而极盛于南宋的易学"涪陵学派",具有悠久的理学传统、庞大的学术队伍、强烈的爱国感情以及浓厚的地域特色等特点.该学派对我国封建社会后期"程朱理学"的形成起到了承传的作用,对四川特别是涪陵的文化与教育有着极其深远的影响.     

以《易》明"道"的易学史观--郭雍易学史观研究

郭雍是兼山学派的代表人物,学术思想属于程门支流.郭雍秉承义理解易之风,推崇二程、张载而又自成一家.郭雍反对象数派的<河图><洛书>衍生大易的观点.他认为<易>为圣人明道之书.到了春秋时期,大道不行,卜筮成为主流.<易>为包羲、文王、周公、孔子四圣人所作.对"道、象、数"的关系,郭雍提出了自己的看法.郭雍还认为汉代以来,象数之学附会于<易>,圣人之道熄灭无传.直到程颢、程颐、张载三先生发挥易理精奥,圣人之道才得以重现.郭雍的父亲郭忠孝是程颐的学生,郭雍作<郭氏传家易说>的目的就是继承程颐和其父的解<易>传统,阐明圣人之道也.     

池田大作的生命论伦理观——以《生命的尊严》为中心

伦理本源于社会生活,伦理的基础应当是人的生命和生活。池田大作立足于人的生命尊严来阐发幸福,倡导共生的道德风气,对生命的意义给予了新的诠释。     

Swedish adolescents’ experiences of cybervictimization and body-related concerns

The aim of this study was to examine the relationships between cybervictimization and three body-related concerns: body-esteem, self-objectification, and internalization of body ideals. The aim was also to examine these relationships not only to cybervictimization in general but also to appearance-related cybervictimization more specifically. The sample comprised 482 adolescents (233 girls and 247 boys aged 13–15; two participants did not answer the question about gender) from four Swedish schools. The results showed that victims of appearance-related cyberbullying suffered from more body-related concerns: they had a poorer view of their general appearance and of their weight. They also reported more body shame, thin-ideal internalization, and appearance-related pressure from the media. This study shows that cyberbullying that focuses on the victim's appearance is associated with several body-related concerns that have not previously been studied. A novel finding was also that body-related concerns were not related to cyberbullying in general, as has been implied in earlier research, but specifically related to cyberbullying directed at the victim's appearance. The findings suggest that there is a need to include attention to the specific relationships between appearance-related cyberbullying and body-related concerns in future prevention and intervention work.     

Development of a facial-expression database of Chinese Han,Hui and Tibetan people

Recently, cross-cultural facial-expression recognition has become a research hotspot, and a standardised facial-expression material system can significantly help researchers compare and demonstrate the results of other studies. We developed a facial-expression database of Chinese Han, Hui and Tibetan ethnicities. In this study, six basic human facial expressions (and one neutral expression) were collected from 200 Han, 220 Hui and 210 Tibetan participants who lived in these regions. Four experts on each ethnicity evaluated the facial-expression images according to the expressions, and only those achieving inter-rater agreement were retained. Subsequently, 240 raters evaluated these images according to the seven emotions and rated the intensity of the expressions. Consequently, 2980 images were included in the database, including 930 images of Han individuals, 962 images of Hui individuals and 1088 images of Tibetan individuals. In conclusion, the facial-expression database of Chinese Han, Hui and Tibetan people was representative and reliable with a recognition rate of over 60%, making it well-suited for cross-cultural research on emotions.     

