关于心理学统一理论的探讨

借鉴物理学中研究物理世界各种相互作用及其统一性的思路,分析心理现象中的各种相互作用。指出心理现象中存在以下几种不同性质的心理相互作用:心理成分之间的相互作用,心脑相互作用,心身相互作用,心理活动与环境相互作用,以及心理活动与社会相互作用。这些不同性质的心理相互作用具有共同的基础,由此得到心理相互作用的大统一理论。在此理论基础上可以构建大统一心理学的理论框架,尝试把心理学各个研究领域和心理学各个分支学科统一在这个理论框架中。     

Electron irradiation damage in SnO

In a study of radiation effects in SnO we have found that electron-beam damage is observable from changes in a high-resolution electron microscopy image or electron diffraction pattern. The early stage of the damage is not accompanied by a change in composition or a loss of crystallinity. The dose required for this damage (about 600 C cm^?2) is approximately independent of electron energy (between 100 and 400 keV) and specimen temperature (between 100 and 300 K). The damage is believed to start with displacement of oxygen atoms from their lattice position through a radiolytic mechanism with an efficiency of approximately 10^?4.     

Frank–Read sources and the yield of anisotropic cubic crystals

Frank–Read sources are among the most important mechanisms of dislocation multiplication, and their operation signals the onset of yield in crystals. We show that the critical stress required to initiate dislocation production falls dramatically at high-elastic anisotropy, irrespective of the mean shear modulus. We hence predict the yield stress of crystals to fall dramatically as their anisotropy increases. This behaviour is consistent with the severe plastic softening observed in α-iron and ferritic steels as the α ? γ martensitic phase transition is approached, a temperature regime of crucial importance for structural steels designed for use in future nuclear applications.     

科学研究的DNA共享与协作精神

股骨头坏死、髋关节脱位是骨科常见病,随着人们生活模式的改变发病率有所上升。对该病的成因、流行病学、病理转归、临床治疗策略与髋关节严重病损后功能重建等问题,学术界存在很大争议。作者提出从生物进化的角度、用自然重建理念做指导,应用髋关节分离牵拉术治疗股骨头坏死、骨盆补充截骨术重建青少年严重病损的髋关节功能人、组合性矫形手术治疗年长儿先天性髋关节脱位,获得了优良效果。因此呼吁:用自然重建理念治疗青少年股骨头坏死、髋关节脱位,降低人工假体置换对此类疾病的手术指证。     

心理理论与社会互动方式对初中生社会善念发展的影响

为了探讨初中生社会善念的发展特点及相关影响因素,实验1采用卡通插图范式和SoMi范式,以628名7~9年级初中生为被试,考察不同心理理论类型初中生的社会善念的发展;实验2使用社会互动情境和SoMi范式,以360名7~9年级初中生为被试,考察社会互动方式与反馈类型对不同年级初中生社会善念的影响。结果发现:(1)初中生的社会善念不存在年级和性别差异,但7年级中高情感心理理论初中生的社会善念显著多于高认知心理理论初中生;(2)7年级初中生在积极反馈条件下的社会善念较多,而8年级初中生在消极反馈条件下较多,9年级初中生在这两种条件下则不存在显著差异;(3)在合作情境中,初中生在积极反馈下的社会善念更多,而在竞争情境中,初中生在消极反馈下的社会善念更多。研究说明初中生的社会善念具有跨年龄和跨性别的稳定性,并且会受到心理理论、社会互动方式及反馈类型的影响。     

A criterion for determining the optimum value of twist in the topological model

In previous works, in which the topological model has been applied to martensitic phase transformations, the value of twist angle ω was determined based on the habit plane-(HP) matching method, where the physical realization of the so-predicted interfacial defect networks may require reorientations of defect line directions by short-range diffusion, though no long-range diffusion was needed. In the present work, a novel criterion for determining the optimum value of twist is proposed so that the predicted interface defects are not only able to fulfil the function of fully accommodating the coherency strains arising on the terrace plane, but also capable of reaching the required position at the HP without long- or short-range diffusions. A numerical analysis for an Fe–20Ni–5Mn alloy is demonstrated based on the newly proposed criterion, and the predictions so obtained are in good agreement with the results provided by the phenomenological theory and experimental measurements.     

脑可塑性研究综述

本文简要总结了脑可塑性实验研究的三个方面：(1)脑损伤的研究,(2)学习和训练的脑可塑研究,(3)双语习得的研究。目前研究脑可塑的一个重要方向是通过学习和训练,考察认知成分的获得与大脑皮层活动状态变化之间的关系。这些研究说明大脑的成熟是一个动态发展的过程,它的结构和功能在一定程度上具有可塑性。     

Explaining teacher-student interactions in early childhood: An interpersonal theoretical approach

The present study used an interpersonal theoretical perspective to examine the interactions between Dutch teachers and kindergartners. Interpersonal theory provides explanations for dyadic interaction behaviors by stating that complementary behaviors (dissimilar in terms of control, and similar in terms of affiliation) elicit and sustain each other. We observed 69 kindergarten children (M_age = 5.79 years) and their 37 regular teachers during a dyadic interaction task. Every 5 s, independent observers rated teachers' and children's behaviors along the interpersonal dimensions of control and affiliation. Teachers reported on children's shyness and the quality of the teacher-child relationship. Multilevel modeling provided correlational evidence for complementarity within and between dyads. Cross-lagged analyses revealed that teachers showed complementarity for control and that children showed complementarity for affiliation. Children also reacted complementarily with respect to control but only if they were shy or shared positive relationships with their teachers. Implications for theory and practice are discussed.     

Experimental observation of the dislocation walls in heterostructures with two interfaces: Ge/Ge0.5Si0.5 10 nm/Si(001) as an example

High-resolution electron microscopy (HREM) at the atomic scale has been applied to study the edge dislocation redistribution between interfaces in Ge/Ge_0.5Si_0.5/Si(0?0?1) heterostructures. Our results provide a direct explanation that plastic relaxation of the GeSi buffer layer proceeds owing to motion of Lomer-type dislocation complexes consisting of a pair of complementary 60° dislocations with the ends of the {1?1?1} extra planes being located at a distance of ~2–12 interplanar spacings from each other. It is demonstrated that edge dislocations belonging to the upper and lower interfaces become arranged one under the other and dislocation walls are formed. The distributions of tension and compression in the [0?0?1] direction between two edge dislocations, obtained by processing the HREM image, testify to superposition of strain fields.