艾夫里尔情绪创造研究述评

20世纪90年代,艾夫里尔提出情绪创造概念,认为情绪自身就是创造的产品,为创造力和情绪研究提供了新的视角。情绪创造概念是情绪社会建构理论的直接拓展,新奇、有效和真诚是这种心理社会现象的显著特征。个体差异与文化演变研究的结果表明,情绪创造特征具有个体层面和文化层面上的差异性。情绪创造研究打破了情绪与创造研究的“关系”模式,将来还需要从概念表征层面上进一步探讨情绪创造的实现。     

原始情绪——对基本情绪理论的拓展

基本情绪理论假定在自然界广泛存在着6-8种基本情绪构成所有情绪的基础,然而情绪的社会建构理论否定了情绪的自然属性和整体性.原始情绪理论对基本情绪理论进行了拓展,它将行为准备状态作为情绪产生的基础,有效地解决了基本情绪理论与情绪的社会建构理论之间的矛盾.这是对情绪形成过程的一种大胆假设,丰富和发展了情绪理论.     

大学生情绪选择探析

大学生的情绪波动是比较大的,情绪对大学生的选择有着显著的影响,因此有必要去了解目前大学生的情绪特点,进而基于产生式表示系统来分析大学生的情绪选择过程,明确消极情绪的由来及其影响,这将有助于大学生完成情绪的社会化。     

情绪创造力研究述评

1991年,美国的Averill等人以社会建构理论为基础,提出了情绪创造力（EmotionalCreativity,EC）的概念,认为情绪本身就是创造力的产品,为创造力研究打开了一个新的视角。这里主要从情绪创造力的理论发展评、估标准及其与认知创造力、情绪智力、人格特征的关系进行阐述,探讨情绪创造力的发展趋势。     

情绪与社会能力测评与培养的重要意义

情绪智力理论的问题是将情感性的非认知能力称为智力,而这些能力实际是情感适应机能或自我调节机能,应正确定义为情绪能力.本研究建构了情绪能力的九因子模型.测量结果证实了这一模型的有效性,所编制的情绪能力量表有较好的信度和效度.同时发现情绪能力是学业成绩的一个重要影响因素.研究结果肯定的情绪能力的科学地位,而且对目前存在的偏重认知能力轻视情绪与社会能力的错误认识提供了很好的反驳证据.情绪与社会能力不仅影响学习成绩,而且是适应社会和事业成功的重要条件.     

情绪创造力研究述评

1991年,美国的Averill等人以社会建构理论为基础,提出了情绪创造力(EmotionalCreativity,EC)的概念,认为情绪本身就是创造力的产品,为创造力研究打开了一个新的视角。这里主要从情绪创造力的理论发展评、估标准及其与认知创造力、情绪智力、人格特征的关系进行阐述,探讨情绪创造力的发展趋势。     

情绪对文本信息加工影响的理论述评

情绪和认知是信息加工系统中两个不可分离的部分,个体的情绪总是渗透在认知活动中。纵观情绪与认知从相互独立逐步走向融合研究的道路．其间研究者们对个体的情绪状态和材料内容的情绪性开展了大量的研究,相应的也提出了大量相关理论：促进假说、抑制假说、双加工理论等。各个理论在对情绪和信息加工的关系研究方面有着重要的作用。但它们大多从单一的视角进行探讨,全面性研究有待提高,另外运用科学手段进行整合性和基础性的研究将是未来的一个发展方向。     

网络集体行动认同情绪模型的理论构想

随着微博等网络新媒体的流行,网络集体行动引起了学术界的关注。传统集体行动研究中的相对剥夺、社会认同和资源动员理论,难以捕捉网络集体行动的非利益关联性、表达情绪化等特征。本研究借鉴社会认同和群际情绪理论的基本原理,结合对网络集体行动特点和相关实证研究的分析,提出了网络集体行动的认同情绪模型的理论构想,区分出情境认同和常态认同,分析了情绪评价组合和效能评价指标,指出认同—评价—情绪—行动路径是网络集体行动发生的基本心理过程。该模型对集体行动相关理论和实证研究,以及网络集体行动的应对和管理都具有重要意义。     

