心理学中话语分析的立场与方法

研究区分了两种不同的“话语”定义,它们各自引申出一类“话语分析”。最为常见的是话语的描述性定义——“话语是建构某个对象的意义、表征或陈述系统”;另一种是功能性定义——“话语即做事”;“话语即行动”;“话语即实践”。话语分析在心理学中首先是一种研究立场,其次是一类研究方法。作为研究立场,话语分析悬置了心理、人格等传统心理学构念;解构了实证研究的客观性原则;重新调整了心理学的研究目标。作为研究方法,心理学中的话语分析有修辞研究、隐喻研究、叙事研究等多种形式     

目标焦点监控下目标信息的建构与整合

探讨文本阅读过程目标焦点监控下读者对目标信息的建构与整合。采用移动窗口技术,要求被试阅读24篇含有主人公目标的记叙文,设计了子目标未实现、子目标曲折实现或子目标直接实现三种条件,对不同条件下目标启动句阅读时间进行分析。实验1对子目标曲折实现与子目标未实现两种条件下目标启动句阅读时间进行比较,结果表明,曲折实现条件下目标启动句阅读时间长于未实现条件下目标启动句的阅读时间,说明在没有共振的情况下,目标启动句也可以激活先前的目标信息引发目标整合。实验2比较在子目标曲折实现与子目标直接实现条件对目标启动句阅读时间,以探讨在目标焦点条件下是否对相关信息进行追随性建构,结果表明,曲折实现条件下目标启动句阅读时间与直接实现条件下目标启动句的阅读时间差异不显著,说明在目标焦点监控下可以发生阅读信息的追随性建构。本实验结果初步证明,阅读不同文本信息可能会引发不同的信息加工活动,建构主义理论与记忆基础文本加工理论都只是说明了文本阅读信息加工的一个侧面。     

江泽民思想道德教育论

江泽民的思想道德教育思想表现为对党的前代领导人德育思想的明显继承性,鲜明的理论创新性和内涵的丰富性等特色。他把德育纳入“三个代表”的重要内容,作为实现人的全面发展的必要条件,作为特色社会主义精神明建设的重要组成部分,作为以德治国、依法治国的重要措施之一,从而把德育提高到治国和兴国的战略高度。江泽民关于德育的学说,是对中华传统的优秀德育思想的弘扬,是对马克思德育理论的创新与发展。     

The importance of meta-ethics in engineering education

Our shared moral framework is negotiated as part of the social contract. Some elements of that framework are established (tell the truth under oath), but other elements lack an overlapping consensus (just when can an individual lie to protect his or her privacy?). The tidy bits of our accepted moral framework have been codified, becoming the subject of legal rather than ethical consideration. Those elements remaining in the realm of ethics seem fragmented and inconsistent.Yet, our engineering students will need to navigate the broken ground of this complex moral landscape. A minimalist approach would leave our students with formulated dogma—principles of right and wrong such as the National Society for Professional Engineers (NSPE) Code of Ethics for Engineers—but without any insight into the genesis of these principles. A slightly deeper, micro-ethics approach would teach our students to solve ethical problems by applying heuristics—giving our students a rational process to manipulate ethical dilemmas using the same principles simply referenced a priori by dogma. A macro-ethics approach—helping students to inductively construct a posteriori principles from case studies—goes beyond the simple statement or manipulation of principles, but falls short of linking personal moral principles to the larger, social context. Ultimately, it is this social context that requires both the application of ethical principles, and the negotiation of moral values—from an understanding of meta-ethics.The approaches to engineering ethics instruction (dogma, heuristics, case studies, and meta-ethics) can be associated with stages of moral development. If we leave our students with only a dogmatic reaction to ethical dilemmas, they will be dependent on the ethical decisions of others (a denial of their fundamental potential for moral autonomy). Heuristics offers a tool to deal independently with moral questions, but a tool that too frequently reduces to casuistry when rigidly applied to “simplified” dilemmas. Case studies, while providing a context for engineering ethics, can encourage the premature analysis of specific moral conduct rather than the development of broad moral principles—stifling our students’ facility with meta-ethics. Clearly, if a moral sense is developmental, ethics instruction should lead our students from lower to higher stages of moral development.     

