心理学英文文献汇报
关于心理学的英语作文
关于心理学的英语作文Title: About Psychology。
Psychology is the scientific study of human behavior and mental processes. It is a multifaceted discipline that encompasses various fields such as clinical, social, developmental, cognitive, and experimental psychology. Psychology seeks to understand how people think, feel, and behave, and how these processes are influenced by biological, social, and cultural factors.One of the key areas of psychology is clinical psychology, which focuses on the diagnosis and treatment of mental disorders. Clinical psychologists work with individuals who are struggling with a range of issues such as anxiety, depression, addiction, and trauma. They use various therapeutic techniques such as cognitive-behavioral therapy, psychodynamic therapy, and mindfulness-based therapy to help individuals overcome their challenges and improve their mental health.Another important field of psychology is social psychology, which examines how people interact with each other and how social influences shape behavior. Social psychologists study topics such as conformity, obedience, prejudice, and group dynamics. They seek to understand how social norms and expectations influence our thoughts, feelings, and actions, and how we can use this knowledge to promote positive social change.Developmental psychology is concerned with how people change and develop over time, from infancy to old age. Developmental psychologists study topics such as language acquisition, cognitive development, and socialization. They seek to understand how biological, environmental, and cultural factors interact to shape our development and shape who we become.Cognitive psychology is focused on understanding mental processes such as perception, attention, memory, and reasoning. Cognitive psychologists study how the brain processes information and how we use this information tomake decisions, solve problems, and interact with the world around us. They use various methods such as experiments, computer simulations, and brain imaging to understand the workings of the mind.Experimental psychology is concerned with thescientific study of behavior and mental processes. Experimental psychologists conduct research to testtheories and hypotheses about human behavior and cognition. They use a variety of research methods such as experiments, surveys, and observations to collect data and analyze it to draw conclusions.In conclusion, psychology is a diverse and fascinating field that seeks to understand the complexities of human behavior and mental processes. It has applications in awide range of areas such as healthcare, education, business, and social policy. By studying psychology, we can gain insights into our own behavior and the behavior of others, and use this knowledge to improve our lives and the world around us.。
心理学的文章英语
心理学的文章英语
Psychology is the scientific study of the mind and behavior. It seeks to understand human emotions, thoughts, and actions, and how they influence our interactions with the world around us. In this article, we will explore some key concepts and theoriesin psychology, shedding light on the fascinating aspects of the human mind.
Cognitive psychology is another fascinating field within psychology that explores how we process information, perceive the world, and make decisions. Researchers study topics like memory, attention, problem-solving, and language to gain insights into the workings of the human mind. This knowledge can be applied to improve learning techniques, develop effective communication strategies, and optimize decision-making processes.
积极心理学英文综述范文
积极心理学英文综述范文英文回答：Positive Psychology: A Comprehensive Review.Positive psychology is a relatively recent area of study that focuses on the strengths and virtues that enable individuals and communities to thrive. It is based on the belief that human beings have the potential for great happiness, fulfillment, and well-being, and that these qualities can be cultivated through intentional effort.Positive psychology emerged as a response to the limitations of traditional psychology, which has tended to focus on mental illness and dysfunction. While traditional psychology has been successful in reducing suffering, it has not always been as effective in promoting happiness and well-being. Positive psychology aims to fill this gap by studying the factors that contribute to human flourishing.One of the key tenets of positive psychology is that happiness is not simply the absence of negative emotions, but rather a positive state of being that is characterized by feelings of joy, contentment, and fulfillment. Positive psychologists believe that happiness can be cultivated through a variety of activities, such as spending time with loved ones, engaging in meaningful work, and practicing gratitude.Another key tenet of positive psychology is that resilience is a key factor in well-being. Resilience is the ability to bounce back from adversity and to maintain a positive outlook in the face of challenges. Positive psychologists believe that resilience can be learned and strengthened through a variety of techniques, such as mindfulness, positive self-talk, and social support.Positive psychology has a number of applications in the real world. For example, positive psychology interventions have been shown to be effective in reducing stress, improving mood, and increasing resilience. Positive psychology has also been used to develop programs thatpromote well-being in schools, workplaces, and communities.Positive psychology is a growing field of study that has the potential to make a significant contribution to our understanding of human well-being. By focusing on the strengths and virtues that enable individuals and communities to thrive, positive psychology can help us to create a more fulfilling and meaningful world.中文回答：积极心理学，全面综述。
英国心理学研究报告英文
英国心理学研究报告英文Title: A UK-based Study on Psychological Factors Influencing Mental Well-beingAbstract:This research report presents the findings of a study conducted in the United Kingdom, aimed at exploring the psychological factors influencing mental well-being. The study utilized a mixed-method approach, combining both quantitative and qualitative methodologies to gather data from a diverse sample of individuals. The results shed light on various aspects of mental well-being, such as self-esteem, social support, and coping mechanisms, and their correlation with psychological health. The findings have implications for the development of interventions and strategies to improve mental well-being among individuals in the UK. Introduction:The importance of mental well-being has gained significant attention in recent years, as mental health issues continue to rise globally. This study aimed to investigate the psychological factors that contribute to mental well-being among individuals in the UK. The research questions addressed included the impact of self-esteem, social support, and coping mechanisms on mental health. By understanding the factors that influence mental well-being, interventions can be developed to promote a healthy psychological state among individuals.Methodology:A mixed-method research design was employed to gather data for this study. Quantitative data was collected through self-reportquestionnaires, which assessed variables such as self-esteem, social support, and coping styles. The sample consisted of 500 participants, recruited from various regions within the UK, with an equal distribution of males and females. In addition, qualitative data was collected through in-depth interviews with a subset of participants, providing a deeper understanding of their experiences and perspectives.Results:The quantitative analysis revealed a significant positive correlation between self-esteem and mental well-being, suggesting that individuals with higher self-esteem tend to have better psychological health. The social support variable also showed a positive relationship with mental well-being, highlighting the importance of interpersonal relationships in promoting mental well-being. Additionally, coping mechanisms were found to play a significant role, with individuals who reported adaptive coping strategies demonstrating higher levels of mental well-being.The qualitative analysis provided valuable insights into participants' experiences and perspectives related to mental well-being. Participants shared their experiences with seeking and receiving social support, highlighting the importance of emotional support during challenging times. Coping strategies were explored in-depth, with some participants describing the effectiveness of mindfulness techniques and others emphasizing the significance of engaging in creative outlets.Discussion:The findings of this study suggest that self-esteem, social support,and coping mechanisms are key factors influencing mental well-being among individuals in the UK. These factors have implications for the development of interventions and strategies to promote mental well-being. Future research should further explore the effectiveness of different types of interventions and the cultural influences on mental well-being.Conclusion:This study provides valuable insights into the psychological factors that influence mental well-being among individuals in the UK. By understanding these factors, policymakers, healthcare professionals, and individuals themselves can develop strategies and interventions to promote mental well-being and improve overall psychological health.。
心理学英文文献汇报1学习资料
Preface
Authors’ views：
➢ In real life, faces are rarely encountered in isolation, and the context in which they appear is often very informative;
➢ The results of early researches （e.g.,Trope,1986;Nakamura et al.,1990;Carroll & Russell,1996） proved inconsistent ,furthermore, the relevance of those studies to the perception of facial expressions is indirect at best, because participants were asked not to describe the emotion expressed in the face, but rather to attribute emotion to the target person;
Experiment1
Aim：To examine if the perceptual similarity
between facial expressions affects viewers’ susceptibility to contextual influences in categorizing the expressions, based on the discretecategory view. Hypothesis：contextual effects might rely on the similarity between the target facial expression and the facial expression typically associated with the affective context.
