论邓小平以人为本的发展观

邓小平在领导中国现代化建设的历史进程中,始终坚持"以人为本"的发展观.其以人为本的发展观体现在他力主发展经济以满足人民的物质文化需要,重视发展教育,注重人的全面发展等方面.邓小平以人为本的发展观是科学发展观的重要思想来源.     

Drag characteristics of power law fluids on an upstream moving surface

The specific problem to be considered here concerns the boundary layer problem of a non-Newtonian fluid on a flat plate in length, whose surface has a constant velocity opposite in the direction to that of the mainstream with Uw 〉〉 U∞, or alternatively when the plate surface velocity is kept fixed but the stream speed is reduced to zero. A theoretical analysis for a boundary layer flow is made and the self-similar equation is determined. Solutions are presented numerically for special power index and the associated transfer behavior is discussed.     

试论外语的阅读理论和教学

外语阅读理论研究可促进外语阅读教学.西方对英语阅读理论的研究历史很长,其成果对我国大学英语教学改革具有一定的借鉴作用。作者对图式理论和双重代码理论作了一些粗浅介绍与评述,探讨了这两种理论对外语阅读教学的启示。     

人力资源管理中人才甄选的灰色多层次评价

把灰色系统理论和层次分析法，运用到人才甄别活动中，为人才甄别提供了一种计算简单、评价精度高的模型。     

Obituaries: Leo Joseph Postman (1918-2004).

Presents the obituary of Leo Joseph Postman, one of the most prolific psychologists of the last century. With over 250 publications to his credit, Postman died on April 22, 2004, of heart failure in Marblehead, Massachusetts, at the age of 85. His life and career accomplishments are discussed. Postman is best known for his interests in perception, serial learning, memory, and interference theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The Robot's Rebellion: Finding Meaning in the Age of Darwin.

Review of book The Robot's Rebellion: Finding Meaning in the Age of Darwin by Keith E. Stanovich (see record 2004-95228-000). In his interesting scholarly book, The Robot's Rebellion, Stanovich leads us on a journey to find meaning in a world populated by mortal biological vehicles, the robots, put on earth to replicate their masters' selfish genes. If the genes do a satisfactory job programming the robots, then the genes replicate in perpetuity and are, therefore, immortal. Stanovich's basic assumptions are: a) vehicles are designed to replicate genes; b) at least in human animals, the brain houses two minds; c) the first mind, System 1 or The Autonomous Set of Systems, evolved much earlier in evolutionary history than did the second mind, System 2 or the Analytic System; d) System 1 is associative, parallel, fast to respond, and designed to automatically serve its genetic master; e) System 2 is rule-based, serial, slow to respond, not aware of System 1 functioning but sometimes privy to System 1 output, controls executive functioning, and is capable of self-evaluation and leading the rebellion against its genetic master; and, f) memes, culturally generated ideas passed on by nongenetic means, can sometimes be as effective as System 1 at squashing the rebellion. These assumptions are derived from work in cognitive science and evolutionary biology, and provide a solid foundation for the book. Both the metaphor and the basic assumptions are embedded in detailed and informative reviews of decision theory, evolutionary psychology, memetic theory, rational philosophy, and utility theory. The interweaving of metaphor and review provides a framework that allows Stanovich to make inferences to help the general reader understand "the implications of modern science" (p. xi). He also develops criteria to evaluate memes that are needed in his quest to find meaning in human existence. In combination with the basic assumptions, these criteria are used to create an ethical ideology that will be embraced by some readers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reach and posture hand preferences during arboreal feeding in sifakas (Propithecus sp.): A test of the postural origins theory of behavioral lateralization.

Sixteen sifakas (11 Propithecus verreauxi coquereli, 2 Propithecus verreauxi verreauxi form majori, and 3 Propithecus tattersalli) were videotaped as they fed on leaves in an arboreal context. The hand used to feed and the hand used to maintain postural stability was coded. For each subject, the lateral bias of the hand used to feed was opposite the hand used in postural support. Seven sifakas displayed no bias for feeding or posture-related hand use, 7 sifakas displayed significant feeding-related reach preferences for pulling branches to the mouth (5 left- and 2 right-hand preferences), and 9 sifakas exhibited significant hand preferences for postural support (2 left-, 7 right-hand preferent). Although these data do not strongly support the postural origins theory of behavioral lateralization, the modal preference pattern for sifakas that displayed significant hand preferences for posture and feeding involve a left bias for feeding and a right bias for postural support. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Roles of Sexual Objectification Experiences and Internalization of Standards of Beauty in Eating Disorder Symptomatology: A Test and Extension of Objectification Theory.

This study extends the literature on eating disorder symptomatology by testing, based on extant literature on objectification theory (B. L. Fredrickson & T. Roberts, 1997) and the role of sociocultural standards of beauty (e.g., L. J. Heinberg, J. K. Thompson, & S. Stormer, 1995), a model that examines (a) links of reported sexual objectification experiences to eating disorder-related variables and (b) the mediating roles of body surveillance, body shame, and internalization of sociocultural standards of beauty. Consistent with hypotheses, with a sample of 221 young women, support was found for a model in which (a) internalization of sociocultural standards of beauty mediated the links of sexual objectification experiences to body surveillance, body shame, and eating disorder symptoms, (b) body surveillance was an additional mediator of the link of reported sexual objectification experiences to body shame, and (c) body shame mediated the links of internalization and body surveillance to disordered eating. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Keeping It Real: A Grounded Theory Study of African American Clients Engaging in Counseling at a Community Mental Health Agency.

Few studies have examined African American clients' subjective experiences in counseling from their perspective. This study used a constructivist paradigm, grounded theory methodology, and dimensional analysis to develop a model of clients' subjective experiences in counseling. Derived from clients' perspectives, the model suggests that the African American participants in this study engaged in an ongoing assessing process. Initially, they assessed client-therapist match, which was influenced by 3 factors: salience of Black identity, court involvement, and ideology similarity between client and therapist. These clients then assessed their safety in therapy and their counselor's effectiveness simultaneously. Clients in turn used information obtained from their assessing process to monitor and manage their degree of self-disclosing along a continuum. The model has important implications for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Experiences of Autonomy and Control Among Chinese Learners: Vitalizing or Immobilizing?

Various cross-cultural researchers state that autonomy is not valued in Eastern cultures and, hence, is unlikely to predict optimal study functioning and well-being. In contrast, self-determination theory (SDT; R. M. Ryan & E. L. Deci, 2000) maintains that autonomous or volitional study motivation is universally important and should predict better learning and higher well-being, even among Chinese students. Two studies were conducted to shed light on this controversial issue. Findings from both studies indicated that autonomous study motivation positively predicts adaptive learning attitudes, academic success, and personal well-being, whereas controlled motivation was associated with higher drop-out rates, maladaptive learning attitudes, and ill-being. In addition, Study 2 revealed that parental autonomy support versus psychological control is related to more adaptive learning strategies and higher well-being and that these effects were mediated by students' relative autonomy for studying. The importance of defining autonomy as an intraindividual, phenomenological experience versus an interpersonal, culturally bounded value is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)