医学创新的跨学科特征分析

以诺贝尔生理学和医学奖获奖者群体为样本,从该群体的知识背景、研究方法、科研协作方面入手,进行计量分析和实证研究,揭示医学创新研究的跨学科特征,认为跨学科知识背景是获得创新性成果的前提和基础,进而指出医学创新研究最终会导致新的医学跨学科体系的建构,推动整个医学的发展。     

Research update: psychoeducational family interventions

The research on psychoeducational family interventions is reviewed, outlining the key findings of the early intervention studies, and summarizing what later studies contribute to our knowledge. Questions of relevance to clinicians are addressed. The author draws attention to pertinent issues in relation to training and supervision of therapists, and highlights difficulties which must be overcome if family interventions are to be provided routinely in clinical services.     

Group building: Developing protocols for psychoeducational groups

Short-term, focused and targeted groups have become a staple in the mental health field and in the general cultural intervention milieu. This paper presents a model for group building aimed at guiding the group leader in constructing, organizing and ordering such psychoeducational groups. This model is applicable to a range of themecentered groups, addressing a variety of specific symptoms, habits, developmental milestones, organizational problems, or normative life crises. First, the defining characteristics of psychoeducational groups will be discussed. Subsequently, the steps in building group protocols will be outlined, including the use of phase-specific group dynamics and curative variables. To demonstrate the utility and generalizability of the model, two populations with extremely diverse thematic foci, a latency incest and a smoking cessation group, will be used to illustrate the ordering of the group protocol and the building of appropriate didactic structures. This paper is intended as a companion to an earlier one in this journal (Ettin et al., 1987), which considered the management of group process in just these types of nonprocess groups.     

Applying a psychoeducational perspective to ADHD

This article examines whether various cognitive abilities are associated with symptoms of ADHD. Cognitive ability is conceptualized using Cattell-Horn-Carroll (CHC) theory as measured using the Woodcock-Johnson Tests of Cognitive Ability (3rd ed.). This article also examines whether test session behavior mediates the association between cognitive ability and ADHD. Participants are children ages 6 to 12 with (n= 33) and without (n= 19) ADHD. Results show that inattentive symptoms of ADHD are significantly related to the CHC ability of processing speed above and beyond the effect of test session behavior. Symptoms of ADHD (both inattention and hyperactivity/impulsivity) are also significantly associated with visual spatial processing, but this is completely mediated by test session behavior. It is concluded that inattentive symptoms of ADHD are associated with slower processing speed and that this relationship is not explained by test session behavior.     

Relationship of psychoeducational diagnosis to educational placement

This study was designed to investigate the relationship between diagnostic classifications and educational placement recommendations utilized by educational psychologists in the evaluation of psychoeducational reports completed on a select group of boys referred to a Child Psychiatric Outpatient Department. In the present study, 45 reports were evaluated for clinical consensus in five input areas: Developmental History, School History, Cognitive Functioning, Sensorimotor-Perceptual Functioning, and Academic Achievement. In addition, one of four educational recommendations was identified for each subject: No Educational Placement Intervention Necessary, Special Tutoring or Remediation, Special Class Placement, and Special School Placement. There was interrater agreement at a greater than chance level (p≤.01) for three of the input areas, and agreement at a greater than chance level (p≤.05) for one of the input areas. Using the maximum rating given by the evaluators on each variable, subjects were classified into six discrete clusters based on their clinical characteristics. A chi square test determined that there was no significant association (p >.05) between cluster membership and specific educational placement recommendations. However, more global relationships between degree of clinical impairment and the need for some educational placement were found.     

Interdisciplinary epistemology

In commemorating Piaget we should not remember his psychology alone. He hoped for a biologically grounded epistemology, which would require interdisciplinary effort. This paper mentions some recent research in biology, embryology, and philosophy that is consonant with Piaget's epistemological aims. The authors do not cite Piaget as a prime intellectual influence, there being no distinctive Piagetian methodology outside psychology. But they each mention him as someone whose work is relevant to theirs and whose interdisciplinary aims will be achieved only if studies like these can be integrated in the future.This paper originally appeared as a chapter in the 1983 book Jean Piaget: An Interdisciplinary Critique, edited by Sohan Modgil, Celia Modgil, and Geoffrey Brown, and published by Routledge & Kegan, Paul, London.     