积极心理学英文综述范文
积极心理学英文综述范文Title: A Comprehensive Review of Positive Psychology.Positive psychology, a branch of psychology that focuses on the study and promotion of positive emotions, strengths, virtues, and well-being, has emerged as a significant field of research in recent decades. Developed by Martin Seligman and his colleagues in the late 1990s, positive psychology aims to shift the focus of psychology from pathology and deficit-based approaches to the study of human strengths, talents, and positive emotions. This review aims to provide a comprehensive overview of positive psychology, its key concepts, applications, and future directions.Origins and Definition.Positive psychology has its roots in the humanistic tradition of psychology, which emphasizes the importance of human potential and growth. It is distinct from traditionalpsychology, which has often been focused on studying and treating mental illness and pathology. Positive psychology instead focuses on the positive aspects of human life, including emotions, traits, and institutions that promote well-being and flourishing.The core principles of positive psychology are centered around three key areas: positive emotions, engagement with life, and positive relationships. Positive emotions refer to feelings of happiness, joy, contentment, and other positive affective states. Engagement with life involves being fully present and immersed in activities that are personally meaningful and fulfilling. Positiverelationships refer to the quality and nature of our social connections with others, including family, friends, and community.Applications and Interventions.Positive psychology has a wide range of applications and interventions that aim to promote positive outcomes and enhance well-being. One of the most well-knowninterventions in positive psychology is the practice of gratitude, which involves intentionally focusing on and appreciating the good things in life. Gratitude has been shown to improve emotional well-being,增强人际关系, and enhance overall life satisfaction.Other interventions include mindfulness practices, such as meditation and yoga, which promote awareness and engagement with the present moment. Mindfulness has been found to reduce stress and anxiety, enhance emotional regulation, and improve cognitive performance. Other positive psychology interventions focus on building social connections, fostering positive relationships, and developing character strengths.Future Directions.Positive psychology is a rapidly growing field, and there are many exciting directions for future research and application. One area of particular interest is the development of positive interventions for specific populations, such as adolescents, older adults, andindividuals with mental health conditions. By tailoring interventions to meet the unique needs of these populations, positive psychology has the potential to make significant contributions to improving their well-being and quality of life.Another important direction for future research is the exploration of the neurobiological mechanisms that underlie positive emotions and well-being. By understanding how positive psychology interventions work at theneurobiological level, we can gain a deeper understandingof their effectiveness and develop more targeted andprecise interventions.Conclusion.Positive psychology has emerged as a critical field of research and practice that focuses on the positive aspectsof human life. By studying and promoting positive emotions, strengths, virtues, and well-being, positive psychology has the potential to transform individuals, communities, and society for the better. Future research and applications inpositive psychology will continue to expand our understanding of human potential and growth and lead to more effective interventions that promote positive outcomes and enhance well-being.。
心理学专业 英语作文
心理学专业英语作文Title: The Intersection of Psychology and Language: Exploring the Multifaceted Relationship。
As a field of study, psychology delves into theintricate workings of the human mind, encompassing various aspects of cognition, behavior, and emotion. Onefascinating dimension within this discipline is the intersection of psychology with language. Language, being a fundamental tool for communication and expression, holds profound significance in understanding human psychology. In this essay, we will explore the multifaceted relationship between psychology and language, delving into its implications across different domains.Firstly, language plays a pivotal role in shaping cognitive processes. From infancy, language acquisition influences how individuals perceive and interpret the world around them. Psycholinguistic studies have elucidated the mechanisms underlying language comprehension, production,and acquisition, shedding light on the cognitive processes involved. The Sapir-Whorf hypothesis suggests that language not only reflects but also shapes thought, influencing our perceptions and cognitive schemas. For instance, linguistic relativity posits that the structure of a language can influence the way its speakers conceptualize reality. This notion underscores the profound influence of language on cognition, highlighting its significance in psychological research.Moreover, language serves as a medium for self-expression and interpersonal communication, influencing social and emotional development. Through verbal and nonverbal communication, individuals convey thoughts, emotions, and intentions, fostering social connections and interpersonal relationships. Psychologists explore how language use influences social interactions, identity formation, and emotional expression. Research in psycholinguistics and sociolinguistics examines linguistic variations across different social contexts, demographic groups, and cultural settings. Understanding these nuances provides valuable insights into how language shapes socialdynamics and interpersonal relationships, contributing to the broader understanding of human behavior and social cognition.Furthermore, language plays a crucial role in mental health and psychotherapy. Linguistic analysis can offer valuable insights into individuals' mental states,cognitive processes, and emotional experiences. In psychotherapy, language serves as a primary tool for communication and introspection, enabling individuals to articulate their thoughts, feelings, and experiences. Therapeutic techniques such as narrative therapy and cognitive-behavioral therapy utilize language to explore and reframe clients' narratives, facilitating personal growth and emotional healing. Additionally, language use can reveal underlying psychological processes and symptoms in clinical populations, aiding in diagnostic assessment and treatment planning. By examining language patterns and discourse styles, psychologists can glean valuable information about individuals' psychological well-being and mental health status.Moreover, the study of language disorders provides unique insights into the neural and cognitive underpinnings of language processing. Conditions such as aphasia, dyslexia, and specific language impairment offer valuable windows into the organization and functioning of thebrain's language networks. Psychologists andneuroscientists employ diverse methodologies, including neuroimaging techniques and behavioral assessments, to investigate the neural correlates of language processing and language-related deficits. Understanding how language disorders manifest and are remediated informs theories of language processing and neuroplasticity, with implications for clinical intervention and rehabilitation.In conclusion, the relationship between psychology and language is multifaceted and dynamic, encompassing cognitive, social, emotional, and clinical dimensions. Language influences and reflects various aspects of human psychology, shaping cognition, communication, social interactions, and emotional expression. By exploring this intersection, psychologists gain deeper insights into the complexities of human behavior and the mechanismsunderlying psychological phenomena. Moreover, understanding the interplay between psychology and language holds practical implications for fields such as education, communication disorders, and psychotherapy, contributing to advancements in both theory and practice. As we continue to unravel the intricacies of this relationship, we gain a richer understanding of what it means to be human.。
心理统计——英文文献报告
Experimental group
• Subjects: Subjects in the experimental group were assigned to the life review-based revention course “Looking for Meaning” Groups typically consisted of eight participants. The course was conducted by two mental health care professionals. • Procedure Two hours are divided into 12 sessions which are similarly structured, including sensory recall exercises, creative activity, and verbal exchange of experiences.
Data collection
(1)The premary outcome:CES-D, depressive symptoms (2)The secondary outcome Anxiety symptoms: HADS Quality of life: MANSA Mastery: Mastery Scale Reminiscence function: RFS Boredom reduction: Subscale RFS Bitterness revival: Subscale RFS Identity: Subscale RFS Problem solving: Subscale RFS
Comparison group
• Subjects: The participants assigned to the comparison group watched the video “The Art of Growing Older”. • Procedure This 20-minute educational video supplied information about factors and skills that promote growing older successfully. This intervention was considered a minimal intervention as no treatment was involved.
