Stop the blame game: An analysis of blaming on Weibo during the early days of the COVID-19 pandemic in rice and wheat areas in China

In the pandemic era, social media has provided the public with a platform to make their voice heard. One of the most important public opinions online during a pandemic is blame. Blame can lead to stigma towards patients as well as potential patients and decrease social cooperation, which might impede prevention and control measures during epidemics. Thus, studying online blame during the early days of COVID-19 can facilitate the management and control of future pandemics. By analyzing 3791 posts from one of the most popular social media sites in China (Weibo) over the 10 days immediately after COVID-19 was declared to be a communicable disease, we found that there were four main agents blamed online: Individuals, corporations, institutions, and the media. Most of the blame targeted individual agents. We also found that there were regional-cultural differences in the detailed types of blamed individual agents, that is, between rice- and wheat-farming areas in China. After controlling influence of distance from the epicenter of Wuhan, there were still stable differences between regions: people in wheat areas had a higher probability of blaming agentic, harmful individuals, and people in rice areas had a higher probability of blaming individuals with low awareness of social norms for preventive health behavior. Findings have implications for preventing and predicting blame across cultures in future pandemics.     

非正式学习环境中幼儿的自发数量聚焦

大量从“能力”角度来探讨个体早期数学发展的研究仅专注于儿童早期的数学知识和技能, 而忽略了可能与儿童早期数学能力相关的方面。近年来, 数学认知发展研究者逐渐开始关注自发数量聚焦(Spontaneous focusing on numerosity, SFON), 即个体对环境中数量相关信息自发注意的认知倾向。SFON被视为其他数学聚焦倾向概念的基础, 但与自发数字聚焦(SAN)、自发阿拉伯数字聚焦(SFONS)和自发数量关系聚焦(SFOR)之间的联系仍需进一步明晰。作为数学表现的领域特异预测因子, 个体SFON的发展轨迹和作用机制是当前研究的重点所在。未来可从数学动机、数学焦虑等角度进一步探讨SFON的作用机制, 改良与创新SFON测量工具, 同时需深入推进家庭和学校场合的SFON干预研究。     

5·12汶川地震后灾区教师主观幸福感的变化趋势及中介效应分析

·12汶川地震发生两个月后,对508名灾区的幼儿园、中小学教师进行测量,结合他们对地震前状况的回忆,考察其地震后主观幸福感的变化情况及其影响因素。结果表明：（1）与回忆得到的地震前感受相比,地震后灾区教师体验到主观幸福感水平显著降低。（2）极重灾区教师体验到的主观幸福感降低程度大于重灾区和轻灾区教师。（3）教师遭受的客观损失严重程度能显著预测其体验到的主观幸福感降低;而创伤后身心症状在其中起完全中介的作用,即创伤事件引发教师创伤后身心症状,而这些症状日趋严重,使其体验到的消极情感增加、主观幸福感降低。     

The nonlinear effects of conscientiousness on overall job performance and performance dimensions in the Chinese context

The relationship between conscientiousness and job performance has been found to be nonlinear in the West, which challenges conceptually and empirically the traditional assumption of the single linear relationship. In this research, we examined the nonlinear effects of conscientiousness on both overall job performance and performance dimensions (i.e., task performance, adaptive performance and contextual performance) in the Chinese context. The results of our two studies supported some evidence for the nonlinear effect of conscientiousness on overall job performance. In addition, it was found that conscientiousness has different (linear or nonlinear) effects on performance dimensions. These findings suggest that the nonlinear effects of conscientiousness on job performance deserve further investigation, and a distinction should be made with regard to job performance in personnel evaluation. Results are discussed in terms of the significance of considering the nonlinear relationship between conscientiousness and performance criteria.     

