psychologically-50

求英语作文my ideal school 初二

Blues is the name given to both a musical form and a music genre created within the African-American communities in the Deep South of the United States at the end of the 19th century from spirituals, work songs, field hollers, shouts and chants, and rhymed simple narrative ballads.[1] The blues form which is ubiquitous in jazz, rhythm and blues and rock and roll is characterized by the use of specific chord progressions — the twelve-bar blues chord progressions being the most frequently encountered — and the blue note that for expressive purposes are sung or played flattened or gradually bent in relation to the pitch of the major scale.。

The blues genre is based on the blues form but possesses other characteristics such as specific lyrics, bass lines and instruments. Blues can be subdivided in several subgenres ranging from country to urban blues that were more or less popular during different periods of the 20th century. Best known are the Delta, Piedmont, Jump and Chicago blues styles. World War II marked the transition from acoustic to electric blues and the progressive opening of blues music to a wider audience. In the 1960s and 1970s, a hybrid form called blues rock evolved.。

The term "the blues" refers to the "the blue devils", meaning melancholy and sadness; an early use of the term in this sense is found in George Colman's one-act farce Blue Devils (1798).[2] Though the use of the phrase in African American music may be older, it has been attested to since 1912, when Hart Wand's "Dallas Blues" became the first copyrighted blues composition.[3][4] In lyrics the phrase is often used to describe a depressed mood。

During the first decades of the 20th century, blues music was not clearly defined in terms of a chord progression.[6] By the 1920s, probably due to the commercial success in the African-American community of singers such as Bessie Smith, twelve-bar blues became the standard.[7] Other chords progressions are still called blues such as 8-bar forms, like "How Long Blues", "Trouble in Mind", and Big Bill Broonzy's "Key to the Highway". There would also be 16 bar blues, as in Ray Charles's instrumental "Sweet 16 Bars" and in Herbie Hancock's "Watermelon Man". Idiosyncratic numbers of bars are also encountered occasionally, as with the 9-bar progression in "Sitting on Top of the World".。

History

John Lomax, pioneering musicologist and folkloristThe first publication of blues sheet music was Hart Wand's "Dallas Blues" in 1912; W. C. Handy's "Memphis Blues" followed in the same year. The first recording by an African American singer was Mamie Smith's 1920 rendition of Perry Bradford's "Crazy Blues". But the origins of the blues date back to some decades earlier, probably around 1890.[28] They are very poorly documented, due in part to discrimation within American society, including academic circles,[29] and to the low alphabetization of the rural African American community.[30] Chroniclers began to report about blues music in Southern Texas and Deep South at the dawn of the 20th century. In particular, Charles Peabody reports about appearance of blues music at Clarksdale, Mississippi and Gate Thomas about very similar songs in southern Texas around 1901–1902. These observations coincide more or less with the remembrance of Jelly Roll Morton, who declared having heard blues for the first time in New Orleans in 1902, Ma Rainey, who remembered her first blues experience the same year in Missouri, and W.C. Handy, who first heard the blues in Tutwiler, Mississippi in 1903. The first extensive research in the field was performed by Howard W. Odum who published between 1905 and 1908 a large anthology of folk songs in the counties of Lafayette, Mississippi and Newton, Georgia.[31] The first non commercial recordings of blues music, coined proto-blues by Paul Oliver, were made by Odum at the very beginning of the 20th century for research purpose. They are now utterly lost.[32] Recordings which are still available were made in 1924 by Lawrence Gellert. Later, several recordings were performed, in particular by Robert W. Gordon which became head of the Archive of American Folk Songs of the Library of Congress. Gordon's successor at the Library was John Lomax. Lomax recorded in the 1930s together with his son Alan a large amount of non commercial blues which testimony the huge variety of proto-blues styles, such as field hollers and ring shouts.[33] A testimony of blues music as it was before the 1920s is also given by the recordings of artists such as Lead Belly[34] or Henry Thomas[35] who both performed archaic blues music. All these sources show the existence of many different structures distinct of the twelve-, eight-, or sixteen-bar.[36][37]。

