Th17细胞在胸腺瘤合并MG发病机制中作用的探讨

探讨Th17细胞在胸腺瘤合并重症肌无力(MG)发病中的作用.分析27例胸腺瘤患者相关资料,免疫组化法确定瘤组织中IL-17和CD4+T细胞表达.结果为胸腺瘤合并MG男性年龄低于女性,瘤组织高表达IL-17和CD4+T细胞.B1和B2型易合并MG.结论是Th17细胞和IL-17在胸腺瘤合并MG发病中有一定作用.     

B2型胸腺瘤胸腺Tfr细胞和Tfh细胞与重症肌无力的相关性研究

探讨B2型胸腺瘤胸腺Tfr细胞和Tfh细胞与重症肌无力的相关性及对疾病诊治的决策意义。收集了2005年5月～2015年12月胸外科行胸腺切除术27例住院患者的临床及病理资料。其中合并重症肌无力(MG)12例,不合并MG15例,采用免疫荧光染色方法检测并分析两组胸腺生发中心中Tfr和Tfh细胞数及比值。结果,Tfr在两组间比较差异有统计学意义(P0.01),B2型胸腺瘤合并MG组Tfr细胞低于对照组;Tfh在两组间比较差异有统计学意义(P0.01),B2型胸腺瘤合并MG组Tfh细胞高于对照组;Tfh/Tfr比值在两组间比较有统计学意义(P0.01),B2型胸腺瘤合并MG组Tfh/Tfr高于对照组。因此,B2型胸腺瘤合并MG患者胸腺中的Tfr细胞及Tfh细胞的异常,可能对生发中心形成免疫调控有一定作用,可能参与了MG的发病,从一个侧面加以证实以往研究MG的免疫调控机制,对疾病诊治提供了多维度的决策选择。     

Th17细胞在胸腺瘤合并MG发病机制中作用的探讨

探讨Th17细胞在胸腺瘤合并重症肌无力（MG）发病中的作用。分析27例胸腺瘤患者相关资料,免疫组化法确定瘤组织中IL-17和CD4^＋T细胞表达。结果为胸腺瘤合并MG男性年龄低于女性,瘤组织高表达IL-17和CD4^＋T细胞。B1和B2型易合并MG。结论是Th17细胞和IL-17在胸腺瘤合并MG发病中有一定作用。     

亚里士多德的类比概念

亚里士多德的类比概念是其哲学体系中的一个重要概念,它是亚里士多德的相对独立的各个理论之间的枢纽.在《形而上学》@卷第6章中,类比在把潜能和现实概念从运动领域运用到实体领域以及在对潜能和现实的相互说明中都起到关键的疏通作用.在A卷4-5中,亚里士多德既用类比填补了万物本原理论与实体理论之间的罅隙,也指出潜能和现实只有在类比的意义上才是万物的本原.通过类比,他融贯了自己的若干哲学理论.     

儿童问题解决中的类比迁移

儿童问题解决中的类比迁移是儿童认知发展中的一个基本问题,但在儿童发展研究中却一直没有得到足够的重视。在对儿童问题解决中的类比迁移研究进行回顾和总结的基础上,特别是仔细分析最近十年里的类比迁移研究,该文总结出了儿童问题解决中类比迁移研究的发展趋势,主要包括从探讨迁移是否存在到验证迁移是一种早期能力、从关注迁移的年龄差异到关注促进迁移的有关因素、从关注迁移是否是基本能力到关注迁移的加工机制、从描述迁移技能到领域概化、从关注近迁移到关注远迁移。最后,该文对未来儿童问题解决中的类比迁移研究进行了展望     

类比模式新探

类比模式或公式是类比这一逻辑方法的重要内容,借助模式能使类比推理过程显示得更加清楚明晰。但长期以来类比方法的传统模式是不是真实的反映、囊括了类比过程的思维特征,类比的定义是否严密、准确等问题却少有人研究。在一些前辈学者鼓励下,笔者曾对此进行了初步的探索(见参考文献)。本文即是对这些探索成果的进一步深化和完善。     

药物性肝损伤的发病机制

药物性肝损伤（DILI）可分为直接肝毒性和特异质性肝损伤（IDILI）.IDILI发生率较低,个体发病存在易感因素,在动物模型中很难复制.同时,IDILI缺乏可靠的临床诊断标准,使其发病机制的研究受到限制.近年来关于IDILI的发病机制,主要在遗传易感性、代谢途径、宿主免疫、线粒体毒性和胆道损伤等方面取得进展,各种发病机制的深入研究和相互关系的阐明,或将揭示IDILI的真正致病机制.     