在线协作交互文本编码体系的设计与应用——基于情绪交互视角的研究

情绪交互是影响在线协作学习认知、行为和态度的关键因素之一,然而如何分析其效果目前研究者还没有形成统一的认识。研究基于探究社区模型,根据情绪存在相关研究理论,将情绪交互划分为情绪回应、情绪评价和情绪表达三个类别,并结合认知存在、社会存在和教学存在的特点建构了在线协作交互文本编码体系。为了验证该编码体系的有效性,研究以此为分析框架,使用NVIVO和SPSS软件,对相关案例进行内容分析和统计分析。经初步证实发现,该编码体系能全面分析在线协作交互效果,尤其是情绪交互成效,且可操作性强;情绪交互与认知交互、社会交互和教学交互之间相互联系与支持,但认知交互发展不均衡;情绪交互可以有效维持和调节认知交互过程,但缺乏促进高层次认知交互的活动。鉴于此,研究提出了相关建议,以促进认知交互深度和协作学习成效。     

羞愧发展研究述评

羞愧作为一种自我意识情绪,在社会和自我发展中起着重要作用。促进羞愧产生的途径是多样性的。有关羞愧发展的理论和研究表明羞愧在诸如抑郁、攻击、社会焦虑、与免疫有关的健康问题的发展中可能是一个敏感的因素。跨文化研究表明,对羞愧的理解也存在文化上的差异。文章介绍了羞愧的发展理论、羞愧倾向性个体差异的根源研究、羞愧的发展结果等几个方面的研究,在此基础上探讨该领域未来的研究趋势。     

New measures of college selectivity

Institutional averages of entering freshman scores on the Scholastic Aptitude Test (SAT) and the American College Test (ACT) were combined and edited to produce a single institutional measure of selectivity for 2,601 institutions. Older scores were adjusted to reflect decreasing performance over time, and ACT scores were converted to SAT equivalents, resulting in a final measure that reflects 1973 performance levels and is expressed as an SAT Verbal plus Mathematical score (range 400–1,600). Actual scores were available for 1,803 schools; the remaining schools with missing values were given an imputed score based upon means from similar institutions among the 1,803. Correlations between scores from different years and between the final measure and 19 institutional attributes indicated substantial reliability and validity for the selectivity measure.     

Teaching Rationality—Sustained Shared Thinking as a Means for Learning to Navigate the Space of Reasons

Human thought can be characterised as being situated in the ‘space of reasons’. That is to say that human thought is guided by the norms of theoretical and practical rationality which, in turn, enable autonomous thinking. But how do children learn to navigate the space of reasons? Building on the work of Tugendhat and Bakhurst, among others, we argue, first, that this process involves the acquisition of propositional thought and that it is an essentially social one in which both children and adults take an active role. Second, and more specifically, by drawing on Brandom's theory of meaning, we provide a philosophical analysis of empirical findings with respect to the efficacy of ‘Sustained Shared Thinking’ (SST) in early educational settings. We argue that the efficacy of SST is based on its emphasising, modelling and practising those elements of communication that are essential for gaining proficiency in ‘playing the game of giving and asking for reasons’, namely drawing inferences between propositions and concepts and providing justifications for one's assertions. This is achieved by making explicit the inferential relationships between concepts and propositions and by the use of modal and doxastic markers that function as an invitation to a joint search for reasons.     

Turnover of senior faculty in departments of social and physical science and engineering

Given the projected surplus of PhDs over the next 20 years, faculty departures to jobs outside academe could be an important source of new academic jobs. This paper attempts to discern and explain hiring and departure patterns of senior faculty in departments in 12 fields. There was more net hiring in engineering departments than elsewhere and fewer departures from departments in public than in private institutions. The relationship between selectivity and thenet hiring rate of senior faculty was significantly negative and nonlinear. Despite predictions of declining enrollments, departments in the less selective institutions still evidence growth of senior faculty positions. Several explanations of this pattern are offered.     

The heterogeneity of new entrants and the selectivity of higher education institutions: Some results using data from the CHEERS project

This paper attempts to test whether there stillexist differences in selectivity between highereducation institutions. Data from the CHEERS(Careers after Higher Education: a EuropeanResearch Survey) project enables us to describethe differences in institutional selectivity ineach country across different fields. We askthe question: how selective are institutionstoday, particularly in the case of Europe andJapan?. In order to describe the selectivity ofhigher education institutions for each field ineach country, we use the entry grade given byeach graduate in the CHEERS data. Despite thedifferences in the grading references in thedifferent countries, these data can be used toassess the heterogeneity of the selectivity ofeach institution within the fields in eachcountry. To do so, we computed a mean for eachinstitution/department (using all graduatesfrom each institution in the sample). We thencomputed a mean for all the institutions/departmentsand the dispersion coefficient(which was multiplied by a hundred). Countrieswith a low dispersion coefficient appear to behomogeneous in terms of selection across thedifferent institutions, whereas those with ahigh one have institutions clearly moreselective than others. Using the example ofBusiness studies, it can be shown that theselection process of higher educationinstitutions is more or less heterogeneousaccording to countries. Differences betweentypes of institution also explain thedifferences in selectivity between institutionsin some countries but not in others.     