Bipolar disorder and family communication: effects of a psychoeducational treatment program

Family psychoeducational programs are efficacious adjuncts to pharmacotherapy for patients with schizophrenic and bipolar disorders, but little is known about what these programs change about families. The authors assessed changes in face-to-face interactional behavior over 1 year among families of bipolar patients who received a 9-month family-focused psychoeducational therapy (FFT; n = 22) or crisis management with naturalistic follow-up (CMNF; n = 22), both administered with maintenance pharmacotherapy. Members of families who received FFT showed more positive nonverbal interactional behavior during a 1-year posttreatment problem-solving assessment than families who received CMNF, although no corresponding decreases were seen in negative interactional behaviors. The positive effect of family treatment on patients' symptom trajectories over 1 year was partially mediated by increases in patients' positive nonverbal interactional behaviors during this same interval.     

Brief dynamic group therapy: A psychoeducational model for enhancing caregiver-infant development

A group model for providing short-term caregiver-infant psychoeducation is presented. The goal of this model is to modify over a brief and circumscribed period of time the perceptions and expectations of caregivers so that their interpersonal behaviors with their infants sustain and enhance adaptive interactive sequences. This model of intervention is derived from the intuitive behavior patterns of adaptive caregivers concerning the infant's emerging representational abilities. Specific vignettes exemplifying the stages of group development that occur with this model of intervention are discussed.     

文化神经科学：一个新兴的跨学科领域

文化神经科学是一个将文化,心理和大脑整合起来的新兴的跨学科领域。本文简要地介绍了从2000年到2010年在文化神经科学领域内的各种观点,同时回顾了该领域里一些典型的功能性磁共振（fMRI）的研究成果。文章认为,文化神经科学可为人类心理的研究提供一个全新的,整合性的理论框架,而且,它还为中国心理学家提供了机遇：使用中国被试开展文化神经科学研究去取得世界一流的成果。     

Toward operationalizing a psychoeducational definition of learning disabilities

An operational definition of “learning disabilities” is presented from the standpoint that classificatory psychoeducational definitions must ultimately relate to educational processes. Thus the condition should be described in terms of abilities crucial to educational achievement, and noneducational criteria should not be employed. It is pointed out that the most generally accepted current definition — which identifies children as “learning-disabled” on the basis of behavioral criteria, while excluding others because of etiological and other nonbehavioral factors — overlooks functional similarities among such groups as educable mentally retarded and emotionally disturbed children. These similarities warrant the inclusion under the rubric of “learning-disabled” of some children who may also be grouped within other diagnostic categories. Consequently, the profferred definition is based on a primary concern with day-to-day learning and management issues. Concepts subtended by the definition are operationally defined, and its relationship to programming is discussed.     

Interdisciplinary auditory neuroscience

The Organization of Hearing, Speech and Music in the Human Auditory System, Wellcome Trust Frontier Meeting 22–23 March 1999, Cambridge, UK.     

交叉学科——神经眼科学

神经眼科学是一门交叉学科,至少横跨了眼科、神经内科和神经外科。在神经眼科疾病的诊断上,以各个专科有限的专业知识来分析整个人体复杂的病情,难免会有其局限性或引起判断失误。我国神经眼科学发展缓慢,神经眼科这一交叉学科是相关科室的共同薄弱环节,因此有必要对神经眼科学进行探讨和哲学思考,以引起更多的重视。     

Managing group process in nonprocess groups: Working with the theme-centered psychoeducational group

While there has been a recent proliferation of groups for consultative and psychoeducational purposes, little has been written about using the group process in these nonprocess groups. This paper investigates the management of various group processes in a group whose contracted focus is teaching stress management skills. Distinctions are made between psychotherapeutic and theme-centered psychoeducational process management. Many group processes can be predicted given the group's normal developmental stages, while other ongoing group processes arise spontaneously. A working dialogue between the presented content and the emerging process is necessary in order for psychoeducation to be personalized and most fully assimilated. A clinical vignette follows the evolution of a stress management group conducted for high-level executives who have been identified as manifesting Type-A behaviors. For each session, the format and material content are briefly outlined, the emerging group process is described, and the clinical interventions involved in the process management are discussed.