多动症的遗传学研究概述

多动症多始于儿童期,并能持续至成年期。传统的家庭、双生子和养子女研究表明,多动症是受遗传影响的。双生子研究现在被用来定义多动症表型,分析性别差异,测试基因对持续性和共病的影响,以及研究遗传与环境的互动。多动症的分子遗传学研究集中在功能候选基因的关联分析上。多动症与DRD4和DRD5的关系比较一致。最新的研究也显示COMT的影响。关联分析（linkage analysis）显示这些单个基因的影响都不大。这个领域还有待于大规模的“全基因关联”分析。至今为止的证据显示,研究基因-表型关联以及基因与环境互动对多动症的影响将日趋重要     

Love for the Neighbour as Lived Theology

The aim of this article is to identify the theological potential for interreligious relations as embodied in the everyday life of ordinary Christians in South India. The empirical study that underlies the discussion is based on interviews with lay churchgoers and pastors from Pentecostal and mainline Protestant churches in Bangalore. The beliefs they articulate, as well as the practices they carry out in their daily lives, are defined as their lived theology. This is analyzed through the terminological framework of theology in four voices. Interviewees express beliefs that emphasize the superiority of Christianity over other religions and the importance of evangelism. Nevertheless, in everyday life they prioritize respect for religious others and maintenance of relationships with them over sharing an exclusivist message about Christ. Their lived theology emphasizes relatedness across religious boundaries and the priority of showing love for the neighbour in practice.     

Generative time telling in adults with disabilities: A matrix training approach

Matrix training is a teaching strategy designed to facilitate generative responding through a process termed recombinative generalization. A skill that has yet to be addressed with matrix training is tacting time increments. Given the two‐component features of time telling (i.e., hours and minutes) and the numerous teaching targets, matrix training was implemented for such behavior with two adults with developmental disabilities. This study used a 12 × 12 matrix that consisted of 144 time increments. Participants were taught 12 time increments, and probes were conducted to assess the remaining 132 untrained time increments. The participants responded correctly to approximately 50% of the untrained time increments during the post‐assessment phase. Limitations and future research are discussed.     

Human physical aggression as a function of alcohol and threat of harm

The present study investigated the effect of threat of physical harm on the aggressive behavior of intoxicated and nonintoxicated subjects. Forty male undergraduates competed in a reaction time task in which they could deliver shock to an increasingly provocative opponent. In the threat condition, subjects could be hurt by the opponent (they wore a shock electrode), while in the no-threat condition, they could not be hurt by the opponent (the electrode was removed prior to the competition). The results indicated that under conditions of low provocation, the intoxicated subjects behaved more aggressively than the nonintoxicated subjects in both the threatening and nonthreatening condition. However, under conditions of increasing provocation, only the intoxicated subjects in the threatening condition increased their shock settings.     

Frontal Brain Asymmetry and Depression: A Self-regulatory Perspective

Recent findings indicate that frontal brain asymmetry may be a marker of for depression. However, the psychological predispositions that account linkage between frontal brain asymmetry and depression are unclear. approach-withdrawal hypothesis is the primary framework that has been to account for the linkages between frontal brain asymmetry and or emotional disorders. We review evidence consistent with this and suggest several directions for its extension. One such direction is to constrain the approach-withdrawal hypothesis by linking frontal asymmetry to the known functions of the prefrontal cortex. On this we propose that frontal brain asymmetry may be preferentially linked processes that promote the temporal continuity and shifting of or emotional priorities and the suppression of interference by sources of motivation or emotion. We review evidence from and neurobiological studies of depression that is broadly consistent with these predictions. We emphasise the need for future studies testing our hypotheses.     

Correction to: Negatively or positively biased? Dependencies of teachers’ judgments and expectations based on students’ ethnic and social backgrounds

After publication of our article (Tobisch and Dresel 2017) it came to our attention that in the section “2.2 The case of Germany”.     

Living in a Digital Culture

Today our lives are filled with technology through which we communicate, work, play, and even engage with for making meaning. This implies the pervasive presence of digital media as an integral part of our everyday life. Although studies on media are mostly done by sociology and communication students, living in a digital age has significant implications for theological reflections. Despite this being the case, there is a gap in terms of a religious response to technology. In response to this, the aim of this article is to stimulate theological reflections with regard to living in a digital culture. This is achieved by raising theological questions in the hope that theology could take a proactive role in these discussions. The implications of living in a digital culture are quite vast; therefore, the focus will be limited to how a community is formed and sustained, and the possible implications for the church as community.