国外关于书面情感表露的研究综述

大量文献证明，情感的表露有助于个体的心理健康。然而，在大多数传统的心理治疗理论中，关于情感表露的研究主要集中在思想或感觉的口头表达上。然而，对于个体来说，并不是所有的情感都可以通过口头表露表达出来的，有些情感需要通过书面的形式表露。近来，国外一些关于个体情感经历的书面表露的研究表明，情感的书面表露对个体的心理和生理健康都有益处。本文总结了国外书面情感表露研究的基本范式和研究成果，讨论了记录的效果的机制及影响表露效果的因素问题。有关其隐含的理论还有待进一步探讨。     

口头写作学引论

(一) 口头写作学是写作学的一个分支学科。什么叫口头写作?拿叶圣老的话来说,就是“用口来写”。我们也把它叫做“口写”或“口述”。广义的口头写作就是口头表达(说),这里不谈。写作是运用写作思维和写作规律的语言表达活动,它不应该只限于书面和笔头。因为不论口头还是书面对于写作的思维活动是完全一样的,口占与笔咏都是诗;讲话、讲话录音、讲话记录与书面讲话并没有本质上的不同,文字在这里不过是符号而已。至     

依恋理论视域下家庭暴力受害儿童研究综述

依恋理论是理解和解释个体与亲密他人建立的情感纽带关系如何影响个体对内部和外部世界认知和情感调节的重要理论，已被广泛验证和应用于诸多研究领域，但关于家庭暴力给受害儿童带来消极影响的研究仍十分有限。本文从家庭暴力对儿童依恋类型的影响，家庭暴力与儿童依恋、儿童不良心理和行为之间的关系，以及在依恋理论指导下对家庭暴力受害儿童的干预研究等三个方面进行国内外研究综述，结论是依恋理论将成为解释家庭暴力如何作用于受害儿童，并指导提出有效干预方案的一个十分有潜力的视角。     

论情感、联想在认识发生中的作用

当代学者对认识的系统发生(以列维·布留尔《原始思维》为代表)和认识的个体发生(以皮亚杰《发生认识论》为代表)的理论研究成果表明:人的活动(包括皮亚杰所讲的婴幼儿的活动)在认识的发生过程中起着至关重要的作用。从这个意义上可以说没有人的活动就不会有认识的发生。然而学者们在承认人的活动作用的同时,也意识到了情感、联想等非理性因素在认识发生过程中的作用。本文借助于认识的系统发生和个体发生的理论研究成果,从认识发生的萌芽时期入手,着重探讨情感、联想在认识发生过程中的作用,力图具体     

作为“朦胧诗”论前史的“人民”诗学——谢冕与公刘对“朦胧诗”意义的早期建设

在"朦胧诗"论争甫发生的1980至1982年间,论争的核心尚不在青年诗人的叛逆性问题,而在他们是否有资格忝列"人民文学"传统。公刘和谢冕都着意调整社会主义现实主义的文艺原则。公刘把握"人民的悲欢"以为评价原则。在对"人民"诗学的掘用上,谢冕较公刘走得更远。就理论本意而言",人民"诗学建设意指诗法的"大我"原则对"小我"的容纳",人民"群像之中可以出现表露特定类型的个人情感的"英雄"及"斗士"。在"朦胧诗"论争复杂的理论局面中,作为一种叙事策略",人民"诗学有利于"朦胧诗"为主流诗坛承认,然而青年诗人在争论"人民性"传统的过程中,借用人道主义论改写"人民"的内涵,而与公刘、谢冕为之打开的理论局面相去甚远。     

中国国家起源研究中的几个问题(英文)

所谓酋邦分布的绝对普遍性问题并不是当代国际学术界的公论，明确这点对于我们准确把握酋邦概念和理论的本来意义有积极价值。通过对古希腊等个案的分析而开展的关于酋邦形态在欧洲和世界更多地区分布情况的进一步研究，并不会改变关于中国个案适用酋邦模式的基本认识，也不会对中国国家起源的研究产生新的重大难题。在对中国国家起源问题的理论研究中，对国外学者成果的借鉴无疑非常重要。而这需要研究者对有关国外资料做切实深入的了解，从而准确理解和概括有关成果的真实意义。目前国内有些研究虽然提出对于国外研究成果的某种概括，但实际上并没有经过对有关原始资料本身的认真研究，所谓的概括性意见是不准确的。这是在当前研究中需要注意的一个问题。     

西方关于马克思主义的一些讨论

近年来,随着"欧洲共产主义"理论的发展,国外对马克思主义特别是关于国家学说的理论有过广泛的讨论和研究,在这方面也陆续出版了不少研究著作.这里就有关材料介绍一下这方面的一些情况和动向.     

