乐观者与悲观者

乐观者在每次危难中都看到了机会,而悲观的人在每个机会中都看到了危难。父亲欲对一对孪生兄弟作"性格改造",因为其中一个过分乐观,而另一     

乐观者与悲观者

一对孪生兄弟的性格完全不同,哥哥整天奔跑嬉戏,十分乐观;而弟弟则总是愁眉苦脸,很少看见他高兴。父亲为两个弟兄性格的不同发愁,决定改造他们的性格。     

乐观者与悲观者的差别

<正>乐观者与悲观者在争论三个问题。第一个问题:希望是什么?悲观者说:是地平线,就算看得到,也永远走不到。乐观者说:是启明星,能告诉人们曙光就在前面。第二个问题:风是什么?悲观者说:是浪的帮凶,能把你埋葬在大海深处。乐观者说:是帆的伙伴,能把你送到胜利的彼岸。第三个问题:生命是不是花?悲观者说:是又怎样,开败了也就没了。乐观者说:不,它能留下甘甜的果实。突然,天上传来一个声音,也问了三个问题。     

乐观者并不比悲观者更健康

<正>"如果你认为你自己每次都会赢,那你只会失望。如果你小心翼翼,并且做了该做的事情,就会意外地获得正面结果。"英国最著名的赛马训练师纳特如是说,他更相信悲观。近日,有英国媒体报道了有关悲观性格优势的一系列研究。研究表明,悲观一点不仅可以未雨绸缪,有利于作出正确决策,还可以适应困难环境。     

《乐观者的女儿》中的诗意写作

《乐观者的女儿》中充满诗意的象征类意象,诗意的抒情以及诗意的意识流写作技法,创作了一个美丽的充满诗意的世界。《乐观者的女儿》的诗意写作使这部小说具有独特的美学意义。     

大学生压力事件、情绪反应及应对方式——基于武汉高校的问卷调查

对武汉4所高校724名本科生经历的压力事件、情绪反应及应对方式的调查结果表明:大学生经历压力事件的频率与其日常生活密切相关,且多数是持久性压力事件;大学生在压力情境下以消极情绪体验为主,但也有动力性的积极情绪;大学生在压力情境下主要以情绪应对方式为主。为此,大学生心理健康教育工作者应关注大学生日常生活中的消耗性事件,重视积极情绪在压力应对中的作用,发挥情绪应对策略的积极功能,并引导大学生尽量避免使用非健康的压力应对策略。     

《乐观者的女儿》中的饮食书写、性别政治与地域道德

饮食书写是美国南方文学的标志性特征之一。与饮食相关的意象和场景在尤多拉·韦尔蒂的长篇小说《乐观者的女儿》中占据十分重要的位置,其中最突出的是麦凯尔瓦法官的葬礼筵席以及贝基的菜谱和揉面板。如果将社区精神和孝道伦理作为情感参照,读者便能更加深切地理解劳雷尔在小说结尾做出的选择:烧掉母亲的菜谱、放弃镌刻着亲情的揉面板、离开充满回忆的老家。藉由这部具有浓厚自传色彩的作品,韦尔蒂深刻反思了20世纪中期美国南方的性别政治和地域道德。     

高校突发事件中学生情绪反应及其诉求形式探析

高校的稳定事关社会的稳定,高校的稳定在一定意义上是学生的稳定。影响高校不稳定的各种事端,说到底是映射到生活其中的学生的情绪反应对其诉求表达的选择。了解高校不稳定事端的诱因及不稳定事端中的学生情绪反应及其诉求表达形式,以正确疏导和引导学生情绪。     

《乐观者的女儿》中南方神话的构建与消解

受美国南方独特的历史文化影响,南方作家总是在他们的作品中,构建出一个带有神秘色彩的"南方神话"。作为"南方文艺复兴"的第二代作家,尤多拉·韦尔蒂在她的最后一部作品《乐观者的女儿》中描写了女儿劳雷尔由沉溺于过去的神话到自我意识的觉醒的过程,消解了"南方神话",实现了过去与现在的和解。     

The Relationship between Performances on Examinations and Emotional Responses

This study investigated the nature of elementary teachers’ priorities of behaviorally stated objectives of instruction and the practice of these priorities in the classroom. Thirty teachers, representing six school districts, were administered a 100-item structured Q-sort comprised of five theoretical categories; low cognitive, high cognitive, tool-skill, affective-personal, and affective-interactive. Statistical analyses revealed that twenty-two teachers ranked either the affective or high cognitive categories as most important. When these findings were correlated to classroom practice, no significant correlation, (r -. 150) was found between those objective teachers ranked as most important and those they practiced. The study seemed to demonstrate that although teachers did have priorities of instruction, they did not translate these priorities into their classroom practice.     

A Matter of Time: Emotional Responses to Timed Mathematics Tests

This study examines the emotional responses of three individuals to timed mathematics tests. We examine the emotional responses of two adult women who look back to timed skills-tests in elementary school and the emotional response of a grade-three girl currently taking timed skills-tests. To interpret the individual reactions, we use a non-Newtonian view of time and draw on Mandler's insights into the nature of emotional responses. We examine the implications of these emotional responses for equitable assessment practices.This revised version was published online in September 2005 with corrections to the Cover Date.     

