"十五"农村水电发展分析与"十一五"发展预测

本文分析了"十五"期间农村水电发展情况,对"十一五"农村水电发展政策环境及增长情况进行了预测。     

It takes two to mimic: Behavioral consequences of self-construals.

The present studies demonstrated the moderation of self-construal orientation on mimicry. Recent research has indicated that an interdependent self-construal is associated with assimilation of the other to the self whereas an independent self-construal is associated with minimizing the influence of others on the self (H. R. Markus & S. Kitayama, 1991; D. Stapel & W. Koomen, 2001). Therefore, the authors hypothesized that an interdependent self-construal would be associated with more mimicry than an independent self-construal. When self-construal orientations were experimentally primed. as in Studies 1 and 2, independent self-construals produced less nonconscious mimicry than interdependent self-construals. When self-construals were examined as cultural differences with either a chronically dominant independent (Americans) or interdependent (Japanese) construal of the self, these results were replicated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Integrating psychology and politics.

Comments on the article "A house divided? The psychology of red and blue America" by D. C. Seyle and M. L. Newman (see record 2006-11202-001). Seyle and Newman concluded that the red and blue metaphor is inaccurate and proposed a purple America strategy to better convey that the majority of people do not align themselves with political extremes. There is interdisciplinary agreement on this. Although not cited by Seyle and Newman, the findings by Professor Fiorina of Stanford University were reported by the APA Monitor on Psychology in its coverage of the 2005 APA State Leadership Conference (Murray Law, 2005). In contrast to their social psychological analysis, Seyle and Newman were incorrect in concluding that "[a]s psychologists, we are not in a position to change either the elements of the American political system that may spur this conflict or even the decisions made by pundits, politicians, and reporters about the terms they choose to use in political discussion" (p. 579). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Israeli-Palestinian peace process and its vicissitudes: Insights from attitude theory.

The vicissitudes of the Israeli-Palestinian peace process since 1967 are analyzed using attitudes and related concepts where relevant. The 1967 war returned the two peoples' zero-sum conflict around national identity to its origin as a conflict within the land both peoples claim. Gradually, new attitudes evolved regarding the necessity and possibility of negotiations toward a two-state solution based on mutual recognition, which became the building stones of the 1993 Oslo agreement. Lacking a commitment to a final outcome, the Oslo-based peace process was hampered by reserve options, which increased avoidance at the expense of approach tendencies as the parties moved toward a final agreement. The resulting breakdown of the process in 2000 produced clashing narratives, reflecting different anchors for judgment and classical mirror images. Public support for violence increased, even as public opinion continued to favor a negotiated two-state solution. Reviving the peace process requires mutual reassurance about the availability of a partner for negotiating a principled peace based on a historic compromise that meets the basic needs and validates the identities of both peoples. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Moral Dimensions of Globalization.

Responds to the comments by L. T. Hoshmand (see record 2003-08988-012) and J. Aros (see record 2003-08988-013) on the article by J. Arnett (see record 2002-18352-003) regarding the psychology of globalization. In this response, Arnett discusses the moral implications of globalization. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The saturated self: Dilemmas of identity in contemporary life.

Reviews the book, The saturated self: Dilemmas of identity in contemporary life by Kenneth J. Gergen (see record 1991-97621-000). There is, perhaps, no other concept as seminal for psychology as the self. For this reason alone, Kenneth Gergen's book represents an important contribution to our understanding of this influential concept. However, Gergen's vision is so broad, his arguments so compelling, and the implications so revolutionary, that the work defies confinement exclusively within the walls of academia. In essence, Gergen is articulating his vision of a postmodern world, and he lays an invitation squarely before the reader to come and partake. The conception of the self as private and autonomous is the focus of Gergen's postmodern challenge. In his chapter, "Social Saturation and the Populated Self," Gergen postulates that technological innovation in contemporary society has made possible a rapid proliferation of relationships. This he refers to as the "process of social saturation." Gergen's book constitutes a substantive contribution to psychology's on going understanding of the self. Copious examples are provided throughout, drawing on and extending scholarly debates. Also included are anecdotes and evidences from such far ranging domains as art, film, music, literature, and architecture. These not only clarify and reinforce his arguments, but also illustrate the scope and practicality of the position he espouses. Although readers may not embrace the gestalt of Gergen's vision of a postmodern culture, they are certain to find this book to be a provocative and rewarding read. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pancultural self-enhancement.

The culture movement challenged the universality of the self-enhancement motive by proposing that the motive is pervasive in individualistic cultures (the West) but absent in collectivistic cultures (the East). The present research posited that Westerners and Easterners use different tactics to achieve the same goal: positive self-regard. Study 1 tested participants from differing cultural backgrounds (the United States vs. Japan), and Study 2 tested participants of differing self-construals (independent vs. interdependent). Americans and independents self-enhanced on individualistic attributes, whereas Japanese and interdependents self-enhanced on collectivistic attributes. Independents regarded individualistic attributes, whereas interdependents regarded collectivistic attributes, as personally important. Attribute importance mediated self-enhancement. Regardless of cultural background or self-construal, people self-enhance on personally important dimensions. Self-enhancement is a universal human motive. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A motivational model of rural students' intentions to persist in, versus drop out of, high school.

Using self-determination theory, the authors tested a motivational model to explain the conditions under which rural students formulate their intentions to persist in, versus drop out of, high school. The model argues that motivational variables underlie students' intentions to drop out and that students' motivation can be either supported in the classroom by autonomy-supportive teachers or frustrated by controlling teachers. LISREL analyses of questionnaire data from 483 rural high school students showed that the provision of autonomy support within classrooms predicted students' self-determined motivation and perceived competence. These motivational resources, in turn, predicted students' intentions to persist, versus drop out, and they did so even after controlling for the effect of achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Category Norms as a Function of Culture and Age: Comparisons of Item Responses to 105 Categories by American and Chinese Adults.

Understanding how aging influences cognition across different cultures has been hindered by a lack of standardized, cross-referenced verbal stimuli. This study introduces a database of such item-level stimuli for both younger and older adults, in China and the United States, and makes 3 distinct contributions. First, the authors specify which item categories generalize across age and/or cultural groups, rigorously quantifying differences among them. Second, they introduce novel, powerful methods to measure between-group differences in freely generated ranked data, the rank-ordered logit model and Hellinger Affinity. Finally, a broad archive of tested, cross-linguistic stimuli is now freely available to researchers: data, similarity measures, and all stimulus materials for 105 categories and 4 culture-by-age groups, comprising over 10,000 fully translated unique item responses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Racial and ethnic identity: Developmental perspectives and research.

Developmental research is reviewed to evaluate how race, ethnicity, racial identity, and ethnic identity are defined and investigated for minority populations. First reviewed is how these terms are used in developmental and counseling research. Early practices limited these terms to their demographic denotations (e.g., heritage), but more recent practices have expanded to include socially constructed connotations. Second, developmental research was used to evaluate key assumptions in theories of racial and ethnic identity development, with an emphasis on recent longitudinal studies. Research supports some, but not all, of these developmental predictions. Longitudinal research supported the progressive nature of ethnic and racial identity development and that exposure to racism appears to stimulate further identity development during adolescence. In contrast, available evidence does not support the claims of a developmental hierarchy for racial ideologies and that identity crises are normative. Adjustment was not predicted by a single racial or ethnic identity ideology, but research suggested that the adolescent's sociocultural identity and socialization should be tailored to the nature of the racial and ethnic context for development. Implications for counseling research and practice are offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)