情绪的双重记忆模型与情绪的认知调节

本文通过综合不同情绪的多层模型所构建的理论框架,阐述了情绪的双重记忆模型,展示了情绪和情绪调节在其复杂的交互系统中的运作,表明了情绪和情绪调节对认知各重要领域均具有恢复作用。针对在情绪调节中运行的认知过程不同,系统地考察了连续注意、记忆过程、意识和情绪体验觉察等问题,结合临床应用得出结论,并对未来的研究方向予以了展望。     

We Feel, Therefore We Learn: The Relevance of Affective and Social Neuroscience to Education

ABSTRACT— Recent advances in neuroscience are highlighting connections between emotion, social functioning, and decision making that have the potential to revolutionize our understanding of the role of affect in education. In particular, the neurobiological evidence suggests that the aspects of cognition that we recruit most heavily in schools, namely learning, attention, memory, decision making, and social functioning, are both profoundly affected by and subsumed within the processes of emotion; we call these aspects emotional thought . Moreover, the evidence from brain-damaged patients suggests the hypothesis that emotion-related processes are required for skills and knowledge to be transferred from the structured school environment to real-world decision making because they provide an emotional rudder to guide judgment and action. Taken together, the evidence we present sketches an account of the neurobiological underpinnings of morality, creativity, and culture, all topics of critical importance to education. Our hope is that a better understanding of the neurobiological relationships between these constructs will provide a new basis for innovation in the design of learning environments.     

Social‐Cognitive Development,Ethical and Legal Knowledge,and Ethical Decision Making of Counselor Education Students

Counselors are required to have high levels of social‐cognitive development, significant knowledge regarding ethical and legal practice, and sound ethical decision‐making processes to provide effective and ethical services to their clients. This study investigated the effect of two counseling ethics courses on 64 master's‐level counselor education students' levels of social‐cognitive development, ethical and legal knowledge, and ethical decision making. Students' ethical and legal knowledge scores increased significantly, and precourse social‐cognitive maturity predicted postcourse ethical and legal knowledge scores. Implications for counselor education and development are discussed.     

Situated Learning: Conceptualization and Measurement

A focus on the interaction between cognitive schemas and context in situ has been suggested as fundamental in organizational decision making and information interpretation. Past research suggests that the situation and the social interaction that occur during learning at the cognitive level consist of factors that affect the process, but the research lacks a coherent explanation for how those factors affect it. We propose a conceptualization of learning, termed situated learning, which accounts for these factors. By drawing on situated cognition theory, social learning theory, and the theory of mental models, we identify and measure four components of situated learning, that is, thematic focus, cognitive absorption, social structure, and participation. Among the most important lessons for researchers and practitioners is the need to consider learning as a constellation of the four components instead of an indivisible phenomenon. This perspective can enhance our understanding of cognitive processes, such as information interpretation and decision making.     

关于非理性决策的建构水平理论评述——以最后通牒任务为例

经典经济学理论认为,人类个体是自私且理性的,能够控制自己的非理性冲动,从而实现自我利益的最大化。“经济人”假设受到越来越多的质疑与挑战。新近的认知——情绪双系统理论则将情绪驱动和认知控制置于非理性决策中利益权衡的两端,试图整合性地阐述非理性决策的内部机制。基于双系统理论,目前大多数研究者以建构水平为切入点,探讨决策情境在个体头脑中的表征方式对非理性决策的影响;未来关于非理性决策的研究应致力于探究人们表征决策情境的内在机制及其影响因素,并向应用方向发展,以帮助人们做出理性决策。     

Identity learning: the core process of educational change

The aim of this paper is to offer an additional perspective to the understanding of educational change processes by clarifying the significance of identity learning. Today’s innovations require changes in teachers’ professional identity. Identity learning involves a relation between social‐cognitive construction of new meanings and individual, emotional sense‐making of new experiences. This relationship between cognition and emotion asks for a strong learning environment: the question is whether schools provide these strong learning environments. To answer this question, the paper provides an overview of the existing knowledge about schools as contexts for teacher learning and change. It will become clear that the emotional side of the change process has been overlooked. A model for identity learning is presented, involving both meaning‐giving and sense‐making. Building on this model, it is discussed how school leaders can build strategies for the identity learning of teachers.     

