英汉语“愤怒”情感隐喻的认知对比

情感是人类经验中最中心、最普遍的方面之一。因为人的认知能够影响情感并受情感影响,所以对情感的研究是探索认知的核心之一。通过对英汉语中存在的"愤怒"情感隐喻进行分析,来指出英汉语中的隐喻认知机制在愤怒这一情感方面所存在的共性和差异。     

如何在逻辑学教学中强化情感教育

当前逻辑学教学侧重理性知识的传授和理性能力的开发,忽略学生情绪体验能力和情感表达能力的提升,从而影响了学生的学习积极性,使得教育者苦闷难言,学子们望而却步。从逻辑学与哲学关系的角度对逻辑学教学的价值导向及其关涉的情感教育问题进行分析,论证逻辑学课堂中加强情感教育的必要性与可行性,并在实践基础上提出在逻辑学课堂上强化情感教育的途径,对进一步逻辑学教学改革提出了相关建议。     

如何克服高考紧张情绪

考场怯场是高考大敌，本文主要是从考前、考中、考后三个层面探讨克服考试紧张情绪的方法。     

情绪交互对在线协作学习者知识建构的影响

情绪交互可以在一定程度上决定在线学习者协作知识建构的成效。为了探究情绪交互的网络结构特征及其对在线学习者协作知识建构的影响程度,研究综合采用社会网络分析法和内容分析法,从整体网络视角分析在线协作讨论中情绪交互的网络结构特征,并依据Gunawardena提出的知识建构模型对在线学习者协作知识建构水平进行了分析。研究发现,情绪交互的连通性较低、密度整体不高、中心势偏高,而且在线学习者的协作知识建构总体水平也不高,主要集中于知识分享和知识分析层次。其次,情绪交互密度和中心势不仅与知识协商和知识修改之间存在显著相关关系,而且在一定程度上可以预测在线协作知识建构水平。鉴于此,文章从情绪交互视角提出了提升在线学习者协作知识建构水平的策略。     

基于反思文本的慕课学习情感体验特征分析

慕课作为具有较强体验性特征的教育产品,在为广大学习者提供在线学习机会和优质资源的同时,也带来了独特的情感体验。通过对一门教师教育类慕课前、中、后期与情感体验表达有关的724条学习者反思文本的质性分析,确定了25种积极和消极情感体验,体现了慕课学习情感体验的特有状态,其中,较为常见的有满意、激励、期待、不满、警觉、充实、感兴趣、轻松、高兴、喜欢。从整体情感倾向来看,绝大多数情感体验是积极的,满意、激励与期待三种主要情感体验约占总体的80%,情感体验积极且集中。从课程阶段来看,三个阶段均以积极情感体验为主,前期情感体验表达最为丰富且种类多样,中期的消极情感体验最多。从情感体验指向对象来看,七成指向学习内容,两成指向学习者自身,而指向慕课学习形式、课程资源、学习活动和教师的情感体验相对较少。     

An empirical analysis of behavioral and emotional problems of foster children as related to re-placement in care

Foster care is seen as a temporary service. However, for many children, foster care involves years of long term care. Most professionals feel that if a child must remain in care, the number of foster homes or re-placements the child experiences should be minimized. Evidence suggests that this lack of stability has a detrimental effect on the child's psychosocial development. Even though the research evidence supports the negative impact of re-placement on the foster child, little empirical research has dealt with identification of factors associated with children likely to be re-placed. This article focuses on foster children with behavioral and emotional problems and analyzes the association of these problems with placement stability and continuity. The findings report that children with behavioral and emotional problems are replaced in foster care more often than those children without similar problems.     

试论电子商务的主要行为障碍与程序法律对策

电子商务正日益成为世界经济发展动力和新的增长点。面对电子商务中存在的主要行为障碍，设立网上保险、实现网上侵权救济、制订网络安全运行等程序法律对策已成为我国电子商务立法中的价值和现实选择。     

Owning Your Emotions: Reactions to Expressions of Self- versus Other-Attributed Positive and Negative Emotions

This investigation tested the notion that speakers should own their emotions by using I-messages rather than You-messages when conveying their feelings. In Study 1, hypothetical self-attributed (I) emotion messages were compared to other-attributed (You) messages, with an I-You message added in Study 2. In both studies, the effect of both positive and negative emotion statements on perceived politeness, effectiveness, and emotional reactions were assessed. No differences were found in reactions to the message forms for negative emotions, but both studies provided evidence for differences in respondents' reaction to positive emotional expressions. These results suggest a self-serving bias; recipients do not distinguish between ways of phrasing negative emotions expressed to them, but apparently appreciate being given credit for speakers' positive emotions. Implications for therapists, communication consultants, and practitioners are discussed.     

运动性月经周期紊乱与能量负平衡关系研究

目的：以主客观两种方法调查女运动员运动性月经周期紊乱与能量负平衡的关系。方法：通过问卷对招募的14名受试者进行基本情况调查,同时连续测定一个月经周期晨尿的黄体生成素（LH）值和连续监控5 d的能量摄入与消耗情况。结果：通过主观问卷调查得出的运动性月经周期紊乱发生率（78.6%）与客观尿检LH值的方法得出的运动性月经周期紊乱发生率（92.9%）存在差异。总体能量呈负平衡状态,运动员平均摄入的能量低于平均消耗的能量474.82 kcal,其中,训练日平均摄入的能量低于平均消耗的能量588.86 kcal,休息日平均摄入的能量低于平均消耗的能量18.66 kcal。运动性月经周期紊乱与训练日的能量负平衡相关性较高（r=0.67）。结论：运动员中运动性月经周期紊乱的发生率较高,且存在主客观调查结果不一致的现象。女运动员普遍存在能量负平衡,并且训练日的能量负平衡与运动性月经周期紊乱相关性较高。     

On the Relationship Between Emotional Education and Teaching Effect

Emotional education aims at leading and adjusting students' inner motivation of English learning,which affects students' creative intelligence,cognitive ability and learning efficiency.Emotional education is not only a kind of teaching means,but also teaching purpose,which plays an important role in promoting teaching effect and even decides the success or failure of English teaching.