心理学管理与社会方向外文文献
心理学管理与社会方向外文文献IntroductionThe field of psychology has been an essential tool in understanding human behavior and cognition. The study of psychology has expanded to different areas of specialization, and one of the mostcritical areas is psychology management and social direction. The psychology management and social direction are key components in understanding organizational behavior, group dynamics, and interpersonal relationships.This paper aims to discuss the role of psychology in management and social direction, its relevance in different areas of society, and its impact on human behavior.Psychology Management and Social DirectionPsychology management and social direction are valuable tools in understanding human behavior in different types of organizations. The application of psychology has expanded from individual therapy to organizational management, where it is used toimprove working conditions, productivity, and employee satisfaction.In the corporate world, psychology management techniques are used to create a positive work environment, reduce employee turnover, and increase productivity. For example, managers use psychology principles to motivate employees, give feedback, and create a positive work culture. The understanding of social psychology in organizations focuses on group dynamics and communication. This approach helps managers understand how different personalities interact within a team, how to create a productive teamwork environment, and how to resolve conflicts effectively.In the social direction aspect of psychology, it aims to improve social conditions and create a more inclusive society. The social direction approach emphasizes the study of social factorsthat influence behavior, such as culture, class, race, and gender. Social psychology is applied in creating strategies to reduce social issues, such as poverty, inequality, and discrimination. Thesocial direction in psychology is essential in creating more inclusive, diverse, and equitable societies.Relevance in Different Areas of SocietyThe psychology management and social direction have relevance in different areas of society, from education, healthcare, and government. In education, the application of psychology management and social direction techniques can improve student performance, promote positive behavior, and reduce student dropout rates. In healthcare, psychology management techniques are used to improve patient outcomes, increase patient satisfaction, and decrease healthcare costs. In government, psychology management and social direction are used to promote public policy initiatives that create a more supportive and inclusive society.In the education system, psychology management and social direction have become an essential tool in promoting positive behavior among students. The application of psychology principles such as reinforcement, positive reinforcement, andpunishment, helps teachers in creating an environment that maximizes the potential of their students. The application of social direction in the education system, focused on creating diverse and safe learning environments, where students can learn without fear of discrimination based on their background.In the healthcare industry, the psychology management approach has been used as an effective tool in improving patient outcomes. The application of psychology principles, such as behavior change, motivates patients to adopt healthy lifestyle habits, such as diet and exercise. The social direction approach to healthcare promotes the provision of healthcare services based on the needs of the community. This approach ensures that marginalized communities have access to quality healthcare services.In the government sector, the application of psychology management and social direction is essential in creating public policies that address social issues such as poverty, inequality, anddiscrimination. Policies such as affirmative action, are created to reduce social inequalities and create more inclusive societies. Psychology management techniques are used to create policies that increase the effectiveness and efficiency of government agencies.Impact on Human BehaviorThe impact of psychology management and social direction is profound on human behavior. The application of psychology principles in management promotes positive behavior among employees, creates a better work environment, and improves productivity. In social direction, the promotion of inclusivity, diversity, and equity, reduces social issues such as discrimination and inequality.The impact of psychology management and social direction in society can be seen in the creation of policies and programs aimed at reducing social issues such as poverty, inequality, and discrimination. These policies and programs created based on psychology principles have helped create more inclusive and diverse societies.ConclusionIn conclusion, psychology management, and social direction are valuable tools in understanding human behavior and cognition. The application of psychology principles in management has resulted in creating a better work environment, improving productivity, and reducing employee turnover. Social direction promotes inclusivity, diversity, and equity, which has reduced social issues such as discrimination and inequality. The relevance of psychology management and social direction in different areas of society, such as education, healthcare, and government, has demonstrated the significant impact of these tools on human behavior.。
心理学专业英语文献
Towards an ICT-based psychology:E-psychologyAthanasios Drigas *,Lefteris Koukianakis,Yannis PapagerasimouNCSR ‘Demokritos’,Institute of Informatics and Telecommunications,Net Media Lab,Agia Paraskevi,15310,Athens,Greecea r t i c l e i n f o Article history:Available online 18February 2011Keywords:E-psychology E-learning ICTsCognitive science E-diagnosisEvaluation testsa b s t r a c tCognitive science is the scientific domain which studies,analyzes,simulates and infers for various aspects,functions and procedures of human mentality such as,thinking,logic,language,knowledge,memory,learning,perception and the ability to solve problems.E-psychology is in close relation with the cognitive science domain,but expands beyond it,as e-psychology is the efficient convergence of psy-chology and Information and Communication Technologies (ICTs).E-psychology offers a number of ser-vices such as supporting,diagnosis,assessment,therapy,counseling,intervention and tests through an effective exploitation of ICTs.This article presents a user-friendly,flexible and adaptive electronic plat-form,which supports both synchronous and asynchronous e-psychology activities through the use of informative and communicative tools and services,which can be adapted to support various methods of e-psychology activities.It is important to underline that e-psychology is not an alternative psychology field,but a resource to enhance the conventional psychology process.Ó2010Published by Elsevier Ltd.1.IntroductionThe rapid advance of the Information and Communication Tech-nologies (ICTs)and the Internet over the course of the last 15years has affected a significant number of aspects of contemporary life including education.Nowadays,educational e-content can be found anywhere,anytime and to anyone who can connect to the Internet.Hence,it was only natural for universities and academic institutions to use this development to their advantage by provid-ing on-demand web based education and training through course delivery platforms such as the Ariadne Web based learning envi-ronment and electronic textbooks through the use of authoring tools such as InterBook (Brusilovski,Eklund,&Schwarz,1998;Durm,Duval,Verhoeven,Cardinaels,&Olivie,2001).A large number of sciences including Psychology have exploited the numerous capabilities and services of the Internet and have ta-ken advantage of them to their benefit.More particularly,psychol-ogy uses the Internet in order to create programs for psychological intervention,assessment,orientation,and specialized counseling,as a means of prevention.The Internet not only constitutes a new communicative medium between the patient and the thera-pist but is also the future of psychology (González et al.,2000;Ken-wright,Marks,Gega,&Mataix-Cols,2004;Lytras,Damiani,&Ordóñez de Pablos,2008;Lytras &Ordóñez de Pablos,2009;Marks,Shaw,&Parkin,1998;Richter &Naumann,2000;Riva,Molinari,&Vincelli,2002;Vincelli,1999;Vincelli &Riva,2002).An Internet environment designed and built for psychology purposes may use such tools as e-mail,chat rooms,discussion forums and audio and video conference for the communication and interaction of the therapist with the patient,tools which are also used for educa-tional purposes in traditional e-learning environments (Albano,Gaeta,&Salerno,2006;Lytras,2007;Lytras &Garcia,2008;Lytras &Ordóñez de Pablos,2007;Lytras &Sicilia,2005;Ordóñez de Pab-los,2002;Rodriguez Pérez &Ordóñez de Pablos,2003).It is common knowledge that nowadays,the Internet is packed with information of uncertain quality and prestige.Taking this fact into account,it becomes more than apparent that it is absolutely essential to know how and where to extract useful and qualitative information from,regarding the object of ones interest.This be-comes even more important and more vital when the object of inter-est regards health issues (Eysenbach,Powell,&Kuss,2002;Fogel,Albert,&Schnabel,2001;Gomella,2000;Matthews,Camacho,Mills,&Dimsdale,2003).According to a recent study,real patients and supported individuals were found to trust entirely and resort to prominent and well-known websites in order to gather information regarding their health issue,without prior guidance by neither their therapists nor even by Internet experts.That is,they visited websites of major hospitals,health organizations as well as of government organizations in order to acquire information (García,Ahumada,Hinkelman,Muñoz,&Quezada,2004).Quality information with substantial validity and weight can have a positive psychological ef-fect on patients.Hence,it becomes