同一性

基本解释 (translations)

coidentity  ·  oneness  ·  homoousia

与同一性相关的网络例句 [注：此内容来源于网络，仅供参考]

The main idea of "Against Exclusion" can be bifurcated into two key themes.

第一部分是同一性：是国家的、社会的、性别的、种族的、异国的、生态学的或者政治的，对大量"同一性"的定义和理解在双年展中有所体现。

Some results of the model is that among all the factors, self-consistency and congruency has the biggest index,parenting style and self-esteem are followed. However, the moral judgment hasn't the significant effect.

从模型上看，在对道德同一性的总体影响中，自我和谐影响的总指数最大，其次为教养方式、自尊，研究发现，青少年的道德判断对道德同一性的影响不显著。

Erikson introduced the concept of identity to psychology and set up the concept of ego-identity, western psychologist had studied it for about 40 years.

Erikson 提出"自我同一性"的概念以来，西方心理学者对其研究已有近 40 年的历史，我国对自我同一性的研究开始于 20 世纪 90 年代。

Firstly, it examine (1) the foundation of Erikson's self-identity concept and theory, and (2) the establishment of the operational definition of self-identity and the theory on self-identity statuses, and (3) the development of Neo-Eriksonian self-identity concept and theory by the developmental phases of Eriksonian self-identity concept and theory.

首先，按Erikson定向的自我同一性概念和理论的发展阶段考察了(1)Erikson自我同一性概念与理论的奠基；(2)自我同一性操作定义及自我同一性状态理论的确立；(3)新Erikson定向的自我同一性概念与理论的发展。

H. Erikson (1946, 1950) introduced identity to psychology and set up ego-identity, the concept of self-identity has been applied to social psychology, personality psychology, developmental psychology, educational psychology, counseling psychology and cultural psychology.

Erikson，1946、1950）将同一性概念引入心理学并于1963年首创自我同一性概念后，自我同一性被广泛地应用于社会心理学、人格心理学、发展心理学、教育心理学、咨询心理学和文化心理学。

Through correlative analysis and path analysis, it finds that (1) the family environment and the colleges and universities environment have direct and indirect influence on self-identity development of students; and (2) the family environment and the colleges and universities environment exert the major effect on self-identity development of students through identity style as mediational variable, so identity style becomes the explanatory base of self-identity status. That is, the predictive effect of diffuse/avoidant identity style for identity diffusion, normative identity style for identity foreclosure, and information identity style for identity achievement respectively is most significant; and (3) family environment that is helpful, supportive, warm, expressive, and promote autonomy and independence possibly makes students form identity achievement or identity moratorium, family environment that is excessively cohesive and warm but lacking independence possibly promote students to form identity foreclosure, and family environment that lacks of supportive and warm possibly make students form identity diffusion; and (4) colleges and universities environments that have better relationship system, clear developmental purpose, and promote to pay attention to societal concerns, critical and explorative qualities, and provide healthy, expressive, democratic, open atmosphere facilitate identity development, in turn form advanced identity. Colleges and universities environments that only emphasize the receival of colleges and universities aims, order and instilments, and scarcely encourage critique, exploration, individuation possibly make students form identity foreclosure. However, the ones that is remote relationship system, and lacking support, and students don't cognize the aim of colleges and universities possibly make students form identity diffusion.

通过相关分析、路径分析发现：(1)家庭环境和学校环境对大学生自我同一性有直接和间接的影响；(2)家庭环境、学校环境对大学生自我同一性影响主要以同一性加工方式为中介变量，同一性加工方式成为自我同一性状态的解释基础，弥散—回避定向同一性风格对弥散型同一性预测力最大，信息定向同一性风格对成就型和延缓型同一性预测力最大，常规定向同一性风格对排他型同一性预测力最大；(3)相互支持、帮助、关心、自由表达和鼓励自主和独立的家庭环境促进大学生同一性的发展，形成成就型或延缓型同一性状态，过度亲密而缺乏独立性特征的家庭环境可能形成排他型同一性状态，而缺乏支持性，关系疏远的家庭环境可能形成弥散同一性状态；(4)良好的关系系统，明确的发展目标，鼓励学生对社会事务关注、倡导批判和探索精神，塑造良好、健康、可供自由表达、民主、开放的文化氛围的大学校园环境促进大学生同一性发展，形成高级、成熟的自我同一性，而一味强调学校目标的接受，强调秩序、灌输，缺乏对批判、探索、个性发展鼓励的学校环境有可能使学生形成排他型同一性状态，但若学校的关系系统疏远，缺乏支持性的民主的风格，目标不能被学生明确感知的学校环境则可能影响学生形成弥散型同一性。

