基于能力的医学教育的认识与思考

基于能力的医学教育(CBME)在美国等发达国家被广泛用于住院医师培训.其注重毕业后培训的实际效果,以学习者为中心,过程更为灵活.通过培训方法的改革及形成性评估的应用,形成“实践-反馈-提高-再实践”的过程,使住院医师实际能力获得提高.近年来,CBME已延伸至本科教学中,并将对我国的医学教育事业产生更大的影响.     

被动性社交网站使用与社交焦虑：反刍思维和自我建构的作用

尽管被动性社交网站使用已经被证实为增强社交焦虑的重要风险因子,然而对其中介和调节机制依然知之甚少。当前研究旨在探索被动性社交网站使用、反刍思维、社交焦虑和自我建构的关系。614名大学生自愿参与了当前研究,并完成了一份包含被动性社交网站使用、反刍思维、社交焦虑和自我建构问卷的测验。结果表明被动性社交网站使用正向预测社交焦虑,而反刍思维完全中介了两者间的联系。调节分析表明自我建构调节了被动性社交网站使用对反刍思维的影响。条件间接效应分析进一步表明反刍思维的完全中介作用仅存在于依存型个体中。当前研究有助于加深对被动性社交网站使用如何影响个体社交焦虑的理解。     

不同情绪载体的神经活动及其异同——脑成像研究的ALE元分析

情绪识别一直是学界关注的热点。虽然已有研究探讨了动态面孔表情、动态身体表情和声音情绪的脑机制, 但对每种情绪载体的整体认识相对不完善, 同时对不同情绪载体之间神经机制的共性和区别知之甚少。因此, 本研究首先通过三项独立的激活似然估计元分析来识别每种情绪模式的大脑激活区域, 然后进行对比分析以评估三种情绪载体之间共同的和独特的神经活动。结果显示, 动态面孔表情的大脑活动包括广泛的额叶、枕叶、颞叶和部分顶叶皮层以及海马、小脑、丘脑、杏仁核等皮层下区域; 动态身体表情的激活集中于颞/枕叶相关脑区以及小脑和海马; 声音情绪则引起了颞叶、额叶、杏仁核、尾状核和脑岛的激活。联合分析表明, 三种情绪载体跨模态激活了左侧颞中回和右侧颞上回。对比分析的结果证明了视觉刺激比听觉刺激更占优势, 动态面孔表情尤为突出, 同时动态身体表情也发挥着重要作用, 但声音情绪有其独特性。总之, 这些发现验证和拓展了三种情绪载体的现有神经模型, 揭示了情绪处理中心的、普遍性的区域, 但每种情绪载体又有自己可靠的特异性神经回路。     

The dynamics of search,impasse, and representational change provide a coherent explanation of difficulty in the nine-dot problem

The nine-dot problem is often used to demonstrate and explain mental impasse, creativity, and out of the box thinking. The present study investigated the interplay of a restricted initial search space, the likelihood of invoking a representational change, and the subsequent constraining of an unrestricted search space. In three experimental conditions, participants worked on different versions of the nine-dot problem that hinted at removing particular sources of difficulty from the standard problem. The hints were incremental such that the first suggested a possible route for a solution attempt; the second additionally indicated the dot at which lines meet on the solution path; and the final condition also provided non-dot locations that appear in the solution path. The results showed that in the experimental conditions, representational change is encountered more quickly and problems are solved more often than for the control group. We propose a cognitive model that focuses on general problem-solving heuristics and representational change to explain problem difficulty.     