一氧化氮在支气管哮喘中的作用

一氧化氮是一种具有广泛并且复杂生物活性的小分子化合物,参与多种病理生理过程.众多研究表明,其在支气管哮喘的发病机制中有着多种复杂的双相调节作用.本文通过对一氧化氮在支气管哮喘发病机制中的调节作用研究的历史回顾和现状的阐述,探讨辩证法与系统论在科学研究中的应用.     

手足口病全身炎症反应综合征免疫机制之我见

手足口病重症、危重症常出现全身炎症反应综合征.全身炎症反应综合征发病机制有多种学说:细胞因子风暴说、正反馈说、促炎/抗炎因子平衡说等.本文根据免疫系统由固有性免疫与适应性免疫两部分组成及固有性免疫→抗原提呈→适应性免疫构成一个完整的免疫网络的已知理论,结合系统论、信息论、控制论观点对手足口病全身炎症反应综合征免疫学发病机制进行探讨,提出了“固有免疫代偿/失代偿”新学说.     

妊娠期高血压疾病的系统论思考

妊娠期高血压疾病是妊娠期常见而又严重危害母儿健康的疾病.从胎盘浅着床,血管内皮受损,遗传因素,免疫机制探讨了妊娠期高血压疾病的发病机制.随着研究的深入,免疫机制在妊娠期高血压疾病的发病中的作用越来越受到重视.介绍了APS最新的治疗进展,为今后的APS发病机制研究及临床治疗带来更多的启示.     

Higher-order structure and relational reasoning: contrasting analogical and thematic relations

A popular explanation of younger children's success in analogy tasks is that lower-level associative reasoning strategies are used. Younger children are said to have a primarily associative understanding of analogy, with the ability to coordinate sets of relations largely emerging later in development (Goldman, Pellegrino, Parseghian, & Sallis, 1982; Sternberg & Nigro, 1980). One way of testing the associative claim is to pit young children's emergent analogical abilities against thematic (associative) relations, which are known to play an important role in the knowledge structures of young children. The present experiments presented 4-, 5- and 9-year-old children with a:b::c:d analogies in a picture choice format, offering a choice between Analogy and Thematic responses. Only the Analogy responses were correct in terms of the higher-order structure of the analogies. The results showed that the Analogy responses were consistently preferred to the Thematic responses by children of all ages. It is concluded that analogy is an important building block for learning from an early age.     

Reconsidering the parent analogy: unfinished business for skeptical theists

Skeptical theism has as its foundation the thesis that if God permits evil, his reasons for doing so will likely be beyond our ken. The only defense given for this thesis is the Parent Analogy. There is in the literature only one defense of this use of the Parent Analogy and it has never been confronted. I examine it and expose serious flaws, thus exposing a crack in the very foundation of skeptical theism.     

The relationship of analogical distance to analogical function and preinventive structure: the case of engineering design

Analogy was studied in real-world engineering design, using the in vivo method. Analogizing was found to occur frequently, entailing a roughly equal amount of within- and between-domain analogies. In partial support for theories of unconscious plagiarism (Brown & Murphy, 1989; Marsh, Landau, & Hicks, 1996) and Ward's (1994) path-of-least-resistance model, it was found that the reference to exemplars (in the form of prototypes) significantly reduced the number of between-domain analogies between source and target, as compared with using sketches or no external representational systems. Analogy served three functions in relation to novel design concepts: identifying problems, solving problems, and explaining concepts. Problem identifying analogies were mainly within domain, explanatory analogies were mainly between domain, and problem-solving analogies were a mixture of within- and between-domain analogies.     