市场调查中的家庭研究

尽管作为一个基本分析单元,家庭在消费决定中的作用至关重要,但它并未得到市场调查和消费者研究领域内的专家足够的重视。到目前为止,相关研究仍主要集中于消费决定的结果(谁作出最后决定) ,而对于作出决定的过程(他们如何作出决定)的研究要少得多。心理学中多数关于行为和性格的理论都是在个体层面,鉴于家庭并不是几个个体的简单组合,心理学中关于个体的理论就很难对个人在家庭中表现出的行为作出恰当的解释。目前,对于家庭消费决定的研究主要集中在以下几个问题:谁作出决定?劳动力中妇女的消费意义是什么?丈夫与妻子的相对影响是否能被确…     

社会的制造与集体表象

本文通过对涂尔干思想中的社会概念尤其是集体表象理论的解读,深入剖析现代社会自我证成上的困境。涂尔干一方面继承了契约论传统对社会的人为制造性的强调,另一方面又反对该传统将社会还原为个体之间约定行为的结果。集体表象理论针对的正是这一理论困境。涂尔干认为,集会或集体欢腾之际所产生的集体表象犹如化合作用,不能还原为个体的约定或契约,它是社会的产物,优先于个体。它不仅表达了个体对社会的情感,而且在定期的社会再造中创造这一情感。图腾标记对集体表象的具体化,既构成了个体认识社会的中介,又成为社会定期再造的依凭。涂尔干反对将法国大革命诠释为个体意志主导的结果,而试图通过集体表象将其诠释为社会定期再造的体现并强调社会之于个体的优先性。集体表象的神圣性既不依靠凌驾于社会之上的彼岸化的上帝,也不是个体意志的产物,而是社会性的,来自于社会的自我生产和再造。     

先秦史传口头叙事的词汇表现——以韵语、语气词和方言词为中心

先秦时期,口头和书面是两种并存的文学创作方式和传播方式,史传文学也曾以口头的方式创作和传播。书面语和口语最大的区别表现在词汇方面,从词汇方面来看先秦史传口头叙事的语言特征,是为了更好地还原先秦的口头叙事状态。史传中的韵语使句子音节协调,朗朗上口,是为了方便口耳相传过程中的记忆。语气词是为表达语气的需要而产生的,在口语中普遍使用,史传中的语气词使历史记录充满仪式感和真实感。先秦时期,方言广泛流传于口头,文献记载的方言也多出现在口语场景中。这些口语词实际都是史传文学的口头叙事特征在语言形式上的体现,从这些口语词中可以管窥先秦口头叙事的形式。     

论清代杂剧的个人化倾向

清代杂剧作家深化了明中后期杂剧作家个人化的观照方式,他们以自我为中心,融己身入剧,注重主体情感与个体趣味,使个人化特色表现在戏曲活动的各个方面。这一个人化倾向有其产生的独特原因,它在推进清杂剧案头消亡的同时,亦促成了文人杂剧的最终完成。     

王国维“境界说”视野中的“真景物”与“真感情”——《人间词话》“境界涵义论”献解之三

学界关于王国维“真景物”、“真感情”的阐释历来多有分歧,其实,这是两个包蕴丰富、需要多维解读的概念。所谓“真景物”,是指诗人以自由空明的心态直观把握外在景物,经由创造性的艺术传达而写之于诗词中的自然、逼真、富于特征和审美价值的感性图景;“真感情”则指创作主体以审美的眼光观照自身对宇宙人生真诚、激动的情感反应,并通过独创的诗艺形式表现出的个性化的人类情感。王国维认为,写出“真景物”和“真感情”的诗词文本都可称之为有境界。“真景物”与“真感情”都是含有“情”、“景”两种质素的艺术存在,只是两者之中的情、景各有不同的特性和迥异的组合形态。“真景物”、“真感情”既可以指一首诗词的整体,也可以是其中的个别诗行或词句。     

Using Students' Written Feedback on 'Race' Issues to Enhance Self-Regulated Learning

Encouraging students to self-regulate their learning in relationto ‘race’ issues would appear to be pertinent toa profession that promotes life-long learning and holds valuesof self-determination and respect for the individual at itscore. This study examined the written feedback students receivedin relation to key assignments in years two and three of a socialwork degree programme. The findings suggest that feedback isseldom used in a way that might enhance students understandingof ‘race’ issues. If students are developing anunderstanding of racism and anti-racist practice, then it doesnot appear to be a result of the written feedback from tutorsand practice teachers. Given the importance of feedback in helpingstudents to self-regulate and develop their learning, it maybe useful to adopt a more principled approach.     

Parental affect profiles predict child emotion regulation and classroom adjustment in families experiencing homelessness

Parenting shapes the development of emotion regulation skills in early childhood, laying a key foundation for social-emotional adjustment. Unfortunately, high adversity exposure may disrupt parental emotion socialization practices and children's regulatory development. The current study used variable- and person-centered approaches to evaluate links among parental emotion expressiveness, children's observed emotion regulation, and teacher-reported adjustment among 214 4- to 6-year-old children experiencing homelessness, an indicator of high cumulative risk and acute adversity. Structured parent-child interaction tasks were recorded on site in emergency shelters over the summer and micro-socially coded for parent and child expressions of anger, positive affect, and internalizing distress. We anticipated that parental modeling of predominantly negative emotion expression would be associated with more child dysregulation during parent-child interaction and worse adjustment at school, as reported by teachers the following school year. Preliminary analyses indicated that children's observed difficulty downregulating anger was associated robustly with teacher-reported social-behavioral problems. Latent profile analysis was used to identify three patterns of parental emotion expression characterized by above-average expression of positive affect, internalizing distress, and anger. Parents’ likelihood of membership in the elevated anger profile significantly predicted children's observed difficulty down-regulating anger and higher social-behavioral problems at school. In addition to ongoing efforts to reduce poverty-related risk, supporting adaptive anger regulation in parents and young children may be important for enhancing resilience among families experiencing homelessness and similar conditions of high cumulative risk.     