crucial that psychologists embed this new and innovative means of psychology in their practice and view it as a means to enhance the entire psychology process (Carlson &Buskist,1997;Fogel,2004).0747-5632/$-see front matter Ó2010Published by Elsevier Ltd.doi:10.1016/j.chb.2010.07.045*Corresponding author.Tel.:+302106503124;fax:+302106532910.E-mail addresses:dr@iit.demokritos.gr ,dr@imm.demokritos.gr (A.Drigas),kouk@iit.demokritos.gr (L.Koukianakis),ypapa@iit.demokritos.gr (Y.Papagerasi-mou).Based on the aforementioned framework,an e-psychology plat-form was developed which was also based on the following princi-ples.Firstly,it was decided that since the e-psychology platform is partially but principally addressed to supported individuals,which is a very sensitive social group,it was essential that the design was as user-friendly and user-centered as possible and according to the user needs.Secondly,it was decided that the electronic content(e-content) and the tools of the platform should be modular andflexible.With this modularity andflexibility of both the e-content and the tools, the administrator has the capability to provide environments and services of different types.This is done,in order for the platform to support different target groups,various categories of supported individuals(depending on the type of support that they are receiv-ing)and different categories of scientists(psychologists training, staff training)on the one hand and on the other,to support differ-ent psychological procedures.For instance,reusability can support a procedure that is based on behavioral psychological principles or it can organize an environment that is based on and embeds the diagnostic principles and tools of cognitive psychology.Finally,the instructional methods that are embedded within the developed web-based e-psychology platform use most of the avail-able modern multimedia and communicative technologies of the Internet and offer various modes for the delivery and presentation of the electronic content to the user.2.Abstract level description2.1.E-psychology and e-learning:two interrelated conceptsthe level of organizing the psychology cycle andfinally,at the le-vel of the constant upgrade of the psychologists’and counselors’skills.On the other hand,the e-learning procedure has proven that it can successfully use the ICTs for the supporting of learning,educa-tion and training in all the sectors and levels of the educational sys-tem as well as for lifelong learning and training.The aforementioned e-learning techniques are embedded in the e-psychology system and it is proven that they can be used in the same successful way for the improvement of the psychology ser-vices provision cycle(to the end-user).The e-learning techniques used in the psychology services provision cycle are used in the fol-lowing two axes.Firstly,to support learning and education,which are indispens-able in all the psychology branches and secondly,to entirely change the form of the provision of the psychological cycle services to the end-user,since the tools that are used for e-learning(in a new form and role now)are used to support the operations,proce-dures and services of the psychological cycle.The possibility of supporting personal teaching–learning as well as supporting classes or larger entities like levels of learning or virtual schoolsfinds also similarities and proportions to the psy-chological circle,with the possibility of supporting psychological consultancy in a personal way or in a small group,or in larger han-dling entities,such as therapy directions,or virtual psychology health centers.2.2.An e-psychology environmentA complete e-psychology environment can offer and support aA.Drigas et al./Computers in Human Behavior27(2011)1416–14231417the development of a system that will support e-psychology activ-ities(Fig.2).The result of the ICTs integration with the traditional psychol-ogy services is depicted more analytically in the following Fig.3.This integration of the psychology branches and services inthe diagnostic criteria,which are associated with DSM-IV andICD-10,while on the other hand it utilizes and is based on diagnos-tic instruments such as interview,psychometric tests and observa-tion.The result of all of the above is the production of theassessment report.It is obvious that these distinguished steps of the diagnosis pro-cedure are the main structural ingredients with which it is possibleto create an embedded system in an e-psychology environment,which performs the operations of diagnosis support(e-diagnosis).Following the modeling of diagnosis,it is very important tounderline the importance of modeling the stages and the proce-dures of therapy-treatment to the process of designing and real-izing an e-psychology environment.Based on the assessment report that was derived through thediagnosis process,the therapy–treatment process follows thestages that are depicted above in Fig.4.The basis for the develop-ment of these stages for this process is the treatment plan report, Fig.2.E-psychology abstract logical structure.Behavior27(2011)1416–1423and which was the basis for the development of the e-psychology environment(presented in Section4).The supported person(SP)has access to the registration depart-ment through a registration form over a secure socket layer(SSL) and his/her application becomes accepted after the necessary val-idation process.Following this,a temporary supported person page is created and through certain electronic procedures such as psy-chometric tests and interviews the assessment report is produced.Furthermore,through the creation of the supported person’s history folder and the appropriate review,the supported person’s personal information is inserted into the appropriate virtual clinic department where suitable treatment modalities are chosen and applied through suitably designed treatment plans.At this stage, the informative tools that support and realize the aforementioned procedures are the Supported Person calendar,his/her healthfiles, his/her personal information,the psychologist,the health library and a forum.At the end of the e-psychology process cycle the patient e-out-come is derived provided that all the necessary conditions of the treatment plan report,progress report and discharge report are met successfully.3.3.E-psychology and e-learning tools and servicesThe presented e-psychology process cycle is realized through special information and communication technologies tools and services.The design of these tools and services was based on exist-ing web services,such as discussion forums,chat,message boxes and e-libraries,which are widespread in the public web commu-nity.These tools and services are divided into two major catego-ries:the informative and the communicative tools and services. The former are divided further into two subcategories:the infor-mative and the supportive tools and services,which include tools and services related to the supporting material and its presentation within the e-psychology environment.Similarly,the latter(the communicative tools and services),are also divided into two sub-categories:the synchronous(real-time)and the asynchronous (non real-time)tools and services,which include tools and services that allow the communication between different user groups (users belonging to a different session level)(Fig.6).The aforementioned ICT tools and services were used for the development of the e-psychology platform imprinting the tradi-tional learning and psychology processes with synchronous and asynchronous learning and psychology tools and services in the e-psychology platform.The informative tools and services offer electronic tests(e-tests) and auditing tools,automated diagnosis,electronic content and knowledge for instant access,online databases hosting frequently and non-frequently found cases,tools to trace the impact and the progress of any treatment or supporting method,etc.On the other hand,the communicative tools and services offer alternative paths of communication(real-time and non real-time)between the psy-chologist and the supported person,in order to trace the impact and the progress of therapy,supporting,consulting and intervention.The e-psychology platform offers the possibility of management of these tools and services according to the user groups’permis-sion.More explicitly,the informative tools and services comprise the following:web directory,supported material,schedule,glossa-ries,references,video and audio lectures,events calendar,news, announcements and mailing lists.On the other hand,the support-ive tools and services consist of:exercises,diagnosis and diagnosis tests.As far as the communicative tools and services are con-cerned,in the synchronous subcategory these are:video and audio conference,instant messaging,chat and telephony.One the other hand,the asynchronous tools and services include:e-library,dis-cussion forums,message boxes,e-mail andfinally,video and audio e-mail(Fig.7).In addition,the user levels and user interfaces of the e-psychol-ogy platform comprise the following four levels:the administrator, the therapist–psychologist,the patient–supported person andfi-nally the visitor who support similar actions and have similar roles with the e-learning user levels namely,administrator,instructor, student and user.Finally,the seminars,classes,courses and the educational material from the e-learning circle are supported by the same tools and in similar procedures with the therapeutic enti-ties,small groups,therapeutic processes,and supporting material, from the e-psychology circle.The specifications of the user levels,the e-content and the e-tools in an e-psychology platform can be easily implemented through a simple correspondence of the psychology ontologies to the generic e-learning ontologies.E-psychology and e-learning have a very close interrelation. More particularly,the way that e-learning is related to e-psychology, is depicted below(Fig.8).It is obvious that the roles of the‘‘instruc-tor’’and the‘‘student’’are transformed into the roles of the ‘‘psychologist’’and the‘‘supported