Experimental Study on the Influence of Cognition and Emotion on Moral Judgment of College Students in Dilemma Situation

Objective:To study the influence of cognition and emotion on moral judgment of college students under the circumstance of whether the cognitive resources are occupied and whether the emotion is induced.Methods:This experiment uses a multi-factor mixed experiment method to divide experiments and groups.Experiment 1 uses a two-factor mixed experimental design of 2(cognitive resource occupancy group,cognitive resource non-occupied group)×3(difficult situation type).Experiment 2 uses a two-factor mixed experimental design of 2(emotion induction group,emotion induction and cognitive resource occupation group)×3(three types of dilemma situation types)is adopted.The dependent variable of this experiment(including Experiment 1 and Experiment 2)is the judgment response time and the judgment result is“Yes”(F)or“No”(J).Results:(1)The reaction time of the cognitive resource occupancy group was significantly higher than that of the cognitive resource non-occupied group,and the cognitive resource occupancy group in the three types of dilemma situations of high personal involvement,low personal involvement,and non-personal participation.There is no significant difference between the results of moral judgments and the cognitive resource non-occupied group.(2)In the three dilemmas of high personal involvement,low personal involvement,and non-personal participation,the emotion-induced group and the emotion-induced and cognitive resource occupation group have no significant differences in reaction time and moral judgment results.(3)In the three dilemmas of high personal involvement,low personal involvement,and non-personal participation,the reaction time difference between the cognitive resource occupation group and the emotionally induced and cognitive resource occupation is not significant,while in the dilemma of low personal involvement,the number of people in the cognitive resource occupation group whose moral judgment is“Yes”was significantly higher than that in the emotionally induced and cognitive resource occupation group.(4)In the three dilemmas of high personal involvement,low personal involvement,and non-personal participation,the reaction time of the emotionally induced group was significantly higher than that of the cognitive resource non-occupied group,and the moral judgment results of the two groups were both found no significant difference.Conclusion:When the occupation of cognitive resources and the induction of emotions will significantly affect the response of individual moral judgments,different types of dilemmas will significantly affect the results of individual moral judgments.

Emotions and Stressing Situations Adaptation of Nursing Students in the New Normality

Background: New normality is uncertain in every sense, specifically in education and for many health disciplines. Being immersed in COVID-19 pandemics brought serious consequences for mental health, and is very important to handle emotions and stress coping strategies to obtain positive outcomes. Objective: To identify the most frequent emotions, as well as the adaptation strategies to the new normality faced by the students of nursing. Methods: Qualitative and phenomenological research, with the participation of 20 students from both genders in the middle term of nursing career at Faculty of Higher Studies Iztacala, National Autonomous University of Mexico, from August to November 2021. Information was collected from a focal group for ten sessions;analysis was according to De Souza Minayo, and there was a signed informed consent letter from participants. Results: Four categories emerged with sub-categories. Category I Maximized emotions. Sub-categories: 1) Frustration, anger, disappointment;2) Personal disappointment, hopelessness, uncertainty;3) Depression. Category II Support elements close to the new normality. Sub-categories: 1) Family communication;2) Education for mental and physical health. Category III Stressing situations that exceeded the student. Sub-category: Disease in lovely ones. Category IV Stress coping strategies. Sub-categories: 1) Friends and relatives that help to get better;2) Family values. Informers pointed out to have maximized emotion, and having no self-control on its negative outcomes occurred;in addition, the situation was not favorable at home with several losses of loved ones, as well as a poor economy that threatened students to give up studies. Conclusion: Emotions facing this new normality are very important and should be attended to, their proper handling will result in a new learning of socio-emotional abilities, stress coping strategies development, better adaptation and informed decisions taken.

Deep Facial Emotion Recognition Using Local Features Based on Facial Landmarks for Security System

Emotion recognition based on facial expressions is one of the most critical elements of human-machine interfaces.Most conventional methods for emotion recognition using facial expressions use the entire facial image to extract features and then recognize specific emotions through a pre-trained model.In contrast,this paper proposes a novel feature vector extraction method using the Euclidean distance between the landmarks changing their positions according to facial expressions,especially around the eyes,eyebrows,nose,andmouth.Then,we apply a newclassifier using an ensemble network to increase emotion recognition accuracy.The emotion recognition performance was compared with the conventional algorithms using public databases.The results indicated that the proposed method achieved higher accuracy than the traditional based on facial expressions for emotion recognition.In particular,our experiments with the FER2013 database show that our proposed method is robust to lighting conditions and backgrounds,with an average of 25% higher performance than previous studies.Consequently,the proposed method is expected to recognize facial expressions,especially fear and anger,to help prevent severe accidents by detecting security-related or dangerous actions in advance.