Careership: a sociological theory of career decision making

In the current discourse on the transition from school to work, career decision‐making has a pivotal but paradoxical position. Sociological literature emphasises the dominance of socially‐structured pathways, whilst policy‐making operates on assumptions of individual freedom to choose. In this paper we draw on the work of Pierre Bourdieu to present a new model of career decision‐making, given the shorthand title of ‘careership’. There are three completely integrated dimensions to the model. These are (i) pragmatically rational decision‐making, located in the habitus of the person making the decision; (ii) the interactions with others in the (youth training) field, related to the unequal resources different ‘players’ possess; and (iii) the location of decisions within the partly unpredictable pattern of turning‐points and routines that make up the life course. This model avoids the twin pitfalls of implicit social determinism or of seeing (young) people as completely free agents.     

大学生旅游决策模型及市场开发问题

个体旅游者决策过程,不仅决定着旅游者的旅游行动,同时还决定着旅游者旅游方案和目的地的选择。深入研究旅游者的决策过程、认知趣向及取向等个人偏好方面的选择过程,对旅游理论和实际应用都有非常重要的意义。鉴于大学生群体的社会特殊性,可以排除诸多干扰项对其研究,对个体旅游决策中的趣向一取向问题进行理论和市场开发等方面探讨。     

基于互补判断矩阵的模糊多属性群决策方法

针对属性值为梯形模糊数,属性权重未知,决策者对方案有梯形模糊数互补判断矩阵的模糊多属性群决策问题,提出一种群决策方法.给出了由综合属性值得到方案间相互比较的梯形模糊数互补判断矩阵的转化方法.借助梯形模糊数间距离的顶点法表示,建立模糊规划模型,最小化两类梯形模糊数互补判断矩阵间的偏差.求解模型,得到属性的精确权重.进而根据综合属性值对方案排序.最后给出一个数值例子验证所提方法的有效性.     

Emotion discourse, social cognition, and social skills in children with and without developmental delays

This study examined parent-child emotion discourse, children's independent social information processing, and social skills outcomes in 146 families of 8-year-olds with and without developmental delays. Children's emergent social-cognitive understanding (internal state understanding, perspective taking, and causal reasoning and problem solving) was coded in the context of parent-child conversations about emotion, and children were interviewed separately to assess social problem solving. Mothers, fathers, and teachers reported on children's social skills. The proposed strengths-based model partially accounted for social skills differences between typically developing children and children with delays. A multigroup analysis of the model linking emotion discourse to social skills through children's prosocial problem solving suggested that processes operated similarly for the two groups. Implications for ecologically focused prevention and intervention are discussed.     

Toward an Information-Processing Theory of Client Change in Counseling

A model of the cognitive structures and processes thought to compose the human information-processing system is presented. Possible difficulties in processing information are discussed because these may contribute to client problems and concerns. Recent work in applying understandings, from human information processing to an elucidation of client change in counseling, is reviewed. Information-processing models of client-centered and rational-emotive counseling are constructed that relate counseling skills and strategies employed in these approaches to hypothesized client cognitive changes. An integrated view of client cognitive change in counseling also is presented. Possible directions for research and theorizing in counseling and counselor education from the perspective of human information processing are mentioned briefly.     

浅谈学生情感教育对高职英语课堂的影响

学习心理学认为,学生学习英语的过程,是以学生的整体心理活动为基础的英语认知活动和情智活动不断相互统一的过程。在学习过程中,每个学生个体都具有独特的情感体验。因此,在英语教学过程中要加强学生学习情感的培养与激发,以境激情、以知育情、以情生情、以情优教,从而达到学生对英语的有效学〉--j。     

Exploring presence in online learning through three forms of computer-mediated discourse analysis

This case study examined patterns in online communication using computer-mediated discourse analysis to better understand how teaching presence, social presence, and cognitive presence are manifested in an online learning environment. The findings indicate that study participants actively participated in the discussion. The instructor and facilitators displayed high teaching presence through posting encouraging social words and maintaining a positive emotional tone, which created an open communication environment for student discussion. To promote students’ cognitive development, the acts that their words described included to “inform” and “elaborate” to help students construct knowledge by providing factual information and extending or embellishing upon points made. Students displayed social presence by using more social and positive emotion words, and tone, which signaled that they were satisfied with the discussion. Students’ cognitive presence was manifested through making claims, providing information and elaboration on posted comments.     