The social and economic reasons for the appearance of the blues are not fully known.[38] The first appearance of the blues is not well defined and is often dated after the Emancipation Act in 1863,[29] between 1870 and 1900, a period that coincides with Emancipation and, later, the development of juke joints as places where Blacks went listening to music, dancing and often gambling after a hard day's work.[39] This period corresponds to the transition from slavery to sharecropping, small-scale agricultural production and the expansion of railroads in the southern United States. Several scholars characterize the early 1900s development of blues music as a move from group performances to a more individualized style. They argue that the development of the blues is associated with the newly acquired freedom of the enslaved people. According to Lawrence Levine, "there was a direct relationship between the national ideological emphasis upon the individual, the popularity of Booker T. Washington's teachings, and the rise of the blues." Levine states that "psychologically, socially, and economically, African-Americans were being acculturated in a way that would have been impossible during slavery, and it is hardly surprising that their secular music reflected this as much as their religious music did."[40]。

There are few characteristics common to all blues music, because the genre took its shape from the idiosyncrasies of individual performances.[41] However, there are some characteristics that were present long before the creation of the modern blues. An early form of blues-like music were call-and-response shouts, which were a "functional expression... style without accompaniment or harmony and unbounded by the formality of any particular musical structure."[42] A form of this pre-blues was heard in slave ring shouts and field hollers, expanded into "simple solo songs laden with emotional content".[43]。

Blues has evolved from an unaccompanied vocal music and oral traditions of African-American slaves (imported from West Africa; principally present day Mali, Senegal, the Gambia and Ghana)[44][45] and rural blacks into a wide variety of styles and subgenres, with regional variations across the United States. Though blues, as it is now known, can be seen as a musical style based on both European harmonic structure and the African call-and-response tradition, transformed into an interplay of voice and guitar,[46][47] the blues form itself bears no resemblance to the melodic styles of the West African griots, and the influences are faint and tenuous.[48][49] In particular, no specific African musical form can be identified as the single direct ancestor of the blues.[50] However many blues elements, such as the call-and-response format and the use of blue notes, can be traced back to the music of Africa. That blue notes pre-date their use in blues and have an African origin is attested by English composer Samuel Coleridge-Taylor's "A Negro Love Song", from his The African Suite for Piano composed in 1898, which contains blue third and seventh notes.[51] The Diddley bow, a homemade one-stringed instrument found in parts of the American South in the early twentieth century, and the banjo are African-derived instruments that may have helped in the transfer of African performance techniques into the early blues instrumental vocabulary.[52] The banjo seems to be directly imported from the western African music. It is analogous to the musical instrument that griots played and which was called halam or akonting by African peoples such as the Wolof, Fula and Madinka.[53] However in the 1920s, at the time country blues began to get recorded, the use of the banjo in blues music was quite marginal and limited to individuals such as Papa Charlie Jackson and later Gus Cannon.[54]。

Blues music also adopted elements from the "Ethiopian airs", minstrel shows and Negro spirituals, including instrumental and harmonic accompaniment.[55] The style also was closely related to ragtime, which developed at about the same time, though the blues better preserved "the original melodic patterns of African music"。