Schmidt\'s understanding of Marx and Marxism emphasizes the social historical character of the concept of nature of Marx; And he argues that the philosophy of Marx aims at the criticism of "the second nature of nature" and the nonidentity of the subject and the object, because the biggest secret of the ideology lies in the identity, and in the philosophy the most core identity is the identity of the subject and the object, Schmidt reiterated ideology critique, which is the important subject of the Frankfurt school and even the entire West Marxism; He also elaborated the relation between Marx\'s natural view and the Marxian socialism theory.

他十分重视结合马克思的社会历史理论、经济理论来考察自然概念，充分强调马克思自然概念的社会历史特征；突出批判&第二自然&与坚持主客体非同一性问题，因为意识形态的最大秘密在于同一性，哲学上最核心的同一性就是主体与客体同一性，所以施密特重申了法兰克福学派乃至整个西方马克思主义的重要主题——意识形态批判；他阐述了马克思的自然观与马克思社会主义学说的关系，围绕人和自然的关系问题探讨了马克思和一切乌托邦的联系和区别。

At last, it suggests several fields that must pay attention to integrating self-identity concept, and tries to unitarily grasp the connotation of self-identity concept.

最后，通过对与自我同一性相关的概念的辨析，提出自我同一性概念整合应关注的几个范畴，并尝试对自我同一性概念的内涵作整合性的理解。

In short, this explorative study for self-identity concept, theory and practice is for the purpose of (1) trying to unitarily understand self-identity concept, in turn to minutely examine the new development of self-identity theory, and to introduce self-identity theories and research methods in western psychology to domestic psychology in order to cause the interest of domestic psychologist to self-identity thesis; and (2) through the empirical study on self-identity of college student, revealing the meaning of self-identity to student development, and the personality characteristics of self-identity status of student, and the characteristics and influential factors of student self-identity development, and the relationship between student self-identity status and mental health condition in order to provide the measurement of empirical study and systematic study data for self-identity researches, in turn to provide basis of theory and method for setting up the theoretical model of Chinese students self-identity; and (3) making up the gaps in empirical researches on self-identity in domestic psychology, opening up a new research domain in colleges and universities student psychology, and enrich the theory on student development researches.

总之，本文对自我同一性概念、理论和实践进行探索性研究，旨在(1)尝试对自我同一性作整合统一的理解并在此基础上，详细考察自我同一性理论的新发展，试图将西方心理学自我同一性理论的发展引入国内心理学，以引起国内学者更多的关注；(2)通过对大学生自我同一性的研究，揭示自我同一性对大学生发展的含义、大学生自我同一性状态的人格特征、大学生自我同一性发展的特征和影响因素、大学生自我同一性状态与心理健康水平的关系，进而为自我同一性的研究提供实证研究的测量工具以及系统的实证资料，为建立中国大学生自我同一性的理论模型提供理论和方法上的基础；(3)弥补国内自我同一性实证研究的空白，开辟大学生心理学研究的新领域，丰富大学生发展研究的理论；(4)当代大学生自我同一性问题的研究既是青年心理学、教育心理学和学校心理学的重要课题，也能为大学生发展和大学教育实践提供心理学依据，特别是在强调创新教育和推进大学素质教育的今天具有重要的实践意义。

