发展性阅读障碍者的快速命名缺陷

快速命名任务是一种需要命名多个高熟悉项目的认知任务,尤其适合用来对成因复杂的发展性阅读障碍进行研究。许多研究者使用不同类型的快速命名任务发现,发展性阅读障碍者的快速命名缺陷在眼动过程表现为中央凹和副中央凹的加工困难,在认知过程中表现为抑制能力较差等。未来的研究中应该注意到快速命名缺陷的复杂性,采用多种方法相结合的方式来探究快速命名缺陷的本质,从而建立系统性的假说。     

自我损耗、情绪动机对冲动决策的影响

以大学生为被试,探讨自我损耗、情绪动机对冲动决策的影响。采用2×2×2的混合实验设计,组内变量为自我损耗,组间变量为情绪动机方向和强度,使用双任务范式操作自我损耗,使用情绪动机图片启动被试的情绪动机,使用延迟折扣任务的指标k值测量冲动决策。结果发现,高趋近动机的k值大于低趋近动机,高回避动机的k值大于低回避动机。结果表明,自我损耗、情绪动机对冲动决策有明显影响。     

What worries first-year students? Psychometric properties of the Student Worry Scale

The transition to university can be stressful for first-year university students. Despite the fact where the feeling of worry is a shared symptom by various mental health issues, there is a lack of studies that investigate into this matter. As worry is a domain-specific construct, there is a need for a valid and reliable measure of worry specifically for university students. Hence, this study aimed to evaluate the psychometric properties of the Student Worry Scale (SWS), particularly in terms of its validity and reliability. For this purpose, the current study recruited a sample of 295 first-year students to evaluate the psychometric properties of SWS. Exploratory factor analysis yielded a five-factor structure of SWS, which explained 55.7% of the total variance. The yielded five factors were general worries, financial-related concerns, significant other’s well-being, academic concerns, and social adequacy concerns. Inter-correlations between the five factors were all significant (r ranged between 0.395 and 0.625). The SWS demonstrated good internal consistency in this study (Cronbach’s alpha ranged between 0.786 and 0.941). Overall, the SWS is psychometrically evidenced to be a reliable and valid content-based worry measure specifically for university students.     

Altering element interactivity and variability in example-practice sequences to enhance learning to write Chinese characters

The isolated elements and variability effects of cognitive load theory were used to alter the element interactivity of Chinese characters when instructing novice learners (72 overseas students at a Chinese university) in writing characters using worked examples-practice procedures. A group of characters with more than eight strokes was disassembled into three individual components. Students were required to trace examples and practice writing of either similar sequences of isolated components followed by integrated components of full characters (Isolated–Integrated sequences); variable sequences of isolated followed by integrated components (Variability–Integrated sequences); or conventional Integrated–Integrated sequences of full characters. It was hypothesized that the fully integrated stroke-movements form of example-practice sequences would result in less learning due to a greater cognitive load. The results demonstrated that the participants in both the Isolated–Integrated and Variable–Integrated groups performed significantly better than the Integrated–Integrated group with the Variable–Integrated group outperforming the Isolated–Integrated group.     

内隐多效性选择的ERP证据

采用事件相关电位技术,考察内隐多效性选择及其神经机制。被试的任务是认真观看配对的纯色图片刺激,并进行分类按键反应。实验结果发现,在P2上,积极启动刺激比对照刺激激发了更大的P2波幅; 对比对照刺激,积极启动刺激在左脑、大脑中部和后脑诱发了更大的P2波幅,其中右脑的效应最大。在N2上,积极启动刺激比对照刺激激发了更小的N2波幅; 对比对照刺激,积极启动刺激在左脑、大脑中部和后脑诱发了更小的N2波幅,其中右脑的效应最大。在P3上,积极启动刺激比对照刺激激发了更大的P3波幅; 对比对照刺激,积极启动刺激在左脑、大脑中部和后脑诱发了更大的P3波幅,其中右脑的效应最大。研究结果表明当外显目标与内隐目标同时被呈现时,被试趋向于做多效性选择,这可能表明无意识信息加工具有相当大的权重。且右后部脑区可能是加工多效性刺激的核心和关键区域,P3成分可能反应了内隐多效性选择的精细加工过程,能够作为内隐多效性选择的有效的ERPs指标。     

Impact of a Patient-Facing Enhanced Genomic Results Report to Improve Understanding,Engagement, and Communication