英语作文my dream

这是在网上找到的。因为不知道你要的难度和时间长度，所以从潜到深给了4篇，希望能帮上 =============================================== My ideal school I am glad to be in this beautiful school.I love my school so much that I want to stay with it all my life.I hope my school can be a place that there is no exam and full of hahppy.Every day ,when I go to school and see my beautiful school,I know it will be a place that I won't forget.Now ,a school with nice garden where we students can have a lessure time ,it is my ideal school and my ideal school life. --------------------------------------------------------------------- In my understanding， if we refer to an ideal college life as a formal western dinner， then a high GPA， that is， Grade Point Average， should be the main course， while an active part in activities， together with associations， means the appetizer. Some romances， of course， play the role as desserts. They are the 3 key elements for an ideal college life. Those， however， are not what college life is all about. As we all know， college is wildly different from middle school. It connects not only adolescence to adulthood， but also the ivory tower to the real society. Therefore， the ideal college life is that I become matured both physically and mentally， and that I obtain qualified academic knowledge and get well prepared for society at the same time. Under this circumstance， I never expect my college life to be too ideal， or you can call it too perfect. It is not realistic to make all things on my own way， with everyone liking me， winning the first prize all the time， and so on. Of course， I'd like to lead a carefree life. However， this does little good to my future. What really helps is hardships like failure， betrayal， and unjust treatment. Only after experiencing those can I know what society is like， and what life is like. To conclude my speech， I wanna say， some positive experiences are surely part of the ideal college life. But， I should not forget about the negative sides. They are not less necessary. ---------------------------------------------------------------------- My Ideal School One of my ultimate goals in life is to start a progressive school which focuses on developing a passion for living and self-knowledge in children. Schools nowadays have a rote, one-size-fits-all curriculum, which is conducive to learning for only a small percentage of students. My ideal school would be communication-based, blending aspects of social work, conflict resolution, team building, and traditional learning. Classes would be limited to fifteen students, a size small enough to allow individual attention but large enough to furnish the feeling of belonging to a group. Creative projects would be the cornerstone of the curriculum, incorporating all the life skills that make this method of education unique. The class would be presented with a number of ideas at the beginning of each project, and would also have the option of coming up with their own idea. Some examples are raising money to donate to a charity, creating an anthology of short stories to be bound and published, starting a website, writing and recording an original song, and patenting a new idea. Because of the amount of coordination required for each project, both successes and failures would inevitably spring up along the way, giving the children a meaningful experience of what it is like to work on a real-world project. The teacher would have an important role, psychologically coaching the kids through the highs and lows of the project and facilitating discussions to make them work better together and motivate themselves. Each school day would begin with a half hour of discussion of the project that the class is currently pursuing. The rest of the morning would be divided between various academic lessons. However, instead of standard lessons, my school would introduce each subject as a useful part of the real world. U.S. history lessons would be justified by explaining to students what their lives would be like if we were still a British colony, and by showing them what school is like in countries where political freedom does not exist. Math lessons would be justified by having the kids run a school store, or by introducing them to other practical uses of numbers. In addition, academic lessons would be split into two halves. The first half would be a basic skills seminar, and the second an advanced class. Students would be able to choose whether to stay the second half, or else they could leave to work on their current project, read, or pursue an independent study of another subject. The students who stayed - the “second halfers” - would be known as the students with the greatest passion for the subject. No grades or competition would exist. Rather, the motivation to work would come from a desire to earn the respect of teachers and fellow students and establish a positive self-identity. Kids would also decide the degree to which they would like to participate. Involvement would be based on interest and the satisfaction of publically confirming their talents. In contrast to today’s system, which anticipates the negative, using poor grades and disciplinary procedures to discourage students, my school would have positive reinforcement as a basic tenet of its educational philosophy. Kids would be regularly praised for their good work, and taught to compliment others. Rather than being trained to avoid the negative, students would actively seek out positivity. For the same reason that a child on a little league team doesn’t want to strike out, no child in my school would want to sit back idly and not learn - it wouldn’t feel right to him on a personal or a group level. Each afternoon, creative activities such as art, music, reading, and writing would take place. A portion of this time would also be dedicated to the current class project. Once per week, kids would spend the entire afternoon in “Talking Time,” where they openly discuss their feelings about any issue, personal or school-related. These sessions would help to build relationships, foster the discussion of difficult issues, and congeal the class as a team. In the larger picture, Talking Time would help kids to become communicative rather than internalizing their issues, helping them to become happier adults. In accordance with this policy of positivity and openness, disputes between students would be resolved through a conflict resolution process. The skills of compromising and understanding another person’s point of view would be instilled in children from early grades. Students would openly discuss their disputes in front of the class, with great fanfare expected for any compromise or peace offer made. In this way, positive attention would come not just from doing good things, but from correcting bad things. The only behavior that would not be tolerated in my school is bullying. In younger grades, aggressors would be dealt with in the normal positive way. If multiple instances cropped up, or if the problem was not resolved by the time the student entered later grades, their inclusion in the school would be reconsidered. If these ideas could be successfully implemented, the learning environment in my school would be a fascinating self-journey, as useful for building emotional knowledge as it would be for sharpening academic skills. Learning would be a fulfilling, exciting experience, and kids wouldn’t have to dread school, as they do now. Most importantly, when my students graduated, they would have a firmly-instated sense of purpose that would make them better prepared for life. Cynical speculators will comment on the impossible idealism of this system. How could these ideas ever work? My answer: through the flexibility of young minds. By the time a child has reached sixth grade, his brain is already hard-coded with ideas that he has learned from home, school, and friends. Starting a system of positive reinforcement, teamwork, and individualized learning at a young age would create the self-esteem, drive, and curiosity for knowledge that students need to be happy adults. My system might sound naive to those who have been through the current school system, with its grades, disciplinary procedures, and forced learning, all of which can be devastating to a child’s self-esteem. But consider what it might have been like if we had all been taught that we could be great at anything we wanted; if we were respected in school rather than talked down to; if we were given the opportunity to follow the pursuits we spoke of with such passion when we were little. If all of that had happened, then the dream that anything is possible might still be alive in us. =====================================================================。

