視、听語文材料同时識記的干扰与相对优势

問題識記时若有两种或多种感觉通道同时活动,可能彼此助长,也可能相互干扰。这对于了解識記时神經中枢各部分的活动与相互影响可能有一定的启发意义。视、听两种感觉通道在学习时最常应用,两种感觉通道可以同时或先后接受同一的刺激物,也可接受不同的刺激物。以往关于比較視、听材料識記效果的研究較多,結果指出,两种感觉材料的識記效果一般难分高低,主要决定于材料的性貭与被試的經驗等条件。     

体育馆比赛厅观众席距离与视觉辨认的关系

問題 深入地探討体育館內观众席的视觉效果問題,是保証观众“看得好”的首要因素,是合理分布观众席、决定比賽厅平面形式(如圓形、椭圓形、方形、矩形等)的必备前提。决定观众席视觉效果的两大因素是观察距离及观察方位。关于这两个問題,国內外先后都进行过研究,但距离、方位与观众席分区方法的关系等問題,一般多局限在理論方面的討論,不能完全符合于实际情况。要对这些問題进行更深入的探討,必需进行视知觉心理学方面的实驗和研究,非仅靠建筑学知識所能解决,本研究卽试图通过知觉心理学的研究方法,对体育館比賽厅观众席距場地距离与視觉辨认的关系进行一些探索。     

体育馆比赛厅观众席方位与视觉效果的关系

問題 体育馆內的比赛场地为长方形,观众席多沿场地四周布置,由于场地形状及比赛的主要进行方向等因素的影响,所以不同方位的观众席视觉效果卽不相同。 有关观众席方位的划分,国內外都曾有过一些研究,各持不同见解,结论也不一致。如有人凭经验来划分,显得依据不足;有人按场地几何关系来划分,则不足以说明空间     

Can Temperament Identify Affectively Ill Patients Who Engage in Lethal or Near‐Lethal Suicidal Behavior? A 14‐Year Prospective Study

Among affectively ill patients followed naturalistically for up to 14 years, 36 committed suicide, 120 attempted suicide, and 373 had no recorded suicide attempt. Comparing these three groups on clinical and intake personality revealed that suicide completed within 12 months was predicted by clinical but not personality variables, and suicide beyond 12 months was predicted by newly derived temperament factors, not clinical variables. Attempters and completers shared core characteristics: previous attempts, impulsivity, substance abuse, and psychic turmoil within a cycling/mixed bipolar disorder. Such temperament attributes as impulsivity and assertiveness were the best prospective predictors of completed suicides beyond 12 months with a sensitivity level of 74% and specificity level of 82%.     

Reassessing carbamazepine in the treatment of bipolar disorder: clinical implications of new data

This monograph summarizes the proceedings of a roundtable meeting convened to discuss the role of carbamazepine in the treatment of bipolar disorder, in light of new data and the recent indication of carbamazepine extended-release capsules (CBZ ERC) for use in the treatment of acute manic and mixed episodes. Two lectures were presented, followed by a panel discussion among all 6 participants. A summary of the two pivotal trials of CBZ ERC and their pooled data along with other relevant data is presented first. Next, historical trends of carbamazepine and the agent's use in acute mania, bipolar depression, and maintenance are reviewed, emphasizing clinical implications of efficacy, safety, tolerability, and drug interactions. Finally, the panel discussion provides recommendations for the use of carbamazepine in different phases of the illness, taking into account adverse effects and drug-drug interactions. Panel discussants agree that current data confirm the utility of CBZ ERC as an effective treatment for acute manic and mixed episodes in bipolar disorder. Carbamazepine may also prove to be an option for maintenance treatment. Tolerability of the drug is related to dose and titration, and overall safety limitations regarding carbamazepine usage are comparable to other medications. For some patients, the main challenges to use of carbamazepine may be common drug-drug interactions and increased side effects related to aggressive introduction during treatment of acute manic and mixed episodes. Thus, carbamazepine may be a lower priority option for patients who are taking multiple medications, such as elderly individuals with medical comorbidity, due to the potential for drug interactions. Important benefits of carbamazepine include the low propensity toward weight gain and evidence of good tolerability with long-term treatment. (At present there are no available data from long-term, placebo-controlled studies evaluating the effects of carbamazepine or CBZ ERC on weight.) Thus, carbamazepine may be a good option for patients who are concerned about weight gain or who are intolerant of or respond poorly to other medications. Further efforts are needed to update physicians on the use of carbamazepine relative to other medications in the treatment of bipolar disorder.     

朗读与默读对初一学生識记和理解课文的影响

朗讀与默讀是閱讀的两种形式,在語文教学中有效地运用朗讀与默讀是提高閱讀效率的重要条件。据有些中学語文教师反映,初一学生只习慣于朗读,而不善于默讀。不論什么学科的課文,什么性貭的文章,一概誦讀。这些教师认为,朗读固有利于熟記成誦,但