individual’’respectively.The ‘‘classes’’are transformed into‘‘small therapy groups’’and the ‘‘courses’’into‘‘supporting material’’.The‘‘consulting material’’(examples,exercises,multiple choice tests)correspond respectively to diagnosis,educational exercise for treatment and diagnostic tests. Finally,as it has been previously mentioned all the tools and services such as web directory,glossary,references,video and audio lectures, events calendar,news,announcements,mailing lists,e-library, sage box,e-mail,video and audio conference,discussion forums, stant messaging,chat,and telephony can be easily applied to platforms.4.E-psychology platform presentation4.1.E-Psychology Platform StructureBased on the discussion in Section3,we have developed psychology platform which is abstractly depicted in(Fig.9).The environment supports the operations of e-diagnosis and e-therapy that lead to the successful coverage of the aims that were set according to the followed psychological approach,in order tofinal-ly reach the e-outcome(provided that the aims are met successfully).These operations support and refer to the user target groups. These comprise the supported persons on the one hand and on the other the therapists–psychologists,who receive support through the e-psychology environment in order to execute their task in the best possible way.The supported persons comprise individuals,groups,small groups,families and couples while the individuals can be either adults,children or elderly people.The module that refers to training plays a very important role in the structure of the e-psychology platform.Training is a very important tool in the e-psychologyfield as it is used not only in the variousfields of psychology for the support of the supported persons,but also for the support and constant upgrade of the cog-nitive skills of the therapists–psychologists and the formation of the way that they treat both the supported persons as well as the various procedures within the e-psychology environment.Beyond the therapists–psychologists and the supported per-sons,the training module of the e-psychology platform constitutes a very powerful tool for the training of researchers and students who are given permission to access the e-psychology platform.Fi-Fig.5.E-psychology process cycle diagram. rmation and communication technologies(ICT)tools and services.nally,the importance of the training modules’role in the training of the common user(mean citizen)should not be overlooked as it in-forms and trains him/her on various interesting subjects regarding everyday psychological health such as stress control,possible per-ception or even behavioral deflections in children,memory issues with adults and the elderly andfinally,substances abuse etc.4.2.E-psychology platform user levelsThe discussed e-psychology platform comprises four different user levels namely the administrator,the psychologist–therapist, the patient–supported individual andfinally,the visitor.Each of these user levels has a different role and different permission levels to both the informative and the communicative tools and services of the e-psychology platform.The role of the administrator is to manage the e-psychology platform using the administrative tools of the system.These tools give the administrator the capability to hand permission to the other users of the e-psychology platform to access its various tools and services,depending on their needs.Finally,the admin-istrator is in constant communication with the therapists–psy-chologists regarding their sessions with their patients and their progress.Moreover,the role of the therapist–psychologist is to create and organize the electronic content(e-content)of the e-psychol-ogy platform in terms of its delivery to the patients–supported individuals as well as to anyone who is interested in viewing it. In particular,general information regarding psychological issues is uploaded to the system but more importantly,the electronic content of the sessions that the therapist–psychologist engages in with a patient is also uploaded to the e-psychology system. The scope of this is to enable the patients–supported individuals to revise the session in their own time in order to have a better per-ception of it.Finally,there is also the online communication,which aims at the further interaction of the two parts and the reply of possible questions that may rise after the end of a session.rmative and communicative tools and services.Fig.8.E-learning and e-psychology interrelation.Furthermore,the role of the patients-supported individuals is that of the regulator of the e-psychology platform.That is to say that it is the patients–supported individuals that view the e-con-tent,engage in the online sessions with the therapists–psycholo-gists and hence it is up to them to determine whether the e-psychology platform is worth while or not.Additionally,the pa-tients–supported individuals have full access to all the informa-tion and the services that are provided by this e-psychology platform.Finally,the visitor(common citizen)has the unique opportunity to access the e-content of the discussed e-psychology platform. This means access to consulting material,general sessions and dis-cussion forums where the visitor can go through discussions be-tween the therapists–psychologists and the patients–supported individuals for purely informative and educational pur-poses.This innovation is in accord with the principle‘information and knowledge for all’which conforms to the knowledge society strategies.It must be noted that these discussions between the therapists–psychologists and the patients–supported individuals are generic and non confidential.It is obvious that the simple vis-itors of the e-psychology platform do not(and can not)have the ability to access the e-content that has to do with confidential ses-sions and discussions between therapists–psychologists and pa-tients–supported individuals.This personal information is protected and can only be accessed by the other three user levels (administrator,therapist–psychologist,patient-supported individ-ual)who are authorized to do so.5.Future work–e-psychology and disabled individualsThe presented e-psychology platform constitutes only thefirst stage of an integrated e-psychology environment.The main future goal regarding the discussed e-psychology platform is the develop-ment of an up-to-date integrated e-psychology environment, which will support e-psychology activities for the needs of individ-uals with visual and hearing impairments through the use of ICT tools and services.E-psychology engages in activities such as teaching,learning, supporting,consulting,intervention and interview,aiming at enhancing the skills and smoothing the handicaps of disabled peo-ple.Through the efficient use of ICT tools and services,such e-psy-chology environments,analyze and understand in full the handicaps of this special group of people,achieving hence to cover both their special and communicative needs.This will ensure their equal access to information,knowledge,education and employ-ment.Moreover,this future electronic environment will comply with the‘‘Design for All’’and‘‘Universal Accessibility’’principles, rendering it user-friendly,flexible and adaptive for all.Within this integrated e-psychology platform,lessons in the Sign language will be developed and used,which will deal with the use and exploitation of ICTs for the hearing impaired.The development of these lessons will be based on multimedia assis-tive technologies such as visual material,streaming digital video and video conference for the hearing impaired,while for the visu-ally impaired the development of the aforementioned lessons will be based on such assistive technology as Braille terminals,screen readers,screen magnifiers,speech synthesizers,and voice/audio input software will be embedded within the system to support the e-inclusion of this special group of people.The implementation of this integrated platform will be based on two axes-ideas.Thefirst deals with the use of ICTs as a tool in order to expand the communication abilities of the disabled and as an intervention tool.The second deals with the use of ICTs as learning objects in order to exploit them and enhance their vocational life, ensuring their equal access to continuous vocational training with-out any form of discrimination,developing their enterprising and competitiveness skills through ICTs,expanding their vocational horizon andfinally,developing their professional skills through the ICT tools.Furthermore,the environment will support both syn-chronous and asynchronous activities of teaching–learning via communicative and informative tools and services,which can be adapted to support various methods of teaching–learning.Finally, the environment will support self-study learning as well as teacher moderated study via audio or video conference usage.6.Pilot implementationThe discussed e-psychology platform was developed under the ‘‘Conditions Improvement of Inclusion to Educational System of Individual with Multiple Handicaps’’framework of the Greek re-search program,which was funded by the O.P.E.I.P.T.European community program(Operational Program of Education andInitial Fig.9.Abstract presentation of the e-psychology platform structure.Professional Training).The project’s main objective was to train special education teachers on multiple handicaps issues.The work that was carried out during the pilot implementation period in-cluded two seminar periods:thefirst was the‘‘training’’seminar period while the second was the‘‘specialization’’seminar period. The former included the training of special education teachers in physical classrooms while the latter included training both in physical classrooms as well as with the use of e-learning.This elec-tronic environment was parameterized and configured properly in order to conform to the initial project specifications and needs.In this way,it assured the distant training form and also it supported the dissemination of new ideas and knowledge in the special edu-cation community.7.ConclusionsIt