求写一个英语ROLEPLAY 要速度！在线等！ 写得好追加50分！ 急！！！！

Dream

From Wikipedia, the free encyclopedia。

Jump to: navigation, search。

For other uses, see Dream (disambiguation).。

"Dreams" and "Dreaming" redirect here. For other uses, see Dreams (disambiguation) and Dreaming (disambiguation).。

A dream is a hallucinatory experience involving a sequence of images, sounds, ideas, emotions, or other sensations usually during sleep, especially REM sleep.。

The events of dreams are often impossible, or unlikely to occur, in physical reality: they are also outside the control of the dreamer. The exception to this is known as lucid dreaming, in which dreamers realize that they are dreaming, and are sometimes capable of changing their dream environment and controlling various aspects of the dream. The dream environment is often much more realistic in a lucid dream, and the senses heightened.。

Contents

[hide]

* 1 Neurology of dreams。

o 1.1 Stages of sleep。

o 1.2 Discovery of REM。

o 1.3 Continual-activation theory。

o 1.4 Dreams and memory。

+ 1.4.1 Hippocampus and memory。

o 1.5 Functions of dreams。

* 2 Cultural history。

* 3 Dream content。

o 3.1 Emotions。

o 3.2 Gender differences。

o 3.3 Sexual content。

o 3.4 Recurring dreams。

o 3.5 Common themes。

o 3.6 Disease-Associated Differences。

* 4 Dream interpretation。

* 5 Other associated phenomena。

o 5.1 Lucid dreaming。

o 5.2 Dreams of absent-minded transgression。

o 5.3 Dreaming as a skeptical argument。

o 5.4 Recalling dreams。

o 5.5 Déjà vu。

o 5.6 Dream incorporation。

* 6 See also。

* 7 References。

o 7.1 Cited。

o 7.2 General。

* 8 Literature。

o 8.1 Classical texts。

o 8.2 Cultural and literary history of the dream。

o 8.3 Psychology and psychotherapy。

o 8.4 Lucid dreaming。

o 8.5 Dreams and esotericism。

* 9 External links。

[edit] Neurology of dreams。

There is no universally agreed biological definition of dreaming. Dreaming can sometimes seem so realistic lucid dreamers often do not know if they are indeed dreaming. General observation shows that dreams are strongly associated with Rapid eye movement (REM) sleep, during which an electroencephalogram shows brain activity to be most like wakefulness. Participant-remembered dreams during non-REM sleep are normally more mundane in comparison.[1] During a typical lifespan, a human spends a total of about six years dreaming[2] (which is about 2 hours each night[3]). It is unknown where in the brain dreams originate, if there is a single origin for dreams or if multiple portions of the brain are involved, or the purpose of dreaming is for the body or mind.。

[edit] Stages of sleep。

When the body decides that it is time to sleep, neurons near the eyes begin to send signals throughout the body. Dr. Hobson explains that these neurons are located in such close proximity to neurons that control eyelid muscles that the eyelids begin to grow heavy.[4] Glands begin to secrete a hormone that helps induce sleep and neurons send signals to the spinal cord which cause the body to relax.。

During sleep the body passes through four different stages each differing in length and degree of sleep. REM (rapid-eye-movement) sleep is when the majority of dreams takes place. Dreams tend to last for the entire REM cycle ranging from about ten to twenty-five minutes. Dreams usually occur during these regular sleep cycles, but they may also occur at other times, such as when one falls asleep or begins to awaken.[5] The other three stages are called NREM (non-rapid-eye-movement) sleep. These four stages repeat throughout sleep but in different lengths of time. Infants have about twice as much REM sleep as adults.[6]。

[edit] Discovery of REM。

EEG showing brainwaves during REM sleep。

EEG showing brainwaves during REM sleep。

In 1953 Eugene Aserinsky discovered REM sleep while working in the lab of his PhD advisor. Aserinsky noticed that the sleepers' eyes fluttered beneath their closed eyelids, later using a polygraph machine to record their brain waves during these periods. In one session he awakened a subject who was crying out during REM and confirmed his suspicion that dreaming was occurring.[7] In 1953 Aserinsky and his advisor published the ground-breaking study in Science.[8]。

In 1976 J. Allan Hobson and Robert McCarly proposed a new theory that changed dream research, challenging the previously held Freudian view of dreams as subconscious wishes to be interpreted. The activation synthesis theory asserts that the sensory experiences are fabricated by the cortex as a means of interpreting chaotic signals from the pons. They propose that in REM sleep, the ascending cholinergic PGO (ponto-geniculo-occipital) waves stimulate higher midbrain and forebrain cortical structures, producing rapid eye movements. The activated forebrain then synthesizes the dream out of this internally generated information. They assume that the same structures that induce REM sleep also generate sensory information.。