Implications of The Gift of the Magi for Moral Education of Teenagers From the Perspective of Interaction Ritual Chains

Adolescence is a pivotal moment in shaping one’s character and holds great implications for one’s values and personal growth.The Gift of the Magi by O.Henry portrays how an ordinary young couple in difficult financial circumstances managed to show their love for each other,eulogizing truth,goodness,and beauty in humanity.We conducted a thorough examination of the significance of moral values conveyed in The Gift of the Magi for teenager education using the“situation-emotion-symbol”model that is based on Randall Collins’theory of interaction ritual chains in order to establish an interaction ritual chain model for moral education of teenagers.Our study reveals that situated cognition is useful in constructing the focus of attention for the moral education of teenagers;that shared emotion is the driving force for achieving moral education of teenagers;and that symbolic connections help teenagers put the virtues they’ve learned from The Gift of the Magi into action and provides effective measures that can significantly contribute to the cultivation and implementation of moral education among teenagers.

基于中医情志相胜理论的阅读疗法护理干预模式对尿毒症患者心理的作用

目的探讨基于中医情志相胜理论的阅读疗法护理干预模式对尿毒症患者心理情况的影响。方法选择2022年1月—12月在吉林医药学院附属医院治疗的尿毒症患者70例为研究对象。根据患者治疗时间不同进行分组,即将2022年1月—6月治疗的35例患者纳入对照组。将2022年7月—12月治疗的35例患者纳入观察组。对照组行常规护理,观察组采取基于中医情志相胜理论的阅读疗法进行护理干预。护理后,从心理焦虑评分、心理抑郁评分、心理压力评分等方面,比较护理效果。结果观察组患者心理焦虑评分、心理抑郁评分和心理压力评分均低于对照组(P<0.05)。结论基于中医情志相胜理论的阅读疗法护理干预模式能有效改善尿毒症患者焦虑等心理异常。

智情技术赋能的情境教学研究

智情技术可为情境教学提供保障、增加导引、加深理解,使其获得沉浸式多模态教学感官,然智情素养、教学资源、教学条件等因素影响了智情技术在情境教学中的综合应用。阐述了智情技术和情境教学的概念、影响与驱动;从资源、参与和评估三个方面探索情境教学困境和赋能路径;以情境、过程和保障为基本要素,立足真实、专业、展示、复习、协同、交流、辅导、评价八个角度,构建智情技术赋能的情境教学框架与模型;最终以《人机情感》课程为对象,设定情境,设计过程,提出保障策略,旨在为智能技术赋能情境教学提供借鉴。

认知视域下语言运用三级析解

语言有多重属性。在语言运用中,经济性和认知性发挥着重要作用,其中,认知性的作用更为基础。据此,我们提出认知原理统领下的语言运用三级表达—解读理论框架。在一级运用阶段,语言解读是运用“整一性投射”策略解决读懂的问题;表达则是要利用这一策略使语言更为简省。其中,运用“整一性投射”就是要利用百科知识,也就是语言主体的认知能力。二、三级运用是在读懂的基础上进一步运用情境关联的策略,其中的三级运用是专门针对非字面义表达的。情境关联的实现更能体现认知活动的基本原理:认知主体同环境的相互作用。通过情境关联,主体的“情”同“境(景)”里的物关联起来,主体对所表达的事物进行联想、想象,作出主观的认知加工,实现“情以物迁,辞以情发”。

