Oklahoma's Nonviolent Intermediate Offender Program: A Success in Rehabilitation

In this study, the authors analyzed demographic data on 403 Oklahoma inmates who went through the Regimented Inmate Discipline Program in 1984–1985. Also, a sample of the inmates was interviewed to identify the most supportive components of the program.     

How stable is common sense psychology and can it be transcended? Reply to Valsiner

Common sense is defined as the set of implications that all members of a given culture take for granted. The stability of common sense as a necessary condition for the maintenance of human relationships and societies is emphasized. Changes may and do occur. However, they can only take place in a very slow and piecemeal fashion in order to maintain intelligibility at all times. Transcendence of common sense by scientific psychology is difficult to envisage, since the phenomena studied are structured by that same common sense, and since communication about them also presupposes common sense. llanscendence through direct negation literally makes no sense.     

人类意識的起源和发展

人类意識的起源和发展問題在現代科学中占有重要的地位,哲学的基本問題是意識对存在的关系問題,它如何解决,是唯物主义和唯心主义的根本分界綫。唯物主义者认为物貭是第一性的;意識是第二性的,是物貭长期发展的結果,是派生的。因此,研究人类意識的起源和发展,对馬克思主义哲学是有着重大意义的。 人类意識的起源和发展問題,是心理学的基本理論,它涉及到广泛的科学领域,只有在馬克思主义指导下,心理学联合人类学、考古学、語言学、历史学以及其它許多学科,进行綜合性的研究才能得到解决。现代科学对于这个問題已经积累了相当重要的資料和科学論据。     

SUPERVISORY MENTORING BY ADVISERS: RELATIONSHIPS WITH DOCTORAL STUDENT POTENTIAL, PRODUCTIVITY, AND COMMITMENT

A 2-year, three-panel (T1-T3) longitudinal study of 233 entering Ph.D. students examined the relationships between student potential for mentoring, (i.e., attitudes and objective abilities at entry (T1), mentoring functions used by the faculty adviser (T2,T3), and student research productivity and commitment (T3). Student potential was found to predict the amount of psychosocial mentoring, career mentoring, and research collaboration provided by the adviser. Psychosocial mentoring and collaboration were not related to student productivity or commitment after controlling for the students' entering abilities and attitudes. Career mentoring at T2 was negatively related to the students' affective commitment to their program at T3. Implications for our understanding of mentoring and future research are discussed.