Hobson and McCarly's 1976 research suggested that the signals interpreted as dreams originated in the brain stem during REM sleep. However, research by Mark Solms suggests that dreams are generated in the forebrain, and that REM sleep and dreaming are not directly related.[9] While working in the neurosurgery department at hospitals in Johannesburg and London, Solms had access to patients with various brain injuries. He began to question patients about their dreams and confirmed that patients with damage to the parietal lobe stopped dreaming; this finding was in line with Hobson's 1977 theory. However, Solms did not encounter cases of loss of dreaming with patients having brain stem damage. This observation forced him to question Hobson's prevailing theory which marked the brain stem as the source of the signals interpreted as dreams. Solms viewed the idea of dreaming as a function of many complex brain structures as validating Freudian dream theory, an idea that drew criticism from Hobson.[10]。

[edit] Continual-activation theory。

Combining Hobson's activation synthesis hypothesis with Solms's findings, the continual-activation theory of dreaming presented by Jie Zhang proposes that dreaming is a result of brain activation and synthesis; at the same time, dreaming and REM sleep are controlled by different brain mechanisms. Zhang hypothesizes that the function of sleep is to process, encode and transfer the data from the temporary memory to the long-term memory, though there is not much evidence backing up this so-called "consolidation." NREM sleep processes the conscious-related memory (declarative memory), and REM sleep processes the unconscious related memory (procedural memory).。

Zhang assumes that during REM sleep, the unconscious part of a brain is busy processing the procedural memory; meanwhile, the level of activation in the conscious part of the brain will descend to a very low level as the inputs from the sensory are basically disconnected. This will trigger the "continual-activation" mechanism to generate a data stream from the memory stores to flow through the conscious part of the brain. Zhang suggests that this pulse-like brain activation is the inducer of each dream. He proposes that, with the involvement of the brain associative thinking system, dreaming is, thereafter, self-maintained with the dreamer's own thinking until the next pulse of memory insertion. This explains why dreams have both characteristics of continuity (within a dream) and sudden changes (between two dreams).[11][12]。

[edit] Dreams and memory。

Eugen Tarnow suggests that dreams are ever-present excitations of long-term memory, even during waking life. The strangeness of dreams is due to the format of long-term memory, reminiscent of Penfield & Rasmussen’s findings that electrical excitations of the cortex give rise to experiences similar to dreams. During waking life an executive function interprets long term memory consistent with reality checking. Tarnow's theory is a reworking of Freud's theory of dreams in which Freud's unconscious is replaced with the long-term memory system and Freud's “Dream Work” describes the structure of long-term memory.[13]。

Location of hippocampus。

Location of hippocampus。

[edit] Hippocampus and memory。

A 2001 study showed evidence that illogical locations, characters, and dream flow may help the brain strengthen the linking and consolidation of semantic memories. These conditions may occur because, during REM sleep, the flow of information between the hippocampus and neocortex is reduced.[14] Increasing levels of the stress hormone Cortisol late in sleep (often during REM sleep) cause this decreased communication. One stage of memory consolidation is the linking of distant but related memories. Payne and Nadel hypothesize that these memories are then consolidated into a smooth narrative, similar to a process that happens when memories are created under stress.[15]。

[edit] Functions of dreams。

There are many hypotheses about the function of dreams. Freud proposed that one function of dreams is to protect our sleep. He believed that it was the purpose of dreams to hold one’s attention so as not to awaken from any outside stimuli.[16] During the night there may be many external stimuli bombarding the senses but the mind interprets the stimulus and makes it a part of a dream in order to ensure continued sleep.[17] The mind will, however, awaken an individual if they are in danger or if trained to respond to certain sounds, such as a baby crying. Dreams may also allow the repressed parts of the mind to be satisfied through fantasy while keeping the conscious mind from thoughts that would suddenly cause one to awaken from shock.[18] Freud suggested that bad dreams let the brain learn to gain control over emotions resulting from distressing experiences. [16] Dreams also let the mind express things that would normally be suppressed in the waking world, thus keeping itself in harmony. Dreams may also offer a view at how future events might proceed; this is similar to running future events through the mind, for instance: a work presentation, a job interview, or a first date.。