群体性事件的情感逻辑：以DH事件为核心案例及其延伸分析

关注情感的机制是理解当下中国群体性事件的重要视角。通过对DH事件的分析及延伸性讨论,本文指出,因表达不畅所致的弥漫性民怨及民众对不满的道义建构,使情感成为主导群体性事件发生与演进的最重要机制。而情感之于群体性事件的逻辑性支撑主要表现为情感宣泄和情感管理,前者是针对权力外围和边缘地带的发泄,后者更为常态地支配群体性事件的过程,而情感表演则成为其中的核心要素,形构出与既有社会运动之情感管理不同的特色。形塑这一特色的是宏观非对称性的国家与社会关系格局,它决定了当下的群体性事件不太可能转变为常态化的社会运动,只能是沿着传统与现代错综交织的轨道间歇性发作,以作为弱势群体对中国转型期社会矛盾的一种特殊回应。     

Mothers' Typical and Event-Specific Positive Expressions Influence Children's Memory for Events

Mothers (N=67) taught their preschool children crafts while varying emotional expressions (delight, irritation). Mothers’ typical expressive styles were assessed by questionnaire. After three weeks, children's memory was assessed with a free‐recall interview followed by re‐enactment of craft‐making with an interviewer. Children of mothers high in positive expressiveness had more elaborate recall when mothers expressed delight rather than irritation. Children of mothers low in positive expressiveness re‐enacted more event details when their mothers were less varied in expression rather than expressive of emotion in general or delight in particular, and had more elaborate recall when their mothers expressed irritation rather than delight. Findings suggest that children remember more when their mother's emotional expressions during an event fit her typical style.     

Mutual Positive Emotion with Peers,Emotion Knowledge,and Preschoolers' Peer Acceptance

Preschool children's emotion knowledge was examined as a possible mediator of the link between their mutual positive emotional expressiveness with peers and peer acceptance. Data were collected from 122 preschool children (57 boys, 65 girls; 86 European American, 9 African American, 17 Hispanic, and 10 other ethnicity; M age = 57.61 months) over a period of 2 years. In year 1 observations were made of children's emotional expressiveness with peers, and children completed sociometric interviews. In year 2, children completed emotion knowledge interviews and sociometric interviews. Analyses revealed that children who expressed more mutual positive emotion with peers in year 1 were better liked by peers in year 2, after controlling for year 1 peer acceptance. Mutual positive emotion in year 1 was associated with children's emotion knowledge in year 2. Both year 1 mutual positive emotion and year 2 emotion knowledge made independent contributions to peer acceptance in year 2.     

Maternal narration about parenting pride and regret is related to youth emotion regulation

As they respond to children's emotions, mothers socialize children's emerging emotion regulation. Mothers' own autobiographical narratives likely reflect in part habitual ways of expressing and managing emotions—ways that may in turn influence the way mothers respond to their children's emotions. We examined features of mothers' narratives about parental pride and regret experiences, and assessed whether these were associated with parental socialization of emotion and the emotion regulation repertoire of their children. Two hundred thirty‐seven mothers with children ranging from 8 to 17 years of age provided two narratives about parental pride and parental regret experiences. Parental emotion socialization and children's emotion regulation were assessed via self‐ and informant‐report using a multi‐measure, multi‐observer approach. We found that features of the way mothers narrated their experiences with a particular child related to their parenting of that child, and that child's emotion regulation. The findings are discussed in terms of their implications for emotion‐related parenting, and the potential importance of parent narratives.     

丧礼与《诗经》悼亡诗

丧礼反映了上古先民的丧葬礼俗,表达了事死如事生的观念,更是对于人生最后阶段的高度重视。丧礼的存在强调了对于个体生命归宿的尊重,对于个体生命价值的肯定,同时亦包含着对个体生命一生行为品质的总结。丧礼表达的是生命终结时的恭送情怀。丧礼的重要特征是体现孝道,这是君子品德的重要体现。“人为歌声以助哀”的《诗经》悼亡诗,体现了臣对君、子对父、妻对夫的情感,反映的是生命世界的伦理秩序。与此同时,丧礼与挽歌,反映了个体生命的意义和价值。丧礼的规格大小之别,不仅是生命世界等级秩序的体现,更是强调死者对于社会贡献大小的区别。丧礼越是隆重,个人的价值就越是充分,对于生者的示范意义就越大,事死如事生的意义就越明确,死者为大的意义就更加突显。