催眠技术联合镇痛仪应用于自然分娩产程对母婴结局的影响研究

目的:探究催眠技术与非药物镇痛仪联合应用于自然分娩产程中对母婴结局的影响。方法:回顾性分析郑州大学第一附属医院2021年3月—2022年3月收治的315例产妇的临床资料,且产妇入院时均有意愿自然分娩。根据产妇个人对镇痛方式选择的意愿分为对照组(n=156)和观察组(n=159)。对照组产妇采用常规镇痛,观察组产妇给予催眠技术与非药物镇痛仪相结合镇痛。对比两组产妇分娩的母婴结局。结果:干预后,观察组产妇各项分娩情况均显著优于对照组,差异有统计学意义(t=17.575、12.317、11.359、71.114,P<0.05);各产程阶段的产痛情况均轻于对照组,差异有统计学意义(t=7.646、11.396、13.621,P<0.05);观察组产妇顺产率高于对照组,差异有统计学意义(t=21.453,P<0.05);观察组产妇新生儿结局优于对照组,各项情绪评分低于对照组,各项血流动力学指标明显低于对照组,差异有统计学意义(t=34.330、20.998、43.589、20.335、19.225、17.060,P<0.05)。结论:在分娩过程中,给予产妇催眠技术联合非药物镇痛仪展开镇痛干预,可合理缩短产程,减轻各产程产痛程度,提高顺产率,改善新生儿结局,减少产妇分娩中焦虑等负面情绪,稳定生命体征,保障母婴结局。

乐何以通伦理——先秦儒家“乐通伦理”观释义

中华文明素有“礼乐文明”之称,带有强烈的伦理色彩。“乐”与“伦理”相通,具体体现在三个方面:其一,“乐”通“伦理”的人性基础是“情”,两者都源自基于血缘的自然情感的发展与交流。其二,“乐”通“伦理”的价值旨归为“和”,包括个体身心的和谐、人际关系的和谐以及人与天地万物的和谐。其三,“乐”通“伦理”的实践路径为“教”,乐教具有丰富的内容、多样的形式和完善的机制,旨在个体修身成德、社会移风易俗,从而在不平等的阶级社会中实现和谐大同。

精英运动员身体再造的符号解读与图式建构

为进一步拓展身体社会学的理论边界,以精英运动员的身体再造为切入点,通过揭示其价值认同、符号意涵,建构出内在机理所蕴含的身体图式。研究发现:(1)精英运动员无限接近人类身体潜能的再造过程可以被定义为“意指进阶”。(2)精英运动员的身体再造是规训话语表征于运动展演和行为互动的镜像,同时也是社会文化表征于身体价值与观念的镜像。(3)精英运动员身体再造具有形塑社会秩序、推进社会再生产以及塑立文化符号标识三重属性,并在“身体消费”和表征社会变迁的结构化行动中使运动态身体、商品态身体以及社会态身体形成联结。(4)精英运动员的身体再造图式是该群体在以身体实践感为基础,以互动情境链为桥连、以身体仪式嵌入为核心的运作机制中,通过“存在—规训—展演—象征”复合性实践型构的一种特定文化样态。

人形机器人的法律治理基本架构

人形机器人具有跨场景的通用性,可以在多种场景中与人类展开合作,可能通过全面的运用形成人机共生社会。在人机共生社会中,法律治理应当超出特定的场景设计,形成更具一般性的架构。跨场景应用的人形机器人在态势感知和情感识别方面的特征,决定了人形机器人的法律治理不同于一般意义上的机器人。以此为出发点对人形机器人的法律治理基本架构进行设计,平衡技术发展与社会风险,形成合理的激励机制。

城市公共空间爱国主义教育活动的情境分析——基于互动仪式链理论的解释

“互动仪式链”理论是城市公共空间爱国主义教育活动的有效分析工具。爱国主义教育活动本质上是“一定的物理时空”“参与者及其权力关系”“符号和象征物”“仪式流程”“情感的来龙去脉”等诸多情境要素交织在一起的互动仪式。这些活动可以被划分为“正式仪式”“自然仪式”“混合仪式”三种情境结构类型。爱国主义教育互动仪式对人们情感的影响可以划分为“多源流汇合下的唤醒”“仪式互动中的重构和固化”“作为知识和集体记忆的刻写”三个在时序上前后衔接、不断循环的过程。对情感能量的追求是人们主动参与爱国主义教育互动仪式的一个重要动力源。

团体心理干预对突发性事件群体负性情绪的影响

探究团体心理干预对突发性事件群体负性情绪的影响,以降低群体负性情绪,进行科学有效的团体心理干预,促进其身心健康。选取72例在长春市某医院接受心理治疗的突发性事件经历者为研究对象,随机分为研究组和对照组。研究组采用团体心理干预,对照组采用个体心理危机干预,分析两组干预者的负性情绪、心理健康状态、生活质量。干预前,两组干预者的负性情绪评分、心理健康状态、生活质量经比较差异不显著(P>0.05);干预后,研究组的正性情绪得分为(38.51±4.33)分,显著高于对照组,负性情绪得分为(18.92±3.54)分,显著低于对照组;研究组的心理健康状态得分显著低于对照组、生活质量得分显著高于对照组(P<0.05),说明团体心理干预在缓解突发性事件群体的负性情绪方面具有显著效果。在团体环境中实施心理干预可有效提高群体的心理健康水平,增强自我认知、缓解应激反应、恢复适应社会的能力,显著改善其生活质量。