急性应激损害对威胁刺激的注意解除

急性应激会增强个体对威胁刺激的注意偏向,但急性应激是增强了对威胁刺激的注意定向还是损害了对威胁刺激的注意解除还不清楚。本研究采用社会评估冷压任务和点探测任务,结合事件相关电位技术,考察急性应激对威胁刺激注意偏向影响的认知机制。在进行社会评估冷压任务后,应激组个体的状态焦虑和皮质醇浓度显著升高。在注意偏向中,应激组对威胁刺激的注意解除比控制组更慢,应激组和控制组在对威胁刺激的注意定向上无显著差异。ERP结果上,威胁刺激诱发应激组比控制组产生了更负的SPCN,在N2pc上没有显著差异。应激组和控制组皮质醇增量的差异和N2pc、SPCN的组间差异均有显著正相关。这些结果说明,急性应激增强对威胁刺激的注意偏向是因为其损害个体对威胁刺激的注意解除,这可能是因为急性应激损害了与注意解除相关的额-顶网络的功能所致。     

Tracing children's vocabulary development from preschool through the school‐age years: an 8‐year longitudinal study

In this 8‐year longitudinal study, we traced the vocabulary growth of Chinese children, explored potential precursors of vocabulary knowledge, and investigated how vocabulary growth predicted future reading skills. Two hundred and sixty‐four (264) native Chinese children from Beijing were measured on a variety of reading and language tasks over 8 years. Between the ages of 4 to 10 years, they were administered tasks of vocabulary and related cognitive skills. At age 11, comprehensive reading skills, including character recognition, reading fluency, and reading comprehension were examined. Individual differences in vocabulary developmental profiles were estimated using the intercept‐slope cluster method. Vocabulary development was then examined in relation to later reading outcomes. Three subgroups of lexical growth were classified, namely high‐high (with a large initial vocabulary size and a fast growth rate), low‐high (with a small initial vocabulary size and a fast growth rate) and low‐low (with a small initial vocabulary size and a slow growth rate) groups. Low‐high and low‐low groups were distinguishable mostly through phonological skills, morphological skills and other reading‐related cognitive skills. Childhood vocabulary development (using intercept and slope) explained subsequent reading skills. Findings suggest that language‐related and reading‐related cognitive skills differ among groups with different developmental trajectories of vocabulary, and the initial size and growth rate of vocabulary may be two predictors for later reading development.     

论医学史的学科意义

在我国医学教育现状中,医学史作为医学人文学科并未受到应有的重视。现阶段我们应对其引起足够重视,若要加强医学史学科建设,首先应该认清该学科的意义所在。对该话题进行探讨,并总结了医学史学科的五方面意义:一、认识过去,有助于理解当下;二、反思医学实践,不断追求医学真谛;三、汲取历史智慧,启迪现实问题的解决;四、学习先哲,为医学事业献身;五、把握规律,促进医学教育发展。总之,通过对于医学史的研究,指出医学教育改革的必要性,以及医学史教学在医学教育改革中的重要性。     

诉讼实践视野下病历真实性的认定

在医疗损害纠纷诉讼实践中,经常发生由于医疗机构提供的病历存在真实性问题导致鉴定不能,最后被法院直接推定存在过错的情形。该文在诉讼实践视野下,通过分析病历出现真实性问题的原因,厘清病历瑕疵与真实性问题的区别,并建议从证据学角度进行严格审查或委托专业机构对病历真实性进行鉴定,但同时可能会增加诉讼的成本,耗费诉讼的时间,使医疗损害案件的审理更加复杂、漫长,甚至会继续激化医患矛盾。从长远看,就需要国家相关部门对医疗机构病历真实性制定统一的规范及认定标准,既做到专业、公平、合法,又能简化诉讼程序。     

我国中医学专业课程设置发展历程研究

课程设置对人才培养质量有重要的影响作用,通过文献研究,回顾中医高等教育自1956年起的课程设置情况,全面梳理了中医学专业五年制必修课程设置情况,分为艰难开拓、全面发展、医教协同创新发展三个阶段,对2012年以后设置的中医学专业“5+3”一体化和九年制必修课程设置情况也进行了分析探讨。结果发现,随着课程体系的不断改革,必修课学时数逐渐减少,兼顾学生个性需求,注重综合能力培养;中医类课程学时数相对减少,但仍占主要课程类别;课程体系建设重点由关注课程学时数量转向关注课程质量。