is common knowledge that cognitive science is the scientific domain which consists of various categories of different research and knowledgefields,such as neuroscience,specific biologyfields, specific informaticsfields like artificial intelligence and neural net-works and psychiatryfields.The common ground in these different sciences within the cognitive science domain is the study,research, analysis,simulation,inference,knowledge creation,etc.,for vari-ous aspects,functions and procedures of human mentality,such as thought,knowledge,language,memory,learning,perception and the ability of solving problems.E-psychology is in a close rela-tion with the cognitive science domain,but as it has been previ-ously mentioned,it expands beyond it,as e-psychology is the convergence of psychology as a totality,with the informatics sci-ence,or in other words,it is the invasion of information and com-munication technologies(ICTs)within the psychology domain.The era of information and knowledge society,became a reality or came into existence,because of the penetration of ICTs into the overall human(personal and social,scientific and non),activities. For several late years,we are referring,to various newfields like, e-learning,e-commerce,e-health,e-culture,e-government,e-test-ing,e-inclusion,e-democracy,e-politics,etc.Within the priorities and policies of EU,it is also known that we have a set o policies, which is known as e-Europe.E-Europe delimits goals,actions and procedures in order to improve the penetration and exploitation of ICTs and e-services,within every social and governmental,real-ity.ICTs are expected to improve,accelerate,and increase the qual-ity,productivity,gain,and even satisfaction of the end-users,in every e-service.In this article we explored the various aspects of e-psychology.The incorporation of information and communication technolo-gies(ICTs)as well as of Internet technologies within the traditional psychology process cycle results in what is commonly known as e-psychology,which was the main topic of this article.Although e-psychology is an innovation and a step forward for traditional psy-chology,it was underlined from the start that under no circum-stances does it substitute,replace or undermine the traditional psychology process but acts more as a means to enhance it and to complement it.E-psychology in its broad sense enables the therapists–psy-chologists as well as the patients–supported individuals to use and incorporate technology in their sessions bringing the latter to a whole new level.While carrying on their traditional sessions both parts have the opportunity to simultaneously experiment with this new electronic process in order to deduce useful conclu-sions and to make the whole experience of a virtual session more appealing and beneficiary for both parts.E-psychology offers pow-erful infrastructures,tools and services in order to deliver their ad-vanced quality to the end-users who are mainly the psychologists and the supported persons.This e-psychology platform was based on modern informative and communicative tools and services as is the case in many mod-ern e-learning platforms.More particularly,it was designed and developed very meticulously in an effort to provide an innovative platform that was user-centered,user-friendly,modular andflexi-ble.In addition,the aim was to exploit in full all the capabilities of contemporary Internet technologies for the benefit of both thera-pists–psychologists and patients–supported individuals but mostly in an effort to primarily cover as much as possible the psy-chological needs(regardless of thefield)of the aforementioned users of the e-psychology platform.ReferencesAlbano,G.,Gaeta,M.,&Salerno,S.(2006).E-learning:A model and process proposal.International Journal of Knowledge and Learning,2(1/2),73–88. Brusilovski,P.,Eklund,J.,&Schwarz,E.(1998).Web-based education for all:A tool for development adaptive puter Networks and ISDN Systems, 30(1–7),291–300.Carlson,N.,&Buskist,W.(1997).Psychology:The science of behavior.Allyn and Bacon,Inc..Durm,R.,Duval,E.,Verhoeven,B.,Cardinaels,K.,&Olivie,H.(2001).Extending the ARIADNE web-based learning environment.In Proceedings of the13th World Conference on Educational Multimedia,Hypermedia and Telecommunications(pp.1932–1937).Tampere,Finland.Eysenbach,G.,Powell,J.,&Kuss,O.(2002).Empirical studies assessing the quality of health information for consumers on the World Wide Web:A systematic review.The Journal of the American Medical Association,287(20),2691–2700. Fogel,J.(2004).Internet breast health information:Use and coping among women with breast cancer.CyberPsychology and Behavior,7(1),59–63.Fogel,J.,Albert,S.,&Schnabel,F.(2001).Health information on the internet.The Journal of the American Medical Association,285(20),2612–2621.García,V.,Ahumada,L.,Hinkelman,J.,Muñoz,R.,&Quezada,J.(2004).Psychology over the Internet:Online experiences.CyberPsychology and Behavior,7(1), 29–33.Gomella,L.(2000).The wild,wild web:Resources for counseling patients with prostate cancer in the information age.Seminars in Urologic Oncology,18(3), 167–171.González,G.M.,Winfrey,J.,Sertic,M.,Salcedo,J.,Parker,C.,&Mendoza,S.(2000).A bilingual telephone-enabled speech recognition application for screening depression symptoms.Professional Psychology:Research and Practice,31(4), 398–403.Kenwright,M.,Marks,I.,Gega,L.,&Mataix-Cols,D.(2004).Computer-aided self-help for phobia/panic via internet at home:A pilot study.The British Journal of Psychiatry,184,448–449.Lytras,M. D.(2007).Teaching in the knowledge society:An art of passion.International Journal of Teaching and Case Studies,1(1/2),1–9.Lytras,M.D.,Damiani,E.,&Ordóñez de Pablos,P.(2008).Web2.0:The business model.Springer.Lytras,M.D.,&Garcia,R.(2008).Semantic Web applications:A framework for industry and business exploitation–What is needed for the adoption of the Semantic Web from the market and industry.International Journal of Knowledge and Learning,4(1),93–108.Lytras,M.,&Ordóñez de Pablos,P.(2007).Red Gate Corner:A Web2.0prototype for knowledge and learning concerning China business and culture.International Journal of Knowledge and Learning,3(4and5),542–548.Lytras,M.D.,&Ordóñez de Pablos,P.(2009).Social Web Evolution.Integrating Semantic Applications and Web2.0Technologies.IGI-Global.Lytras,M. D.,&Sicilia,M. A.(2005).The knowledge society:A manifesto for knowledge and learning.International Journal of Knowledge and Learning,1(1/2), 1–11.Marks,I.,Shaw,S.,&Parkin,R.(1998).Computer-aided treatments of mental health problems.Clinical Psychology:Science and Practice,5(2),151–170.Matthews,S.,Camacho,A.,Mills,P.,&Dimsdale,J.(2003).The internet for medical information about cancer:Help or hindrance?Psychosomatics,44(2),100–103. Ordóñez de Pablos,P.(2002).Knowledge management and organizational learning: Typologies of generic knowledge strategies in the Spanish manufacturing industry from1995to1999.Journal of Knowledge Management,6(1),52–62. Richter,T.,&Naumann,G.(2000).Computer-based assessment of reading skills.In Proceedings of Computers in Psychology Conference(CiP2000).York,UK.Riva,G.,Molinari,E.,&Vincelli,F.(2002).Interaction and presence in the clinical relationship:Virtual reality(VR)as a communicative medium between patient and therapist.IEEE Transactions on Information Technology in Biomedicine,6(3), 198–205.Rodriguez Pérez,J.M.,&Ordóñez de Pablos,P.(2003).Knowledge management and organizational competitiveness:A framework for human capital analysis.Journal of Knowledge Management,7(3),82–91.Vincelli, F.(1999).From imagination to virtual reality:The future of clinical psychology.CyberPsychology and Behavior,2(3),241–248.Vincelli,F.,&Riva,G.(2002).Virtual reality:A new tool for panic disorder therapy.Expert Review of Neurotherapeutics,2(3),377–383.A.Drigas et al./Computers in Human Behavior27(2011)1416–14231423。
心理学英文文献报告
4 数据分析
(1)基准数据：ANOVA、chi-square test (2)组间、组内差异：广义估计方程下的重复 测量回归模型（repeated-measures regression model implemented with generalized estimating equations(GEE)） （3）3个月、6个月时两组满足“联邦政府体 育锻炼指导意见”标准的百分比：chi-square test
3 研究方法
（2）被试筛选 筛选标准：健康、久坐（每周中等强度体育锻 炼时间少于60分钟）的成年男女，18—65岁， 拥有电脑。 排除标准：限制运动；有过明显的和复杂病因 的心脏、心血管、呼吸、神经系统方面的疾病 历史；正在或打算怀孕；过去6个月间住过院； 在服药，而这些药物影响体育锻炼；没有电脑 的人群。
7 研究结论
• 互联网对久坐成人的体育锻炼干预有着积 极影响。将来的互联网式体育锻炼干预需 紧跟互联网技术的发展，比如可将WEB2.0 的设计理念引入到互联网式体育锻炼的干 预上，使网站与被试可以有更多互动，同 时，也可考虑进行移动通讯式体育锻炼干 预。
8 反思、启示
（1）问题提出步步推进，具有很强的逻辑性。 （2）实验设计巧妙，整个实验过程中实验者与被试没 有过面对面的时候，做到了真正意义上的“非面对面 式”体育锻炼干预。 （3）可以看到国外对体育锻炼的重视及体育锻炼的重 要性。 （4）实验中的不足之处：SI组被试需通过“学习主页” 访问六大网站，这样研究者才能收集到相应数据，但 如果被试直接访问六大网站，则会遗失一些必要数据。
INF：3.873
Contents 1、研究背景 2、研究目的 3、研究方法 4、数据分析 5、实验结果 6、结果讨论 7、研究结论 8、反思、启示
心理学英文文献报告
同一性获得（identity 同一性拒斥（identity 同一性扩散（identity 同一性延缓（identity
achievement)YES foreclosure)NO diffusion) NO
YES YES NO NO
moratorium) YES
自我同一性风格
在批判玛西亚理论的基础上，berzonsky(1990)提出了个体认同的过
方法
家庭关系的测量 家庭环境量表（家庭凝聚/情感表达/家庭冲突） 李克特五点量 表，1代表从不，5代表总是 本研究量表的系数为0.73 自我同一性状态 该量表采用6点量表计分，1代表非常赞同，6代表非常不赞同 包括四个分量表（成就型、排他型、弥散性、延缓型）本研究量表的系数0.66
自我同一性风格测量 采用Berzonsky修订的自我同一性风格问卷，该问卷共34个 项目,每个项目从“一点也不像我”到“非常像我”,均为5点计分。问卷包括4个 分量表,即信息风格、标准风格、扩散-回避风格和承诺分量表。由于本研究只考 察大一学生的同一性风格,因此对承诺分量表不做分析。本研究总量表的Cronbach 系数为0.62
青年自我同一性的形成被认为是发展体系的关键，它反映了最主要冲突的解决及社会心理的 发展，并为未来的各发展阶段奠定了基础。
目前我们的研究设计旨在调查同一性进程（认同变量）和社会因素在青少年大学生社会心理 发展状况中发挥的作用，不同于以往研究的是，我们检验了以下变量的联系：同一性状态、 同一性风格 、家庭及学校关系 、 大一学生的社会心理状况
心理学英文文献汇报1
Experiment1
The percentage of responses that corresponded to the context category was positively related to the perceptual similarity between the facial expression of disgust and the facial expression associated with the emotional context.Repeated measures ANOVA demonstrated the reliability of this effect,F(3, 45) =93.8, p < .0001, prep =0.996;
Preface
Goal of this study
To address the perceptual similarity among facial expressions and unveil rules that govern contextual effects on the perceptual processing of facial expressions and on the mapping of facial expressions into emotion categories.
The Literature Report 1
Title: Angry, Disgusted, or Afraid? Studies on the Malleability of Emotion Perception.
Authors: Aviezer, H. et al. (2008)
From: Psychological Science, 19(7), 724-732.