Role of age and IQ in emotion understanding in Autism Spectrum Disorder: implications for educational interventions

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterised by impairments in social communication and social cognition. Difficulties in emotion understanding, from emotion recognition to emotion regulation are common features that can affect the inclusion process. One outstanding question is the extent to which age and IQ affect such impairments. The effect of IQ and age on emotion understanding was estimated in 55 children with ASD aged between 5 and 10 and with IQ ranging from 70 to 130. Emotion understanding and non-verbal cognitive ability were assessed, respectively, with the Test of Emotion Comprehension and the Leiter-R scale. The majority of participants scored significantly lower on the TEC compared to the normative sample. Performance compared against norms decreased with age and improved with increasing IQ; children with ‘borderline cognitive functioning’ performed significantly worse than children with ‘normative cognitive functioning’. Emotion understanding skills in children with ASD are affected by cognitive level and age. Implications for educational interventions are discussed.     

Meaning‐making,adult learning and development: a model with implications for practice

Where the meaning of life can be found, and how people make meaning in their lives are age‐old questions pursued by philosophers, clergy, psychologists and educators. More recently, there has been a focus on the role of meaning‐making in learning and development in adulthood. Several writers have proposed that meaning‐making is what adult learning is all about, and a few have explicitly linked meaning‐making activity to development. First reviewed in this article are some of the basic understandings of meaning‐making advanced by classical and contemporary writers. Next, models of cognitive and ego development that directly link with meaning‐making are examined. Finally, a model of the relationship of meaning‐making to learning and development is presented and implications drawn for applying the model to adult education practice.     

Research Design Decisions: An Integrated Quantitative and Qualitative Model for Decision-Making Researchers (You Too Can Be Lord of the Rings)

Questions of data inquiry and analysis process are complicated by bias inherent in the vantage point of decision-making researchers (DMRs)—the individuals responsible for information which will undergird decision making. Can an integrated research model be evolved which allows considerations of acceptable alternatives to preferred research processes which are inherent in researcher bias? The model presented in this paper assists individuals to transcend historic or experiential bias to promote research design choices based on the circumstance and need for the research.     

Creative learning in science education

Conclusion Making sense of the world-including the world of school learning-involves making connections between new and existing experiences. Whether this process is called the construction (Piaget, 1929), the generation (Osborne & Wittrock, 1985) or the creation of meaning, the relation of new experiences to existing understandings, images, experiences, and feelings are essential to the process of learning with understanding. For many years cognitive psychology has focused on the making of logical, sequential, highly structured connections. However, the computer metaphor for human information processing and storage is now being questioned and cognitive psychologists are beginning to explore the new ‘unexplorable’-parallel, holistic, divergent, creative mental processes. In addition, this paper proposes a model of the learning process in terms of reciprocally interactive cognitive, affective, and social variables.     

Emotion and cognition: an intricately bound developmental process

Regulatory aspects of development can best be understood by research that conceptualizes relations between cognition and emotion. The neural mechanisms associated with regulatory processes may be the same as those associated with higher order cognitive processes. Thus, from a developmental cognitive neuroscience perspective, emotion and cognition are dynamically linked and work together to process information and execute action. This article highlights the authors' recent efforts at integrating emotion regulation and cognitive processing during the first year of life by focusing on the methodological criteria outlined by Cole, Martin, and Dennis (this issue), and it discusses the idea that emotion and cognition are an intricately bound developmental process.     

Developmental Dynamics of Emotion and Cognition Processes in Preschoolers

Dynamic relations during the preschool years across processes of control and understanding in the domains of emotion and cognition were examined. Participants were 263 children (42% non‐White) and their mothers who were seen first when the children were 3 years old and again when they were 4. Results indicated dynamic dependence among the processes studied. Specifically, change in cognitive processes of control and understanding were dependent upon initial levels of the other processes. Changes in emotion control and understanding were not predicted by earlier performance in the other processes. Findings are discussed with regard to the constructs of control and understanding and the developmental interrelations among emotion and cognitive processes.     

Modeling emotional,cognitive, and behavioral predictors of peer acceptance

Integrating principles of differential emotions theory and social information-processing theory, this study examined a model of emotional, cognitive, and behavioral predictors of peer acceptance in a sample of 201 early elementary school-age children (mean age = 7 years, 5 months). A path analytic model showed that social skills mediated the effect of emotion knowledge on both same- and opposite-sex social preference, but social skills and verbal ability were more strongly related to opposite-sex peer acceptance. These findings suggest that adaptive social skills constitute a mechanism through which children express their emotion knowledge and achieve peer acceptance. Results also supported findings of previous studies that showed that emotion knowledge mediated the effect of verbal ability on social skills. Findings from the present study have specific implications for emotion-centered prevention programs that aim to improve children's socioemotional competence and enhance the likelihood of peer acceptance.