Through difference significance tests and analyses, it finds that (1) man students more possibly form identity achievement, and woman students more possibly form identity foreclosure and identity diffusion; and (2) the difference of self-identity status between man and woman students is associated with various domains; and (3) self-identity status between man and woman students have some similarities that identity exploration has the same importance to both; and (4) grade-one is a period when students face up to more identity crises, and grade-two is key period of identity formation, and grade-three is a developmental period of identity that provides the basis for re-solution of the emergence of new identity crises in grade-four;(5) there is a gradually enhanced direction from lower self-identity statuses to advanced ones from grade-one to grade-three, but there is also a direction that reentry into the identity crisis by grade-four. It indicates that the identity achievement formation does not mean the end of development of self-identity and proves that there is a continuous MAMA cycle in self-identity development; and (6) that students self-identity status mainly is identity moratorium provides some evidence for which there is a Moratorium in student development, and which self-identity formation is not easy; and (7) the development of student self-identity is associated with various domains, what students pay most attention to firstly is vocation, secondly life philosophy, and lower interesting in political and religious domains in ideology; for relational domains, students pay more attention to dating and friendship compared to sex role and recreation domain.

通过差异显著性检验和分析发现：(1)男生更可能形成成就型同一性，女生则更可能形成排他型和弥散型同一性；(2)男女大学生自我同一性的差异与不同的领域相关；(3)男女大学生自我同一性也存在相似性，同一性探索对于男女大学生同样重要；(4)大学一年级是同一性危机面对较多的时期，二年级为同一性形成的关键期，三年级为同一性的发展期，所形成的同一性为四年级所出现新的同一性危机的解决提供了基础；(5)从一年级到三年级存在从低级的自我同一性向高级的自我同一型转变的渐进增强，但到四年级又有重新进入同一性危机的趋势，说明大学生成就型自我同一性的形成并不意味着自我同一性发展的结束，证明了自我同一性发展的MAMA周期持续存在的特点；(6)学生自我同一性状态主要还处于延缓型同一性状态，进一步证明大学生发展心理合法延缓期的存在，以及自我同一性形成不是一件很容易的事情；(7)大学生自我同一性的发展与领域相关，大学生较为关注职业领域，其次为人生观领域，而对政治和信仰领域兴趣较低；另外，大学生对友谊、交往领域较为关注，对性别角色和活动领域关注程度相对较低。

与同一性相关的网络解释 [注：此内容来源于网络，仅供参考]

coidentity：(两者或两者以上之间的)同一性,共同一致性

COI | Central Office of Information (英国)中央新闻署 | coidentity | (两者或两者以上之间的)同一性,共同一致性 | coif | 头巾 盖以头巾, 戴紧帽

identification foreclosure：同一性拒斥

identification figure 认同人物 | identification foreclosure 同一性拒斥 | identification learning 辨别学习

group identity：团体同一性

group identification 团体认同 | group identity 团体同一性 | group incentive 团体激励

group identity：集団同一性

group identification 群识别=>集団同一視 | group identity 集団同一性 | group iii v compound semiconductor material 族化合物半导体材料

identical element：相同成分;同一性成分

identi 一致格 | identical element 相同成分;同一性成分 | identifiable referent 可認知的所指

identifiability principle：同一性原则

identifiability principle 辨识原则 | identifiability principle 同一性原则 | identification 认同

identity：同一性

如果说诉诸"逻辑复制"的概念转换依赖于"同一性"(Identity)原则,那么在诉诸"语言复制"的"模仿性翻译"中,"译本"充其量只是"原本"的"相似物",它与"原本"只具有"相似性"(sameness).

ethical sameness：伦理同一性

伦理审视:ethical examination | 伦理同一性:ethical sameness | 道德法律化:ethical legalization

self-identity：自我同一性

因此,自我同一性(self identity) 包括Erikson 最初意义上的自我同一性(ego -identi2 ty)以及个人同一性和社会同一性,三者的不同在于赋于自我(self)的水平不同.

figural identity：图形同一性

field work 现场调查 | figural identity 图形同一性 | figural perception 图形知觉