Is choice a reliable predictor of choice? A comment on Sagarin and Skowronski

In a recent working paper, Chen (2008) argues that a methodology central to the cognitive dissonance literature (the free-choice paradigm) has suffered from an inability to separately measure how much choices affect people’s preferences, and how much they simply reflect those preferences, by failing to fully control for the fact that subjects tend to choose goods they prefer. Although Sagarin and Skowronski concede this, they discount Chen’s argument, claiming that for revealed preferences to completely account for observed choice-effects the relationship between choice and preference would have to be unrealistically high. In this comment, we argue that their critique both misses the crux of Chen’s analysis, and is incorrect. Specifically, to properly test whether choices affect preferences, it is essential that researchers experimentally control for revealed preferences rather than speculate how much of a role they may play. Moreover, Sagarin and Skowronski’s critique rests on two fundamental errors—a misunderstanding of the function of the null-hypothesis and a misunderstanding of preference-measurement psychometrics. These errors leads Sagarin and Skowronski to suggest alternative experimental designs which while a good first step, do not address the problems identified in Chen (2008).     

Why Euclid’s geometry brooked no doubt: J. H. Lambert on certainty and the existence of models

J. H. Lambert proved important results of what we now think of as non-Euclidean geometries, and gave examples of surfaces satisfying their theorems. I use his philosophical views to explain why he did not think the certainty of Euclidean geometry was threatened by the development of what we regard as alternatives to it. Lambert holds that theories other than Euclid’s fall prey to skeptical doubt. So despite their satisfiability, for him these theories are not equal to Euclid’s in justification. Contrary to recent interpretations, then, Lambert does not conceive of mathematical justification as semantic. According to Lambert, Euclid overcomes doubt by means of postulates. Euclid’s theory thus owes its justification not to the existence of the surfaces that satisfy it, but to the postulates according to which these “models” are constructed. To understand Lambert’s view of postulates and the doubt they answer, I examine his criticism of Christian Wolff’s views. I argue that Lambert’s view reflects insight into traditional mathematical practice and has value as a foil for contemporary, model-theoretic, views of justification.     

Methodological considerations in developing measures of HIV risk-relevant behaviors and attitudes: An empirical illustration

Abstract

This paper describes the pilot testing of a survey designed to assess the prevalence of HIV exposure risk-relevant behaviors and associated attitudes, beliefs and knowledge in a heterogeneous, ethnically diverse, sexually active population (the US Army). The specific objectives for the pilot test were to: (1) define optimal survey question formats for behavioral and attitude items; (2) identify questions that were poorly worded or that would not contribute to the overall objectives of the survey; (3) assess the extent to which respondents could accurately follow instructions; (4) identify appropriate and culturally relevant terminology for sensitive items; (5) determine the appropriate timeframe for recall of simple and complex sexual behaviors; (6) assess the degree of respondent honesty and belief in the anonymity of the survey results.     

Theoretical Orientation and Therapists' Attitudes to Important Components of Therapy: A Study Based on the Valuable Elements in Psychotherapy Questionnaire

The authors describe the inception and subsequent testing of a questionnaire on attitudes regarding how psychotherapy ought to be pursued: the Valuable Elements in Psychotherapy Questionnaire (VEP-Q). A sample of 416 Swedish therapists (161 psychodynamic, 93 cognitive, 95 cognitive behavioral, and 67 integrative/eclectic) responded to the 17-item VEP-Q. A factor analysis of these items resulted in three subscales: PDT, CBT, and Common Factor, as validated by analyses of covariance. The internal consistency and test–retest reliability of the scales were excellent. In addition to theoretical orientation, variables such as gender and basic professional training influenced how respondents answered the VEP-Q. The authors conclude that the VEP-Q seems to be an appropriate instrument for describing similarities as well as differences among practitioners of various schools of psychotherapy.     

Choosing the Appropriate Design and Analysis of a Research Project

It is extremely important that the proper mental planning of a research project is considered before the data collection ever begins. Otherwise, problems may be encountered after the data have been collected and it may then be too late to correct them. This paper will explain some of the important considerations necessary in choosing an adequate design and analysis for a research project.     

Introduction

These papers were presented at the 7(th) meeting between Freudian and Jungian analysts held at the Montreal Congress of the International Association of Analytical Psychology (IAAP) in August 2010. The introduction describes the history and themes of previous meetings and discusses the choice of theme for the Montreal meeting. Both primal phantasies and archetypes imply a structural approach to psychological function but in different theoretical terms. These theoretical differences may also be emblematic of clinical differences between a focus on the sexual aspects of infancy in the Freudian tradition and a focus on ongoing emergence and transformation towards a goal of self-becoming in the Jungian tradition. The discussion aimed to test these hypotheses through the presentation of a single case history by Joseph Cambray (IAAP, USA), followed by commentaries from Eduardo Gastelumendi (IPA, Peru) and Verena Kast (IAAP, Switzerland).