心理学的英语作文
心理学的英语作文Title: The Influence of Psychology on Human Behavior。
Introduction:Psychology is the scientific study of the human mind and behavior. It plays a crucial role in understanding why people think, feel, and behave the way they do. This essay will explore the various aspects of psychology and its impact on human behavior.Body:1. Understanding Human Behavior:Psychology helps us understand human behavior by studying various factors that influence it. These factors include genetics, environment, culture, and personal experiences. By understanding these influences, psychologists can predict and explain human behavior.2. The Role of Perception:Perception refers to the way individuals interpret and make sense of the world around them. Psychology helps us understand how perception affects behavior. For example, people with a positive perception of themselves are more likely to have high self-esteem and engage in positive behaviors.3. The Power of Conditioning:Conditioning is a psychological concept that explains how behavior is learned and modified through rewards and punishments. Psychologists use conditioning techniques to change unwanted behaviors and encourage positive ones. For instance, in the case of addiction, psychologists use conditioning to help individuals overcome their dependence on harmful substances.4. The Importance of Cognitive Processes:Cognitive processes refer to the mental activities involved in acquiring, processing, and storing information. Psychology helps us understand how these processes influence behavior. For example, cognitive psychology explores how memory, attention, and problem-solving affect decision-making and behavior.5. The Impact of Social Psychology:Social psychology examines how individuals' thoughts, feelings, and behaviors are influenced by the presence of others. It helps us understand social interactions, conformity, and group dynamics. For instance, social psychology explains why people conform to group norms and how this conformity affects their behavior.6. The Role of Personality:Personality refers to the unique set of traits, behaviors, and patterns of thought that define an individual. Psychology helps us understand how personality influences behavior. For example, individuals withextroverted personalities may be more likely to engage in social activities and seek out new experiences.7. The Influence of Psychological Disorders:Psychological disorders can significantly impact behavior. Disorders such as depression, anxiety, and schizophrenia can change the way individuals think, feel, and behave. Psychology plays a crucial role in diagnosing and treating these disorders, helping individuals regain control over their behavior.Conclusion:Psychology is a multifaceted field that provides valuable insights into human behavior. By understanding the various factors that influence behavior, psychologists can predict, explain, and modify behavior effectively. The study of psychology is essential not only for professionals in the field but also for individuals seeking to understand themselves and others better.。
心理学英文文献报告
方法
家庭关系的测量 家庭环境量表（家庭凝聚/情感表达/家庭冲突） 李克特五点量 表，1代表从不，5代表总是 本研究量表的系数为0.73 自我同一性状态 该量表采用6点量表计分，1代表非常赞同，6代表非常不赞同 包括四个分量表（成就型、排他型、弥散性、延缓型）本研究量表的系数0.66
自我同一性风格测量 采用Berzonsky修订的自我同一性风格问卷，该问卷共34个 项目,每个项目从“一点也不像我”到“非常像我”,均为5点计分。问卷包括4个 分量表,即信息风格、标准风格、扩散-回避风格和承诺分量表。由于本研究只考 察大一学生的同一性风格,因此对承诺分量表不做分析。本研究总量表的Cronbach 系数为0.62
同一性获得（identity 同一性拒斥（identity 同一性扩散（identity 同一性延缓（identity
achievement)YES foreclosure)NO diffusion) NO
YES YES NO NO
moratorium) YES
自我同一性风格
在批判玛西亚理论的基础上，berzonsky(1990)提出了个体认同的过
对象&方法
1.采取整群抽样法,选取351名大学一年级学生进行问卷调查。 男生 119名（34%） 女生 232名（66%）（男女比例接近1:2，与本校大一新生 男女比例相仿） 年龄介于18—21，平均值为19.22
大多数学生来自欧洲中产阶级
2.方法 社会心理情况 问卷法，包括八个量表，与埃里克森八阶段论相对应，但我 们重点关注的是晚期青少年阶段量表，所以集中于前五个阶段（希望、意志、目 标、能力、诚实），最终成绩为五个量表分数之和，五个变量值和可以解释变量 的66% coefficientα为0.89 学校关系（1-5点李克特量表，学生vs全体教职工；学生vs导师；学生vs同 伴）
心理学英文文献报告PPT课件
.
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（3）数据搜集
两组共有：通过电话采访，采用7-day physical activity recall量表收集起始、3月、6月的数据。 EI组：每月完成Internet quetionary，用以评估 被试的自我效能感、决策均衡，对变化的认知、对 锻炼的结果预期。3个月时完成一份关于互联网特 征有效性的问卷 SI组：每月完成关于非体育锻炼话题的问卷
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2 研究目的
本研究是研究者上一个研究的继续，目的是比较升级 版的互联网式体育锻炼干预（enhanced internet,EI 组）与六大著名公共服务项目网站（standard internet， SI组）相比，哪个对促进人们体育锻炼更为有效。实验 的预期假设是在3个月中、6个月中，EI组的体育锻炼 的水平要高于SI组。
INF：3.873
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Contents 1、研究背景 2、研究目的 3、研究方法 4、数据分析 5、实验结果 6、结果讨论 7、研究结论 8、反思、启示
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1 研究背景
• 体能活动不足被认为是导致死亡的重要原因之一，并被 认为是21世纪最大的公共健康问题。
• 美国卫生部于2008年颁布联邦政府体育锻炼指导意见， 陈述到所有健康成人为了身体健康每周至少应进行150 分钟的体育锻炼。但实际上只有49%的美国成人能做到 这一点，本研究的“体育锻炼干预”便是基于此点开展 的。
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3 研究方法
（1）焦点小组（Focus Groups） 三个焦点小组，共17位参与者。采用名义群体技
术来讨论“对促进体育锻炼有用的互联网特征”，参 与者讨论的前一周，收到基于“社会认知理论”的互 联网特征的邮件，预先熟悉这些特征，一周后将已熟 悉的互联网特征进行喜好程度的排序，最终得到五个 有利于促进体育锻炼的互联网特征，研究者将其设计 到升级版的互联网网站中：①自我管理及目标设定： 体育锻炼记录表②知觉环境：地理位置标记 ③社会 支持：“向专家请教板块”④观察学习：体育锻炼影 像⑤形势：同伴体育锻炼进展的定期更新
健康心理学英语文献 (2)
Change Your MindAbout Mental HealthIntroductionMental health. It's the way your thoughts, feelings, and behaviors affect your life. Good mental health leads to positive self-image and in turn, satisfying relationships with friends and others. Having good mental health helps you make good decisions and deal with life's challenges at home, work, or school.It is not uncommon for teenagers to develop problems with their mental health. National statistics indicate that one in every five teens has some type of mental health problem in any given year. The problems range from mild to severe. Sadly, suicide is the third leading cause of death among teens.Unfortunately, most young people with mental health problems don't get any treatment for them. Research shows that effective treatments are available that can help members of all racial, ethnic, and cultural groups.If you broke your leg or came down with pneumonia, you wouldn't let it go untreated. Often however, young people ignore mental health problems thinking they will "snap out of it," or that they are something to be ashamed of. That kind of thinking prevents people from getting the help they need. Sometimes getting help is a matter of changing your mind.Learning From Your Peers: Carmen's StoryThe pain and emotional discomfort that people experience when they have mental health problems are real. Fortunately, there's a good chance that an individual will improve by getting appropriate treatment. The following success stories reflect what can happen when young people with mental health problems choose to seek help.Dealing With PanicCarmen was 14 when she started having panic attacks. Suddenly, her heart would start racing, she couldn't catch her breath, and she felt dizzy. Experiences like eating out in a restaurant seemed to trigger an attack. Carmen began thinking about all the different situations where the attacks might happen, and she avoided those places. In many ways, fear was controlling her life.She was reluctant at first, but Carmen eventually told her mother about her panicattacks. Carmen was surprised to learn that other family members had dealt with the same problem.Since Carmen's mother knew something about panic attacks and their treatment, her mother convinced Carmen that she should work with a psychologist to help reduce her fear and relieve her emotional pain.Through psychotherapy, or talk therapy, Carmen learned relaxation and other techniques for dealing with her intense anxiety. She also learned how her thoughts could influence her panic attacks.As Carmen practiced her new skills, her attacks occurred less often, and she gradually became more comfortable in situations that had scared her so much.Learning From Your Peers: Emily's StoryFinding Help for Problem EatingEarly in high school, Emily began to diet occasionally and watch her weight. But by her senior year, she focused constantly on her weight and cut way back on the amount she ate. Emily exercised as much as possible. Despite her scary appearance to others, Emily believed she still needed to lose more weight. When her family and friends expressed concern to Emily about her weight loss, she withdrew from them. Emily tried to keep her refusal to eat hidden from others. During meals with her family, Emily would move food around her plate instead of eating it.Emily began to develop medical problems as a result of her eating behavior. During an office visit, her family physician noticed that Emily's weight had dropped and asked questions about her eating habits. The doctor helped Emily realize that her eating problems, if left untreated, eventually could threaten her life.Emily's physician helped convince her to get the mental health treatment she needed. Through psychotherapy, Emily learned how her feelings influenced her eating. With help, she was able to improve her self-image as well as her eating habits. By getting treatment, Emily was able to stabilize her weight and regain her mental and physical health.Learning From Your Peers: Jason's StoryRecovering From Severe Mental Health ProblemsThe year he turned 19, Jason began having serious problems. He became so exhausted from severe depression, there were many days when he couldn't even get out of bed. There were times when Jason felt certain someone was out to harm him. He became very confused and frightened by his experiences, and he had thoughts of suicide.Jason's concerned parents took him to the local mental health center. There Jason and his family began meeting with a treatment team to become