Attention biases and habituation of attention biases are associated with 5-HTTLPR and COMTval158met

Fundamental biases in affective information processing are modulated by individual differences in the emotional response to environmental stimuli that may be partly based on the individual’s genetic make-up. To extend prior dot probe studies on attention genetics, we used a visual-search paradigm (VSP) with pictures of angry and happy faces of both sexes as targets, neutral faces as distractors, and a varying set size. Participants were selected a priori depending on their 5-HTTLPR (s/s, s/l, l/l; on a constant rs25531 A-allele background) and COMTval158met (val/val, valmet, met/met) genotypes and were matched for sex and age. We demonstrate a bias towards angry male faces (as opposed to happy male faces) irrespective of 5-HTTLPR genotype in the first experimental block that was maintained during the second experimental block only in carriers of the s-allele, which implies differential habituation processes. While a bias towards angry male faces was observed irrespective of COMTval158met genotype, only individuals with the val/val genotype exhibited a bias towards a happy female face (as opposed to an angry female face). In sum, our results both replicate and extend prior findings in the field of attention genetics and add important pieces of information to the research on attentional biases in emotion processing.     

Student Teachers' Reflections of a Community Service Learning Experience

The study examined student teachers' reflections on being involved in a social responsibility project in a community setting. Participants were 71 beginning students in two sequential cohorts (cohort 1 = 34, cohort 2 = 37). Data on their community learning experience were gathered using focus group discussion and reflection journals. The data were thematically analyzed. The teacher education students engaged in focus group discussions junior students who joined the project in the 2007–2008 academic year (Cohort 1) and 37 junior students who joined the project in the 2008–2009 academic year (Cohort 2). Three themes were listed for students' reflections: entry into the teaching profession, constraints and barriers, and the school principal as a community leader. Results of the study revealed that student teachers had the opportunity to have their first-hand experience in a context that they had never encountered in the same way before.     

What is the Basis for Self-assessment of Comprehension when Reading Mathematical Expository Texts?

The purpose of this study was to characterize students’ self-assessments when reading mathematical texts, in particular regarding what students use as a basis for evaluations of their own reading comprehension. A total of 91 students read two mathematical texts, and for each text, they performed a self-assessment of their comprehension and completed a test of reading comprehension. Students’ self-assessments were to a lesser degree based on their comprehension of the specific text read but based more on prior experiences. However, the study also produced different results for different types of texts and for different components (or levels) of reading comprehension.     

Aha! experiences leave a mark: facilitated recall of insight solutions

The present study investigates a possible memory advantage for solutions that were reached through insightful problem solving. We hypothesized that insight solutions (with Aha! experience) would be remembered better than noninsight solutions (without Aha! experience). 34 video clips of magic tricks were presented to 50 participants as a novel problem-solving task, asking them to find out how the trick was achieved. Upon discovering the solution, participants had to indicate whether they had experienced insight during the solving process. After a delay of 14 days, a recall of solutions was conducted. Overall, 55 % of previously solved tricks were recalled correctly. Comparing insight and noninsight solutions, 64.4 % of all insight solutions were recalled correctly, whereas only 52.4 % of all noninsight solutions were recalled correctly. We interpret this finding as a facilitating effect of previous insight experiences on the recall of solutions.     

Intentional and Non-Intentional Assessments of Emotion Experiences: Comparisons of Old and New Measures

In two studies, we compared intentional and non-intentional measures of emotional well-being in terms of reliability and validity. In the first study, we expanded on the findings of ?im?ek (2011 ?im?ek, Ö. F. (2011). An Intentional Model of Emotional Well-Being: The Development and Initial Validation of a Measure of Subjective Well-Being. Journal of Happiness Studies, 12, 421–442. [Google Scholar]) by showing that an intentional measure of emotional well-being, namely the Emotional Well-Being Scale, accounted for unique variance in both negative and positive mental health indicators above and beyond the variance accounted for by Larsen and Diener's Scales (1992), which measures all dimensions of affect circumplex. The correlated traits-correlated uniqueness model results showed that the original-intentional version of the Emotional Well-Being Scale explained more variance in the measurement model than the non-intentional version. The second study showed that the results were similar for the intentional vs. non-intentional versions of the Positive and Negative Affect Schedules (Watson, Clark &; Tellegen, 1988 Watson, D., Clark, L. A., &; Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54, 1063–1070. [Google Scholar]). The intentional version of the Positive and Negative Affect Schedules accounted for more variance in the criteria than the non-intentional version.