Jung suggested that dreams may compensate for one-sided attitudes held in waking consciousness.[19] Ferenczi[20] proposed that the dream, when told, may communicate something that is not being said outright. There have also been analogies made with the cleaning-up operations of computers when they are off-line. Dreams may remove parasitic nodes and other "junk" from the mind during sleep. [21] [22] Dreams may also create new ideas through the generation of random thought mutations. Some of these may be rejected by the mind as useless, while others may be seen as valuable and retained. Blechner[23] calls this the theory of "Oneiric Darwinism." Dreams may also regulate mood. [24] Hartmann [25] says dreams may function like psychotherapy, by "making connections in a safe place" and allowing the dreamer to integrate thoughts that may be dissociated during waking life.。

[edit] Cultural history。

Jacob's dream of a ladder of angels。

Jacob's dream of a ladder of angels。

Dreams have a long history both as a subject of conjecture and as a source of inspiration. Throughout their history, people have sought meaning in dreams or divination through dreams. They have been described physiologically as a response to neural processes during sleep, psychologically as reflections of the subconscious, and spiritually as messages from God or predictions of the future. Many cultures practiced dream incubation, with the intention of cultivating dreams that were prophetic or contained messages from the divine.。

[edit] Dream content。

From the 1940s to 1985, Calvin S. Hall collected more than 50,000 dream reports at Western Reserve University. In 1966 Hall and Van De Castle published The content analysis of dreams in which they outlined a coding system to study 1,000 dream reports from college students.[26] It was found that people all over the world dream of mostly the same things. Hall's complete dream reports became publicly available in the mid-1990s by Hall's protégé William Domhoff allowing further different annylisis.。

[edit] Emotions。

The most common emotion experienced in dreams is anxiety. Negative emotions are more common than positive feelings.[26] Some ethnic groups like the Yir Yoront showed an abnormally high percentage of dreams of an aggressive nature. The U.S. ranks the highest amongst industrialized nations for aggression in dreams with 50 percent of U.S. males reporting aggression in dreams, compared to 32 percent for Dutch men.[26]。

[edit] Gender differences。

It is believed that in men's dreams an average of 70 percent of the characters are other men, while a female's dreams contain an equal number of men and women.[27] Men generally had more aggressive feelings in their dreams than women, and children's dreams did not have very much aggression until they reached teen age. These findings parallel much of the current research on gender and gender role comparisons in aggressive behavior. Rather than showing a complementary or compensatory aggressive style, this study supports the view that there is a continuity between our conscious and unconscious styles and personalities.。

[edit] Sexual content。

The Hall data analysis shows that sexual dreams show up no more than 10 percent of the time and are more prevalent in young to mid teens[26]. Another study showed that 8% of men's and women's dreams have sexual content[28].。

[edit] Recurring dreams。

While the content of most dreams is dreamt only once, many people experience recurring dreams—that is, the same dream narrative is experienced over different occasions of sleep. Up to 70% of females and 65% of males report recurrent dreams.[29]。

[edit] Common themes。

Content-analysis studies scientists have identified common reported themes in dreams. These include: situations relating to school, being chased, running slowly/inplace, sexual experiences, falling, arriving too late, a person now alive being dead, teeth falling out, flying, embarrassing moments, failing an examination, or a car accident. Twelve percent of people dream only in black and white.[30]。

[edit] Disease-Associated Differences。

There have been many differences in how people dream involving different diseases (normally only neurological diseases) one might have. For instance, people with Synesthesia have never reported black-and-white dreaming, and often have a difficult time imagining the idea of dreaming in black and white only.[citation needed]。

[edit] Dream interpretation。

Main article: Dream interpretation。

Both Sigmund Freud and Carl Jung identify dreams as an interaction between the unconscious and the conscious. They also assert together that the unconscious is the dominant force of the dream, and in dreams it conveys its own mental activity to the perceptive faculty. While Freud felt that there was an active censorship against the unconscious even during sleep, Jung argued that the dream's bizarre quality is an efficient language, comparable to poetry and uniquely capable of revealing the underlying meaning.。

Fritz Perls presented his theory of dreams as part of the holistic nature of Gestalt therapy. Dreams are seen as projections of parts of the self that have been ignored, rejected or suppressed.[31] Jung argued that one could consider every person in the dream to represent an aspect of the dreamer, which he called the subjective approach to dreams. Perls expanded this point of view to say that even inanimate objects in the dream may represent aspects of the dreamer. The dreamer may therefore be asked to imagine being an object in the dream and to describe it, in order to bring into awareness the characteristics of the object that correspond with the dreamer's personality.。