“The objective of this study was to” test the effectiveness of an enhanced genomic report on patient-centered outcome domains including communication, engagement and satisfaction. “Study design utilized” a prospective, randomized, mixed-methods desctiptive study of a whole genome sequencing results report, GenomeCOMPASS?, that was accessed by providers through the electronic health record and by patients through the associated patient portal. “The study was set in” an integrated healthcare delivery system in central Pennsylvania. “Eighty-four” parents of 46 children with undiagnosed Intellectual Disability, Autism Spectrum Disorder and/or multiple congenital anomalies who had participated in a previous study offering whole genome sequencing for their affected child were invited to enroll. Fifty-two parents enrolled. Following a traditional genetics results informing visit, the study coordinator stratified families by diagnostic result and uninformative result and then randomized families within each group to an intervention arm to receive the GenomeCOMPASS? report or to the usual care arm to receive a summary letter from the medical geneticist. A letter inviting enrollment included a baseline survey, which once returned, constituted enrollment. Surveys were administered at 3 months post-genetics visit. At 6 months, the usual care arm crossed over to receive the intervention and were administered an additional survey at 3 months. Qualitative interviews were conducted following survey completion to augment the survey data regarding the patient centered outcomes of interest. Patient reported outcomes including communication, engagement, empowerment and satisfaction. In the intervention arm, GenomeCOMPASS? reports were released to 14 families (N?=?28 parents) and of those 21 (75%) returned 3 month surveys. In the usual care arm, 12 families (N?=?24 parents) received usual care summary letters and of those 20 (83%) returned 3 month surveys. At crossover, GenomeCOMPASS? reports were released to 20 individuals and 15 (75%) returned 3 month surveys. Qualitative interviews were conducted with 5 individuals. Use of the GenomeCOMPASS? report was reported by this small group of parents to improve communication with providers and non-health professionals such as educators and therapists and led to increased engagement and high satisfaction. Providers and others involved in the children’s care also endorsed the report’s effectiveness. Reports that addressed negative findings, i.e. uninformative results, were not found to be useful. Although the number of users was small, this study supports that customizable template reports may provide a useful and durable source of information that can support and enhance the information provided by genetics professionals in traditional face-to-face encounters. Trial registration: Clinicaltrials.gov (Record 2013–0594).     

相干逻辑关系语义的推理解释

关系语义是相干逻辑中最为重要的语义学之一,但是关系语义一开始就以"纯粹"的形式语义的面貌出现,其中三元关系R的直观意思是什么并不清楚,于是出现了关于关系语义的多种解释。我们认为,R所代表的是推理规则集、前提集和结论集三者之间的关系,据此提出了推理语义。推理语义以推理的形式结构为背景,有明确的直观意义。本文以相干逻辑系统R+为例,证明出推理语义是与关系语义等价的语义。从推理语义与关系语义的这个等价关系上看,推理语义完全可以作为对于关系语义直观解释的一个中间环节。由此不仅使得关系语义有了推理结构的解释,同时说明了相干逻辑是一种关于推理的逻辑。这与相干逻辑产生的历史也完全吻合。     

新型冠状病毒肺炎定点医院医护人员心理状况调查分析

为了解定点收治新型冠状病毒肺炎患者的医院中医护人员心理状况,从而针对性地进行心理护理,采用便利抽样法,应用《医护人员心理健康调查表》对3所定点收治新型冠状病毒肺炎患者的医院中1 266名医护人员进行问卷调查。结果显示,定点医院医护人员中,27.5%存在抑郁,26.3%存在焦虑,26.0%存在孤独。女性、已婚、传染科、发热门诊、监护室相比男性、未婚、普通门诊更容易抑郁;传染科、监护室相比普通门诊更容易焦虑。因此,医院应加强对这类群体的心理疏导和人文关怀,以减轻心理压力,提高工作效率。     

多重关系视角下心理咨询的伦理风险治理

多重关系是心理咨询的一项重要伦理议题,也是影响心理咨询服务质量的主要因素。以多重关系为视角,系统性梳理心理咨询的伦理风险、评析国内服务环境现状,解读域外伦理和法律规范的治理逻辑。对于心理咨询服务缺乏有效治理的问题,建议以伦理规范为基础,在伦理规范中建立相应的预判机制、督导机制和约束机制,在立法中确定心理咨询师对多重关系的预防义务、风险应对义务,建立心理咨询督导制度。最终形成和完善由政府部门、行业协会等利益相关方参与的共同治理法治框架。