Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

We are in the midst of a technological revolution whereby, for the first time, researchers can link daily word use to a broad array of real-world behaviors. This article reviews several computerized text analysis methods and describes how Linguistic Inquiry and Word Count (LIWC) was created and validated. LIWC is a transparent text analysis program that counts words in psychologically meaningful categories. Empirical results using LIWC demonstrate its ability to detect meaning in a wide variety of experimental settings, including to show attentional focus, emotionality, social relationships, thinking styles, and individual differences.

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The psychological meaning of words: LIWC and computerized text analysis methods

Principles and Practice of Structural Equation Modeling (2nd ed.)

13 EADERS of Mr. Bertrand Russell's philosophical £v works know that one of his pupils before the outbreak of the war, an Austrian, Mr. Ludwig Wittgenstein, caused him to change his views in some important particulars. Curiosity can now be satisfied. The “Tractatus Logico-Philosophicus “which Mr. Ogden has included in his new library of philosophy is a remarkable and strikingly original work. It is published in German and English in parallel pages. It is difficult to appreciate the reason for this, seeing that the author is evidently familiar with our language and has himself carefully revised the proofs of the translation. Also we should have liked to have the Tractatus without Mr. Russell's Introduction, not, we hasten to add, on account of any fault or shortcoming in that introduction, which is highly appreciative and in part a defence of himself, in part explanatory of the author, but for the reason that good wine needs no bush and that Mr. Russell's bush has the unfortunate effect of dulling the palate instead of whetting the appetite. In his penultimate sentence Mr. Russell says; “To have constructed a theory of logic which is not at any point obviously wrong is to have achieved a work of extraordinary difficulty and importance.” We agree, but how uninspiring when compared with Mr. Wittgenstein's own statement of aim: “What can be said at all can be said clearly, and whereof one cannot speak, thereof one must be silent.” Tractatus Logico-Philosophicus. By Ludwig Wittgenstein. (International Library of Psychology, Philosophy and Scientific Method.) Pp. 189. (London: Kegan Paul and Co., Ltd.; New York: Harcourt, Brace and Co., Inc., 1922.) 10s. 6d. net.

Tractatus Logico-Philosophicus

在翟象俊主编的《大学英语》第2册第5单元中，有这样一个句子：“As a boy and then as an adult, I never lost my wonder at the personality that was Einstein.”教参中指出“the personality that was Einstein”应理解为“the personality which was the most striking characteristic of Einstein”，该句译为“作为一个孩子，到后来作为一个成人，我一直对爱因斯坦的个性惊叹不已”。很明显，在这里译者把“personality”理解为“个性，人格”，但本人认为应译为“人物，名人”更妥。“personality”可作“个性，人格”讲，但它还有另外一个重要意思。在陆谷孙主编的《英汉大词典》（1993年版）中，“personality”第3条释义为：“个人，人物，名人”：“appoint a personality to lead a campaign，派一个人去领导一场运动”。“a personality in the news，新闻人物”。在...

此处“personality”译法探析

Emotions are central to the experience of literary narrative fiction. Affect and mood can influence what book people choose, based partly on whether their goal is to change or maintain their current emotional state. Once having chosen a book, the narrative itself acts to evoke and transform emotions, both directly through the events and characters depicted and through the cueing of emotionally valenced memories. Once evoked by the story, these emotions can in turn influence a person's experience of the narrative. Lastly, emotions experienced during reading may have consequences after closing the covers of a book. This article reviews the current state of empirical research for each of these stages, providing a snapshot of what is known about the interaction between emotions and literary narrative fiction. With this, we can begin to sketch the outlines of what remains to be discovered.

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Emotion and narrative fiction: Interactive influences before, during, and after reading

Morning people are stable people: Circadian rhythm and the higher-order factors of the Big Five

An experiment tested the hypothesis that art can cause significant changes in the experience of one's own personality traits under laboratory conditions. After completing a set of questionnaires, including the Big-Five Inventory (BFI) and an emotion checklist, the experimental group read the short story The Lady With the Toy Dog by Chekhov, while the control group read a comparison text that had the same content as the story, but was documentary in form. The comparison text was controlled for length, readability, complexity, and interest level. Participants then completed again the BFI and emotion checklist, randomly placed within a larger set of questionnaires. The results show the experimental group experienced significantly greater change in self-reported experience of personality traits than the control group, and that emotion change mediated the effect of art on traits. Further consideration should be given to the role of art in the facilitation of processes of personality growth and maturation.

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On Being Moved by Art: How Reading Fiction Transforms the Self

The potential of literature to increase empathy was investigated in an experiment. Participants (N = 100, 69 women) completed a package of questionnaires that measured lifelong exposure to fiction and nonfiction, personality traits, and affective and cognitive empathy. They read either an essay or a short story that were equivalent in length and complexity, were tested again for cognitive and affective empathy, and were finally given a non-self-report measure of empathy. Participants who read a short story who were also low in Openness experienced significant increases in self-reported cognitive empathy (p .05). No increases in affective empathy were found. Participants who were frequent fiction-readers had higher scores on the non-self-report measure of empathy. Our results suggest a role for fictional literature in facilitating development of empathy.

Reading other minds: Effects of literature on empathy

We assessed whether mindfulness (active cat- egorization) can prevent automatic stereotype-activated behaviors related to the elderly. Eighty participants (mean age = 24.4) were given a set of photographs to prime the dimension Old Age and were asked to categorize them multiple times, to see whether the effect of the prime could be reduced through increased mindfulness. Participants were randomly assigned to one of four conditions, where they were asked to categorize the photographs across (1) four self-generated categories; (2) four assigned categories; (3) a single category—Gender; or (4) a single category— Age. Participants' walking speed (cf. Bargh et al. 1996, Experiment 2) was then measured, as they moved between the two experimental stations. The results show that greater mindfulness predicted greater walking speed, indicating a decrease in the effect of the automatic stereotype-activated behavior.

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Maja Djikic

Papers

Emotion and narrative fiction: Interactive influences before, during, and after reading

Morning people are stable people: Circadian rhythm and the higher-order factors of the Big Five

On Being Moved by Art: How Reading Fiction Transforms the Self

Reading other minds: Effects of literature on empathy

Reducing Stereotyping Through Mindfulness: Effects on Automatic Stereotype-Activated Behaviors