Positive Emotional Responses to Hybridised Writing about a Socio-Scientific Issue

In order to understand better the role of affect in learning about socio-scientific issues (SSI), this study investigated Year 12 students’ emotional arousal as they participated in an online writing-to-learn science project about the socio-scientific issue of biosecurity. Students wrote a series of hybridised scientific narratives, or BioStories, that integrate scientific information about biosecurity with narrative storylines, and uploaded these to a dedicated website. Throughout their participation in the project, students recorded their emotional responses to the various activities (N = 50). Four case students were also video recorded during selected science lessons as they researched, composed and uploaded their BioStories for peer review. Analysis of these data, as well as interview data obtained from the case students, revealed that pride, strength, determination, interest and alertness were among the positive emotions most strongly elicited by the project. These emotions reflected students’ interest in learning about a new socio-scientific issue, and their enhanced feelings of self-efficacy in successfully writing hybridised scientific narratives in science. The results of this study suggest that the elicitation of positive emotional responses as students engage in hybridised writing about SSI with strong links to environmental education, such as biosecurity, can be valuable in engaging students in education for sustainability.     

Classifying Prosocial Behavior: Children's Responses to Instrumental Need,Emotional Distress,and Material Desire

This study investigates the diversity of early prosocial behavior by examining the ability of ninety‐five 2‐ to 4‐year‐olds to provide aid to an adult experimenter displaying instrumental need, emotional distress, and material desire. Children provided appropriate aid in response to each of these cues with high consistency over multiple trials. In contrast to the consistency with which the children provided aid within each task, there were no cross‐task correlations, and the tendency to respond to each of the cues revealed unique developmental trajectories. Taken together, these results provide preliminary support for the importance of examining the cues to which children are responding and of differentiating between varieties of aid when considering the development of prosocial behavior.     

Identifying Disengaged Survey Responses: New Evidence Using Response Time Metadata

Disengaged responding is a phenomenon that often biases observed scores from achievement tests and surveys in practically and statistically significant ways. This problem has led to the development of methods to detect and correct for disengaged responses on both achievement test and survey scores. One major disadvantage when trying to detect disengaged responses on surveys is that, unlike on achievement tests, there are no correct answers. As a result, validating decision rules for detection methods is problematic. In this study, we condition results from a variety of detection methods used to identify disengaged survey responses on response times. We then show how this conditional approach may be useful in identifying where to set response time thresholds for survey items, as well as in avoiding misclassification when using other detection methods.     

红树植物对低光照水平的生长及生理生态响应研究进展

一般低光照水平对植物生长的影响是不利的。这些不利的影响也体现在生长于热带、亚热带潮间带的红树植物身上。低光照水平下红树植物的繁殖体萌发受到影响,依受体植物的不同,这种影响既有促进作用亦有抑制作用。生理生态方面的响应包括植株的光合速率下降、植物生长激素分泌增加,从而引起植物个体生长发育方面的茎高生长增加但生物量下降。由于幼苗生长受到抑制,以及捕食者的数量增加和活跃化,低光照水平导致红树植物群落的更新和演替也同样受到抑制。虽然低光照水平在个体、种群和群落水平上对红树植物产生的影响大部分是不利的,但深入探究红树植物对低光照水平的生长及生理生态响应,可以为红树林的育苗、造林和演替阶段研究提供有益的参考。     

Infants' Responses to Facial and Vocal Emotional Signals in a Social Referencing Paradigm

The independent effects of facial and vocal emotional signals and of positive and negative signals on infant behavior were investigated in a novel toy social referencing paradigm. 90 12-month-old infants and their mothers were assigned to an expression condition (neutral, happy, or fear) nested within a modality condition (face-only or voice-only). Each infant participated in 3 trials: a baseline trial, an expression trial, and a final positive trial. We found that fearful vocal emotional signals, when presented without facial signals, were sufficient to elicit appropriate behavior regulation. Infants in the fear-voice condition looked at their mothers longer, showed less toy proximity, and tended to show more negative affect than infants in the neutral-voice condition. Happy vocal signals did not elicit differential responding. The infants' sex was a factor in the few effects that were found for infants' responses to facial emotional signals.     

不同苜蓿品种幼苗对干旱胁迫的生理响应

目的:确定干旱条件下紫花苜蓿的抗旱能力及其生理机制。方法:于2016年在安徽凤阳以金皇后、阿尔冈金、苜蓿王、超人和德宝5个品种为材料进行盆栽试验,调查了干旱处理前后不同紫花苜蓿品种幼苗的植株形态变化,测定了植株样品中的可溶性糖含量、游离脯氨酸含量、丙二醛含量和过氧化氢酶活性等生理指标,比较了不同紫花苜蓿品种的抗旱指数。结果:干旱处理后植株株高和鲜质量显著降低了13%~32%,体内生理指标则显著增加了12%~130%。结论:金皇后和阿尔冈金抗旱能力较强,另三个品种抗旱能力较弱。抗旱力强的品种在干旱处理后可溶性糖含量、游离脯氨酸含量、过氧化氢酶活性增加更多,而抗旱力弱的品种丙二醛含量更高。     

The Relations of Children's Emotion Regulation to Their Vicarious Emotional Responses and Comforting Behaviors

The purpose of the present study was to examine the relations of children's emotional and behavioral regulation (as indexed by heart rate variability and coping styles) to their emotional and prosocial responses to a crying infant. Kindergarten and second-grade children's vicarious emotional responses (e.g., facial reactions and heart rate slope) and comforting behaviors were recorded while children heard a crying infant. The mothers of these children completed a measure designed to assess their children's coping responses when exposed to others in distress. It was found that children who were able to regulate their arousal (as assessed with heart rate variance) and typically responded instrumentally when exposed to others' needy states and conditions were relatively unlikely to become distressed and relatively likely to talk to and comfort the crying infant. Compared to boys, girls were found to be more responsive to the crying infant and were reported to engage in more direct, active coping responses when exposed to others in distress. The results are discussed in relation to research on emotion regulation and coping in interpersonal contexts.