Retracted: The Development of Willingness to Sacrifice and Unmitigated Communion in Intimate Partnerships

The above article, published online on December 27, 2017 in Wiley Online Library ( wileyonlinelibrary.com ) has been retracted by agreement between the author, journal Editor in Chief Kristi Williams and Wiley Periodicals, Inc. The retraction has been agreed due to discovery of a coding error by the author. The labeling for the willingness to sacrifice and unmitigated communion items was mistakenly reversed during the construction of the longitudinal dataset. The authors notified the editor immediately upon discovering the error. Although the central conclusions of the research are unchanged, a fully corrected version of the paper is forthcoming.     

Attachment,Affective Responsiveness,and Cohesion in Adoptive Families: Child and Parent Perspectives

Some adoptive families are at risk for problems in family functioning. This study investigated the extent to which attachment to parents and affective responsiveness of the family predicted family cohesion and satisfaction with the adoptive family from both the child's and the parent's perspectives. Using a sample of 50 adopted children and their parents, our findings indicated that attachment to mother was salient in predicting children's perceptions of family cohesion and satisfaction with their adoptive family. Parental ratings of affective responsiveness of the family predicted parents' evaluation of family cohesion and their satisfaction with the adoption. As hypothesized, children and parents differed in their ratings of the cohesion and affective responsiveness of their family, with children reporting lower levels of these constructs than parents. Implications for practitioners and directions for future research are discussed.     

(Un)Disciplined futures: Women of color feminism as a disruptive to white affect studies

ABSTRACT

The aim of this article is to demonstrate how women of color feminism predates and disrupts dominant dialogues in the field of White affect studies. I introduce the concept of White affect studies as an arena of inquiry that draws from Western-European theories and literatures and architects a sociopolitical structure of affect that positions White affects as universal. Scholars contributing to the field of White affect studies posit theories of affect, embodiment, subjectivity, phenomenology, violence, war, and more, while disregarding the theoretical contributions made by women of color feminism in thinking through these notions and social issues. This is done by engaging in a citational practice that results in an epistemic erasure of women of color feminist thought. The voices of women of color feminists are thus disqualified, and their theoretical contributions are not acknowledged as significant or relevant in conceptualizing affect, affective economies, and the social. By turning to the writings of women of color feminists, I demonstrate how their theories on embodiment, subjectivity, and social structures predate the institutionalization of White affect studies. Feminists of color from the past and present have and continue to theorize through a language of self their experiences as subjects embedded within matrices of violence, power, and pleasure. Lorde, Martinez, and Chinchilla write about the ways in which lesbian and queer women of color institute different affects that counter dominant structures of emotion, systems of power, and heterosexual modes of being. In developing conceptual methodologies, Lorde, Martinez, and Chinchilla are able to weave into the dominant discursive logic a language of self that both introduces new queer subjectivities, while reinterpreting existing forms of thought, thereby contesting mainstream economies of White affects and White affect studies. It is through a language of self that Lorde, Martinez, and Chinchilla develop an ethic of survival that countermobilizes against White hegemonic apparatuses.     

论高校教学过程中的情感教育

高校的教学过程既是教师按照教育规律和社会对人才提出的规格要求培养学生知识素质的过程,又是教师以知识教育为载体,按照国家对人才提出的思想道德标准对学生人格品质进行培养的过程,同时也表现为被情感支配与作用的过程。正是在教学双方的情感表达、情感交流以及所引起的情感效果推动下,教学培养目标得到了实现。     

离婚扶养义务的承担及其完善

离婚后一方给生活困难的另一方提供适当帮助,不仅是道德义务,也是法律义务。提供帮助以帮助方具有经济负担能力为前提。提供帮助的方式可以是短期的,也可以是长期的。帮助费用可以一次性支付,也可以分期支付。提供适当帮助的数额以维持困难方当地最低生活保障水平为限,但提供帮助方自愿提供更多数额帮助的除外。现行《婚姻法》第42条有必要作进一步修改和完善。     

成人外语教学与外语习得中的情感障碍

“情感障碍”在成人外语教学与习得中起着不可忽视的阻碍作用。在教学中 ,成人外语教育者应该充分认识成人情感特点 ,重视情感教育 ,尽量将对外语学习起抑制作用的情感障碍降到最低程度 ,以提高成人外语学习的效率。本文叙述了成人外语学习者的一些情感障碍 ,同时对这些情感障碍进行分析和探讨 ,并根据心理学和语言学有关理论 ,提出了几点消除情感障碍的观点和方法     

大学英语认知发展的情感制衡效应与对应策略

情感是人们对现实世界各种事物所持的不同态度和体验,在语言认知的过程中起到制衡的作用。情感屏障的形成是缘于学习者消极心理因素的堆积,在一定程度上妨碍了学习者对目标语言输入的获得,并影响语言能力发展的速度。“大学英语”作为一门素质教育课程,应强化课程的人文性,突出英语教学中文化意识和情感态度的重要性。研究大学英语认知发展过程中学生对课业和教师的情感屏障并探索突破这一屏障的有效策略,有利于促使相关各方积极主动的心理态势的形成,达到大学英语教育素质化的目的。     

日本行政诉讼法新增的诉讼类型:课赋义务诉讼

课赋义务诉讼的法定化在日本经历了40多年的争论和探索,最终才通过行政案件诉讼法修改法的方式得以实现。争论涉及的主要理论问题是在行政诉讼中如何处理司法权和行政权的关系,焦点是所谓尊重行政厅的首次判断权。新近修改的日本行政案件诉讼法对课赋义务之诉的分类及其诉讼要件、胜诉要件和判决方式的规定,对我国行政诉讼法的修改完善有一定的借鉴作用。     

论口语语法错误纠正的时机选择

纠错时机通常分为立即纠正,滞后纠正和延迟纠正。一方面,不同的纠错时机会产生不同程度的负面情感影响和认知效果,进而对不同情感和认知特征的学生产生不同程度的影响。因此,教师在把握纠错时机的时候,应从学生出发,充分考虑学生的情感和认知差异,找出平衡点,使得纠错行为既能收到最佳的认知效果,又能把负面情感影响降低到最小程度。     

动态职业环境下职业成长与组织承诺的关系

选取感知机会来描述企业员工所处的职业环境,研究动态职业环境下职业成长对组织承诺的影响机理.通过对9个城市961位企业员工进行问卷调查,采用验证性因素分析、相关分析、多元回归进行实证分析.研究发现:员工职业成长4个维度对情感承诺具有正向影响,并共同解释情感承诺40%的变异;除职业能力发展外,职业成长其余3个维度对持续承诺...