[edit] Other associated phenomena。

[edit] Lucid dreaming。

Main article: Lucid dreaming。

Lucid dreaming is the conscious perception of one's state while dreaming. In this state the dreamer has control over characters and the environment of the dream as well as themselves.[32] The occurrence of lucid dreaming has been scientifically verified.[33]。

[edit] Dreams of absent-minded transgression。

Dreams of absent-minded transgression (DAMT) are dreams wherein the dreamer absentmindedly performs an action that he or she has been trying to stop (one classic example is of a quitting smoker having dreams of lighting a cigarette). Subjects who have had DAMT have reported awaking with intense feelings of guilt. Some studies have shown that DAMT are positively related with successfully stopping the behavior, when compared to control subjects who did not experience these dreams.[34]。

[edit] Dreaming as a skeptical argument。

Main article: dream argument。

While one dreams a non-lucid dream, one will not realize one is dreaming (one classic example is a child dreaming that they are using the toilet and end up wetting the bed because they don't realize that they are in a dream). This has led philosophers to the idea that one could be dreaming right now (or at least one cannot be certain that one is not dreaming). First formally introduced by Zhuangzi and popularized by Hindu beliefs, the dream argument has become one of the most popular skeptical hypotheses. Buddhism, one of the major religions and philosophies in the world, makes most use of this argument[citation needed]. It was formally introduced to western philosophy by Descartes in the 17th century in his Meditations on First Philosophy.。

[edit] Recalling dreams。

According to Craig Hamilton-Parker, [35] author of Fantasy Dreaming, many humans find certain dreams extremely difficult to recall. According to David Koulack in "To Catch A Dream," researchers refer to these types of dreams as "no content dream reports." It is thought that such dreams are characterized by relatively little affect. According to Koulack, factors such as salience, arousal and interference play a role in dream recall and dream recall failure. According to Henry Reed, author of Dream Medicine, a useful technique to improve dream recall is to keep a dream journal. Stephen LaBerge, author of Exploring the World of Lucid Dreaming, also suggests that one must lie perfectly still upon awaking from a dream, not letting concerns of the day occupy the mind. It is quite common to not remember much of what has just been dreamed, but LaBerge maintains that with sufficient concentration, the entire dream may be recalled.。

[edit] Déjà vu

Main article: Déjà vu。

The theory of déjà vu dealing with dreams indicates that the feeling of having previously seen or experienced something could be attributed to having dreamt about a similar situation or place, and forgetting about it until one seems to be mysteriously reminded of the situation or place while awake.。

[edit] Dream incorporation。

In one use of the term, "dream incorporation" is a phenomenon whereby an external stimulus, usually an auditory one, becomes a part of a dream, eventually then awakening the dreamer. There is a famous painting by Salvador Dalí that depicts this concept, titled "Dream Caused by the Flight of a Bee around a Pomegranate a Second Before Awakening" (1944).。

The term "dream incorporation" is also used in research examining the degree to which preceding daytime events become elements of dreams. Recent studies suggest that events in the day immediately preceding, and those about a week before, have the most influence [36].。