educated about the problems he was having. They all worked together to develop an effective treatment plan that included psychotherapy and medication. By participating actively in Jason's treatment, his family members learned helpful ways of supporting Jason.With good mental health treatment and the support of friends and family, Jason finally began to feel hopeful about his future. He eventually returned to school. There was a long time when Jason couldn't imagine getting any better. But he found out that even someone with severe problems like his can get help. Triggers and SignsChanges in feelings such as fear and anger are a normal part of life. In fact, learning about your own mood changes, like what triggers them and when, is important to knowing who you are.There are many situations, such as a divorce in the family or strained relationships with friends, that can cause emotional stress. Difficult situations may make you feel sad or "blue" for a while. That's different than having a mental health problem like depression. For example, young people suffering from depression often feel an overwhelming sense of helplessness and hopelessnessfor long periods. This depression may lead to suicidal feelings.Certain experiences, thoughts, and feelings signal the presence of a variety of mental health problems or the need for help. The following signs are important to recognize:• finding little or no pleasure in life• feeling worthless or extremely guilty• crying a lot for no particular reason• withdrawing from other people• experiencing severe anxiety, panic, or fear• having big mood swings• experiencing a change in eating or sleeping patterns• having very low energy• losing interest in hobbies and pleasurable activities• having too much energy, having trouble concentrating or following through on plans• feeling easily irritated or angry• experiencing racing thoughts or agitation• hearing voices or seeing images that other people do not experience• believing that others are plotting against you• wanting to harm yourself or someone else.It's not necessarily easy to spot these signs, or to figure out what they mean. Qualified mental health professionals are skilled in making an accurate diagnosis.As a general rule: the longer the signs last, the more serious they are; and the more they interfere with daily life, the greater the chance that professional treatment is needed.Help How-Tos: First Step, Reach Out to People YouTrustSometimes people don't get the help they need because they don't know whereto turn. When you're not feeling well, it can be a struggle to take the necessary steps to help yourself get better.When dealing with mental health or emotional problems, it's important not to go at it alone. Healing is a combination of helping yourself and letting others help you. Comfort and support, information and advice, and professional treatment are all forms of help.Think of all the people you can turn to for support. These are people who are concerned about you and can help comfort you, who will listen to you and encourage you, and who can help arrange for treatment. In other words, find the caring people in your life who can help you.These people might include:• friends• parents and other family members• someone who seems "like a parent" to you• other adults whose advice you would value -- perhaps a favorite teacher or coach, a member of your church or other place of worship, or a good friend's parent.Research shows that males are more reluctant to look for help and receive it than females are. While some people may have difficulty reaching out to others they trust, taking this first step in getting help is important for everyone to do.Some families have health insurance that helps them get the services they need from mental health professionals. Insurance may cover some of the cost of these services. Many insurance companies provide a list of licensed mental health professionals in your area.The more you know, the easier it isLibraries are an excellent source of information about mental health. Bookstores often have "self-help" or "psychology" sections.For those with Internet access, there are many Web sites related to health and mental health. Some are better in quality than others. It is important to know if the information on a site comes from sources you can trust. Use caution wheneveryou're sharing or exchanging information online: there's a chance that it will notbe kept private.Nothing is worse than nothingThe consequences of not getting help for mental health problems can be serious. Untreated problems often continue and become worse, and new problems may occur. For example, someone with panic attacks might begin drinking too much alcohol with the mistaken hope that it will help relieve his or her emotional pain.One final word: to be a good friend, never keep talk of suicide a secretFriends often confide in one another about their problems. But if a friendmentions suicide, take it seriously and seek help immediately from a trusted adultor health professional. Never keep talk of suicide a secret, even if a friend asksyou to. It's better to risk losing a friendship than to risk losing a friend forever.It's All In the AttitudeThere are many reasons why people do not get help for mental health problems. Fear, shame, and embarrassment often prevent individuals and their familiesfrom doing anything.Sometimes being able to get the help, support, and professional treatment you need is a matter of changing your mind about mental health and changing the way you react to mental health problems.Here are some important reminders:• Mental health is as important as physical health. In fact, the two are closely linked.• Mental health problems are real, and they deserve to be treated.• It's not a person's fault if he or she has a mental health problem. No one is to blame.• Mental health problems are not a sign of weakness. They are not something you can "just snap out of" even if you try.• Whether you're male or female, it's OK to ask for help and get it.• There's hope. People improve and recover with the help of treatment, and they are able to enjoy happier and healthier lives.。
心理学英文文献汇报
Preface
Authors’ views：
➢ In real life, faces are rarely encountered in isolation, and the context in which they appear is often very informative;
➢ The results of early researches （e.g.,Trope,1986;Nakamura et al.,1990;Carroll & Russell,1996） proved inconsistent ,furthermore, the relevance of those studies to the perception of facial expressions is indirect at best, because participants were asked not to describe the emotion expressed in the face, but rather to attribute emotion to the target person;
Preface
Goal of study
➢ To address the perceptual similarity among facial expressions and unveil rules that govern contextual effects on the perceptual processing of facial expressions and on the mapping of facial expressions into emotion categories.
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Preface
Two major views about the processing and perceiving of facial expressions:
➢ Discrete category view: basic facial expressions convey discrete and specific emotions; the readout of specific emotions from facial expressions is largely unaffected by their context.
➢ Dimensional view: facial expressions are not categorized directly into specific emotion categories, but rather convey values on the dimensions of valence and arousal. These values are read out from the facial expressions and are used to attribute a specific emotion to the face; the initial reading out of affective dimensions from the facial expressions is assumed to be unaffected by context.
Preface
Goal of this study
To address the perceptual similarity among facial expressions and unveil rules that govern contextual effects on the perceptual processing of facial expressions and on the mapping of facial expressions into emotion categories.
Preface
➢ Consequently， although the discrete-category and dimensional frameworks hold different views about the information conveyed by facial expressions, they share the notion that affective information (specific emotions or affective dimensions, respectively) is read out from the face by a process that is relatively immune to context.
Experiment1
Aim：To examine if the perceptual similarity
between facial expressions affects viewers’ susceptibility to contextual influences in categorizing the expressions, based on the discretecategory view. Hypothesis：contextual effects might rely on the similarity between the target facial expression and the facial expression typically associated with the affective context.
Preface
➢ There are reasons to suspect that facial expressions might be more sensitive to context than previous studies suggest. Specifically, prior studies might have resulted in equivocal results because they did not take into account the perceptual similarity among facial expresws：
In real life, faces are rarely encountered in isolation, and the context in which they appear is often very informative;
The results of early researches （e.g.,Trope,1986;Nakamura et al.,1990;Carroll & Russell,1996） proved inconsistent ,furthermore, the relevance of those studies to the perception of facial expressions is indirect at best, because participants were asked not to describe the emotion expressed in the face, but rather to attribute emotion to the target person;
The Literature Report 1
➢ Title: Angry, Disgusted, or Afraid? Studies on the Malleability of Emotion Perception.
➢ Authors: Aviezer, H. et al. (2008)
➢ From: Psychological Science, 19(7), 724-732.