社会主体选择性的多维视角探析

历史唯物主义在坚持历史决定论的基本原则的同时，强调人在社会历史发展中的主体选择性。这种主体选择性具有能动性、创造性和自主性。本在肯定人是社会历史主体的基础上。主要从主体性、必然性、自由性等多维视角对社会历史的主体选择性进行了探析。     

Selectivity in Learning: A Theme in the Application of Whitehead’s Theory of Prehensions to Education

This paper, which is particularly centered on the student’s learning process, is the first half of a detailed study of selectivity in Whitehead’s philosophy of education. Here, by setting forth the analogy between the creative process exhibited in Whitehead’s Theory of Prehensions and the learning process through an interpretation of the term, ‘prehending subject’ as ’learner,’ I argue that selectivity, via ‘negative prehensions,’ is the efficient motive power at work in the process of learning. Various concrete classroom examples of selectivity are alluded to, which lend support to this thesis. With clues from the Aims of Education, by reading the theory of prehensions with some conceptual modifications made for the purposes of education, I present the perspective that, as one side of a logical contrast, Whitehead’s theory of prehensions can be said to be conducive to a critical pedagogy.     

Teaching one thing at a time or several things together? – teachers changing their way of handling the object of learning by being engaged in a theory-based professional learning community in mathematics and science

Twelve lower secondary schoolteachers in mathematics and science were asked to teach a topic of their choice during a lesson that was video-recorded. We were able to analyse 10 of the cases and we found that all of them were similar in one respect: concepts and principles were introduced one at a time, each one followed by examples of the concept or principle in question, apparently to highlight its essential meaning. All the teachers participated in three modified lesson studies with three cycles in four different groups during three semesters. The modified lesson studies were built on a theoretical idea supported by a large number of recent studies. The theory states that new meanings (of concepts and principles, for instance) are learned through engaging with instances of contrasting concepts and principles. The core idea is that new meanings derive from differences, not from sameness. After the three modified lesson studies, the teachers were asked to once again teach the same topic as in the recorded lessons before the lesson studies. The new lessons were also recorded and the analysis showed that there was one thing in common in all cases: all of the 10 teachers dealt with the relevant concepts and principles in relation to each other (i.e. simultaneously) and not one at a time. By thus bringing out the differences between them, their meaning was made possible to grasp for the students. The study lends support to the conjecture that the modified lesson study is a powerful tool for enabling teachers to structure the content of their teaching in accordance with a principle that is more powerful in making learning possible, even if this contradicts their taken-for-granted practice.     

短期生产理论与短期成本理论的教学研究

在西方经济学教学过程中,要做到语境、形和数三位一体,就要引导学生从语意、图形和数学推导这三个维度去把握每个经济学原理。如短期生产理论和短期成本理论的相互关系,短期生产理论可归纳为三个概念、三条曲线、三个点、三个阶段;短期成本理论则有七个概念、七条曲线、七个点。     

Blaschke乘积与Bloch常数关系探讨

Blaschke乘积和Bloch常数是经典函数论中的两个不同概念,各自独立存在.本文探讨了这两个不同概念之间的内在关系,得出了三个定理,这三个定理为应用Blaschke乘积和Bloch常数关系提供了理论根据.     

Video diaries: a tool to investigate sustainability-related learning in threshold spaces

This paper takes as a case study an undergraduate field class from a UK university to rural Uganda. It describes and evaluates the use of video diaries as a tool for investigating the process of transformative learning in the context of education for sustainability. The applicability of threshold concept theory to this learning is investigated. Results show the video diary technique to be much more successful in capturing the development of student learning than written diaries. Despite some practical difficulties, rich data were generated. Analysis demonstrated that learning met three of the five criteria for threshold concepts: the learning was transformative, integrative and troublesome. Further research could test whether the learning in this case study met the threshold concept criterion of irreversibility. Further elaboration of the theoretical relationship between threshold concepts, transformative learning and education for sustainability is also needed. It is concluded that the video diary method is potentially transferable to other educational research contexts and may be particularly suitable for researching learning in threshold spaces.