The junior middle school students inThe analysis of junior high school students: from childhood to adult transition period, age about 12,16 years of age, developmental psychology thought of the period of adolescence is easy to produce the revolt, known as "the second period of resistance".I recently on the junior high school students" rebellious" psychological problems of grade186 students did a questionnaire, survey: nearly 20% of the students have more serious" rebellious" psychological, such unhealthy psychological phenomenon not only affects the education work smoothly, but also seriously affect the teenagers ' psychological health the development, and even to family, school, society will bring negative effect.One, the "reverse" of junior middle school students psychological causes. According to the survey data analysis, can be summed up in the following aspects:In 1, the education rude attitude and adopt a simple requirement means that hurt the self-esteem of students. In the process of education, teacher's request is strict in haste, and often take a severe reprimand, words of criticism, free school, mandatory review hurt their self-esteem and personality means, thus students psychologically rebelled from antagonism, refused to accept the teacher's lecture, reluctant to enforce teacher's request, or even deliberately confrontation.2, education requirements are too frequent, but not strictly enforced. In education, teacher's request is too frequent, but in particular executive procedure is not strictly required. This is a practice, reduce teachers' personality and authority, often cause the student to teacher not trust, psychologically appeared tired and even disgust, make them take off or "indifferent" attitude to deal with teachers and education requirements.3, education problem solver injustice caused resentment and antagonism of students. Educational practice and survey results show that : most students hate is the teacher when handling an issue not to pay attention to investigation, does not respect the facts, subjective assume, blind guessing, listen to only one side, make an unfair unreasonable conclusion.In 4, middle school students because of lack of knowledge and experience in education misunderstanding. Investigation shows, the junior middle school students by cognitive level and knowledge experience, puts forward to the teacher strict requirements often occur without understanding or misunderstanding, so they often assume that the teacher's request is unreasonable or incorrect, even that was intended to make things difficult for teachers, reluctant to accept and implement.5, education requirements do not meet the students needs and desires. In education, the teacher presents various behavioral requirements are too high, from the students' existing cognitive development level; or request and students' needs and desires are contradictory, these are easy to make their dissatisfaction and boredom, and cause them to accept and implement.Two, education countermeasures.In 1, devoted to "love", harmonize the relationship between teachers and students. Psychology thinks, the exchange of information between people and inheritance, needs to be in good psychological identification based on. Psychological identity is easy to ear, brain, heart, forming a" resonance" effect. Conversely, can appear thinking blind spots, mental disorders, affect its efficiency. Therefore, to prevent and eliminate students'" rebellious " psychology, the formation of psychological identity, work in education, teachers must be on the student into love, about a democratic style of work, creating a good educational environment, caring students everywhere, to win their love and support. Especially for those who are students who have made mistakes, but also from emotionally close to them, from interest to guide them, from learning to help them, from the care of their living, causes them to feel amiable, respectable teachers, credible, thereby eliminating the gap between teachers and students and the antagonistic psychology, make students willing to accept teacher education and persuasion, gradually to correct their mistakes and bad behavior.2, teachers should constantly improve their own self-cultivation, maintain professionalism, discipline, tolerance, credible personality charm. The ancients said:" people don't rate is not from the body before, no letter." As a teacher, first of all must be strict with myself, conscientiously do a good job of teaching, lead to comply with school discipline, and consciously safeguard the social morality, and in work, life and the contacts with students demonstrate their knowledge, noble and elegant temperament, his dedication to, erudite, self-discipline, honesty, tolerance credibility of a good personality profile infected students, improve the precept of the influence and persuasion, in the minds of students so that students establish lofty prestige, convincing and followed suit, forming the so-called" pro-its division and letter its road" benign effect, thereby effectively preventing middle school students" rebellious" psychology.3, teachers should be fair, just, treatment issues should pay attention to investigation, respect the facts, and be good at motivating. Survey shows that in education, teachers dealing with unfair, unreasonable it is to cause the students have a negative feeling and" rebellious" psychology is one of the important reasons. Therefore, teachers in the treatment of students dealing with specific problems, we must pay attention to" level", whether or not they should try to make students make no exception, regardless of thickness. If the eugenic palliative, for poor students gruff and strict preference, will make the students' psychological imbalance, expression is downhearted, broken broken jar fell to negative emotion, causing psychological conflict, appear thereby the effect of education on the" zero effect", or even "negative effect". Therefore, teachers in the education process, must hold to fair, just principle to deal with the problem, in thorough and actual, investigation, grasp the real situation in the foundation, to make fair and reasonable conclusion, and pay attention to the correct guidance of public opinion of class group, so that the teachers to deal with the problem of getting students to a wide range of approval and support.4, teachers should be strict with degrees, exquisite art, and be good at using" suggesting that the effect". The so-called suggests, refers to no fighting stance conditions, using subtle indirect methods of psychology and behavior influence, the psychological impact of performance for people according to a certain mode of action, or receive a certain opinion, belief. Be suggestive of most willing to accept those with higher prestige and compelling personality charm person hint. Therefore, as implied by the perpetrators and the student 's admirers -- teachers, should constantly improve their own quality, enhance interpersonal attraction at the same time, but also for the young students' age characteristics and circumstances, from the students' knowledge and experiences, puts forward the practical requirements, and flexible use of education skill, with particular attention to the clever use of" implied", to minimize the use of the command mode request.In 5, has been generated for the "reverse" the psychology of students, teachers should suit the remedy to the case, in the light of its general trend. As a result of students from the" rebellious" psychological reasons. For lack of knowledge and experience caused by " reverse" psychology of students, to try to contact their actual application specific, vivid examples, tell truth, improve their cognition level, forming correct concepts; for teachers due to deal with the problems of injustice or too complicated and not strictly enforced by "reverse" the psychology students, teachers should the courage to admit their mistakes, and continuously improve the work, with practical actions to win the trust of students, to win their trust and support, due to high demand, teachers too strict, too, resulting in the"。

原文地址：http://www.qianchusai.com/psychologically-50.html