情感教育融入高校思想政治理论课现实境遇及有效路径

情感教育与人的全面发展密不可分,与高校思想政治理论课的育人目标同向同行,是理论话语向教学话语转化的重要载体。首先,某些现实因素制约了青年学生积极情感的获得,影响其真实情感的发展;其次,理论话语向教学话语转化需发挥情感的载体作用;最后,思想政治教育协同育人效果会间接影响教师积极情感的形成。为此,在将情感教育充分融入高校思想政治理论课过程中,应提升教师情感素养,打造有温度的课堂;提升教学内容精度,于情理中入脑入心;构建师生协同课堂,营造和谐教学情境;优化思想政治教学微环境,增强立德树人效果。

多学科协作下的快速康复护理对产褥期产妇负性情绪的影响

目的探究多学科协作下的快速康复护理对产褥期产妇负性情绪的影响。方法便利选取2021年3月—2023年3月菏泽市第六人民医院接收的208例进行分娩的产褥期产妇作为研究对象,利用随机序列分为对照组及观察组,每组104例。对照组予以快速康复护理,观察组予以基于多学科协作下的快速康复护理。对比两组负性情绪、心理弹性变化及产后各方面情况。结果观察组子宫复旧率高于对照组,产后第2周乳汁分泌量多于对照组,且产后深静脉血栓发生率、感染率均低于对照组,差异有统计学意义(P均<0.05);观察组焦虑、抑郁评分均低于对照组,差异有统计学意义(t=8.325、2.952、2.849,P均<0.05);观察组心理弹性量表各项评分(38.07±3.96)分、(28.02±4.08)分、(15.49±2.64)分均高于对照组,差异有统计学意义(t=3.115、3.085、2.344,P均<0.05)。结论采取多学科协作下的快速康复护理有助于减轻产妇的心理负担,减轻焦虑和抑郁情绪,具有临床研究价值。

参附配伍对心肌细胞减毒增效作用

通过从化学基础、药代动力学、药物代谢、成分间相互作用、生物学机制等方面进行叙述,揭示了参附方配伍的科学内涵。基于用药剂量和分子作用途径发现了参附方的“量-毒-时-效”关系,药效作用主要通过能量代谢途径实现,毒性作用主要是钙超载。分析乌头碱毒效转换窗口,利用基于生理的药代动力学与反向剂量学预测药物组分在体内的毒性阈值,预测中药早期毒性剂量、药物代谢酶和转运体对药物体内过程影响以及药物相互作用等。参附配伍通过药代机制降低乌头碱的浓度,通过毒理机制对抗毒性靶点,起到“七情和合”中的相畏相杀作用。研究初步阐明了参附配伍减毒增效的科学内涵,发展和完善了“七情和合”配伍理论。

时空理念指导的情景模拟模式在冠心病患者中的应用

目的观察时空理念指导的情景模拟模式用于冠心病(CHD)患者的价值。方法168例CHD患者随机分为两组,对照组采用常规护理,观察组在对照组基础上采用时空理念指导的情景模拟模式,比较两组的自护能力、不良情绪及生活质量结果护理后,观察组的ESCA各维度评分、生活质量各维度评分均高于对照组,HAMA、HAMD评分均低于对照组(P<0.05)。结论时空理念指导的情景模拟模式可提高CHD患者的自护能力,缓解其不良情绪,提升其生活质量。

语文教学中学生情感智慧的培养策略研究

文章探讨了初中语文教学中学生情感智慧的培养策略,强调在全面素质教育中情感智慧的重要性。介绍了情境激发与文学引入的策略,通过创造沉浸式学习环境和选择情感丰富的文学作品来激发学生的情感共鸣;探讨了通过文学探索与情感体验深化学生对文本的理解;强调情感共情的戏剧化实践,如角色扮演,以增强学生的情感体验;最后,讨论了创造性写作在培养学生个人情感表达和深化理解方面的作用。