Syntactic principles of heuristic-driven theory projection

Analogy making is a central construct in human cognition and plays an important role to explain cognitive abilities. While various psychologically or neurally inspired theories for analogical reasoning have been proposed, there is a lack of a logical foundation for analogical reasoning in artificial intelligence and cognitive science. We aim to close this gap and propose heuristic-driven theory projection (HDTP), a mathematically sound framework for analogy making. HDTP represents knowledge about the source and the target domain as first-order logic theories and compares them for structural commonalities using anti-unification. The paper provides an overview of the syntactic principles of HDTP, explains all phases of analogy making at a formal level, and illustrates these phases with examples.     

Individual differences in process outcomes for verbal analogy and classification solution

Adult performance on verbal analogy and classification problems was assessed in terms of the outcomes of process execution. Measures were obtained for the accuracy of stem processing and subsequent alternative processing. The process-outcome measures obtained within each task accounted for overall performance scores and were differentially related to ability. This was shown by ability differences in the models accounting for subjects' overall accuracy and in the correlational patterns. Analogy and classification problem forms differed in the measures most important for predicting individual differences. Specifically, measures of alternative processing were more important in classification than analogy solution and application was shown to be important for analogy solution. In addition, common process-outcome measures showed the highest correlations across problem forms, consistent with the assumption that both induction tasks tap similar psychological processes. The results are discussed with respect to previous studies assessing commonality and individual differences among children in process-outcomes.     

The implications of processing event sequences for theories of analogical reasoning

Sternberg (1977a, 1977b) has proposed a componential theory of information processing on analogies. The current study attempts convergent validation of the basic findings in verbal analogies by a method that is based on different underlying assumptions. Although the data were generally consistent with Sternberg’s theory, the data indicated thatapplication is better described by two separate events. Furthermore, the extent of individual differences in strategy models was so substantial that a higher level processing operation, such as control strategies, should be postulated, rather than to support a single-strategy model as characterizing Analogy solving.     

Recognising relations: What can be learned from considering complexity

Analogy is an important cognitive process that has been researched extensively. Functional accounts of it typically involve at least four stages of processing (access, mapping, transfer, and evaluation); however, these accounts take the way in which the base analogue is understood, along with its relational structure, for granted. The goal of this paper is to open up a discussion about how this process (which we will call “relational recognition”) may occur. To this end, this paper describes two experiments that vary the level of relational complexity across exemplars. It was found that relational recognition tasks benefit from increased complexity, while mapping tasks suffer from it.     

Analogical inference: the role of awareness in abstract learning

The acquisition and flexible expression of complex relations is often attributed to declarative memory processes. The extent to which such tasks may be done implicitly has not been sufficiently explored. We report that analogical or transfer processes may be accomplished implicitly. Our analogy task requires acquisition of a transverse patterning set, and then tests for transfer on an unrelated set. Participants learn the relations A>B (given a choice between A and B choose A) and B>C and the unrelated set X>Y and Y>Z. Only the experimental group was trained on the transverse pair C>A. At test all trials are unreinforced: A?B, B?C, A?C, X?Y, Y?Z, X?Z. Analogy was observed when the experimental group chose Z>X at greater frequency than controls who uniformly chose X>Z. Analogy occurred with or without awareness of the transfer. The capacity to transfer relations to an analogous set demonstrates a level of flexibility and abstraction not generally thought to be possible for implicit processes.     

Kant and the Problem of Simultaneous Causation

The argument of Kant's Second Analogy provides only for causal connections between successive appearances, but, as Kant himself immediately notes, in many cases cause and effect are simultaneous. This essay examines Kant's solution to the resulting problem of simultaneous causation. I argue that there are, in fact, at least two distinct problems falling together under the rubric 'simultaneous causation', both reflecting significant features of paradigmatic causal-explanatory scenarios within Newtonian mechanics - a problem about the 'persisting simultaneity' of a continuous or sustaining cause with its effect, and a problem about the 'instantaneous simultaneity' of what Kant calls the causality of a cause with the onset of its effect. An exploration of the ingenious conceptual resources which Kant brings to bear on these problems turns out to yield interesting and important insights regarding his philosophy of mathematics as well.