Comparing the facets of the big two in global evaluation of self versus other people

The Big Two of agency and communion can be divided into the facets of agency-assertiveness, agency-competence, communion-morality, and communion-warmth. The present research studies how these facets are related to global evaluation of self versus others. In five studies we tested whether self-evaluation is reliably related to agency-assertiveness (H1), and evaluation of others to communion-morality (H2). Participants had to describe themselves (or a specific other person) on the facets and later to rate their self-evaluation (or other-evaluation). Supporting hypotheses, Studies 1, 3, and 4 showed that agency-assertiveness was reliably related to self-evaluation (Study 4: also agency-competence). Studies 2–5 showed that communion-morality was reliably related to evaluation of an acquaintance, but agency-competence (Studies 3 and 5) and communion-warmth (Study 2) were also important. We conclude that supporting H1, agency-assertiveness is particularly important for self-evaluation, whereas partly supporting H2, evaluation of others is associated with communion-morality, but also agency-competence and communion-warmth.     

Anti-Semitism and Islamophobia in the Netherlands: concepts,developments, and backdrops

In recent years, the Netherlands has been frequently confronted with public incidents of anti-Semitism and Islamophobia. After defining the complex concepts of anti-Semitism and Islamophobia, presenting the theoretical approach to these phenomena, and sketching the societal context in which they are embedded, this article describes the development of the numbers of reported expressions of anti-Semitism and Islamophobia in the Netherlands since the turn of the century. It notes that the general level of annual numbers of recorded incidents of the phenomena has increased since 2000 and, at the same time, there are significant fluctuations in the numbers of notified incidents per year. These fluctuations correlate to outbursts of violence in the Middle East and to acts of violence committed in the name of Islam in the West, while the general higher level of incidents of anti-Semitism and Islamophobia relates to numerous and various threats experienced in the context of the Dutch multi-ethnic society, changes in national identity, and trends in globalisation.     

Effects of Share the Keys (STK), a comprehensive,behavioral-based training program for parents and new teen drivers in New Jersey

The New Jersey Graduated Driver License (GDL) restrictions were updated in 2010 with changes that included a more active role of parents monitoring practice driving with their teens. In addition to extending the driving phases, there were new curfew and passenger limit restrictions. Teen drivers were also required to use red decals on license plates to identify themselves as inexperienced drivers. The Division of Highway Traffic Safety had partnered with the Motor Vehicle Commission in the past to produce practice driving guides for parents of teen drivers, but recognized the need to support this type of informational campaign with an educational program for helping parents to understand changes in the GDL and recognize the importance of their role in the GDL monitoring process. In 2010, the New Jersey Parent/Teen Driver Orientation program was developed to educate parents of teen drivers on the new GDL restrictions and Children’s Hospital of Philadelphia (CHOP) findings concerning the importance of parenting roles in teen driver safety. Additional resources were incorporated into the orientation that included the Centers for Disease Control (CDC) community based information and the University of Michigan Transportation Research Institute (UMTRI) parent-teen driver contracts.This community-based training, known as the New Jersey Parent/Teen Driver Orientation was later renamed Share the Keys, and had been developed for the state as a component of the New Jersey Highway Safety grant received by Kean University. The comprehensive program was designed to engage parents, teens, educators, and law enforcement in the teen driving process and help parents to understand how personal parenting styles and engagement may impact teen crash risk and compliance with the GDL restrictions. Local representatives from traffic safety and law enforcement teamed with school officials and driver education teachers to present programs in their communities. The evaluation process was built into the program as a pre-survey administered at the beginning of the session, a post-survey completed directly afterward, and a voluntary follow-up survey completed on line or mailed, beginning six months later.Evidence from the first year showed that parents maintained a significant level of engagement throughout the GDL process with their teen drivers. However, findings did establish the need to further examine why Authoritative parenting styles had declined, especially since this parenting approach was considered in the literature as most effective in reducing teen crash risks. Therefore, the scope of this study was broadened to a three year effort that reached over 2800 parents and investigated behavioral outcomes impacted by Share the Keys. While comparisons made between driving phases and parenting styles had yielded no significant results, changes within parenting style scores were shown to be effective over time. The reported levels of Permissive and Uninvolved parents remained consistent throughout all three driving phases, while Authoritarian parenting peaked during the Probationary phase, and Authoritative parenting was noted as highest once teens earned their license.