Combination of extinction and protective measures in the treatment of severely self‐injurious behavior

Two female adolescents with profound mental retardation and physical disabilities residing in a state facility exhibited self‐injurious behavior (SIB). They had been wearing restrictive mechanical restraints for more than two years to prevent injuries from occurring. By using an indirect method of functional analysis, social attention was found to be the factor reinforcing and maintaining their behaviors. Extinction in combination with non‐intrusive protective measures was selected as the intervention strategy to reduce SIB. The outcomes of the treatment were evaluated with an AB probe design. Incidents of SIB decreased quickly and sharply after the treatment began. Once the incidents had reached a level of zero for three consecutive sessions, a six‐month follow‐up was started. No SIB was observed or reported during the follow‐up. The advantages of using extinction, especially in conjunction with the non‐intrusive protective measures to treat SIB, are discussed. Copyright © 2003 John Wiley & Sons, Ltd.     

The value tensions in Korean–American mother–child relationships while facilitating academic success

The current study explored mothers’ perspectives concerning their experiences in facilitating the academic success of their adolescents in American schools, using a naturalistic study design, data from transcribed personal interviews of 17 Korean–American mothers, and a phenomenological analysis approach (Giorgi, 1985, 1997). The purposes of this study were to (a) reveal the layers of context that influenced mothers’ thoughts, actions, and mother–child relationships as they assisted their adolescents in realizing academic success, a core value in Korean culture, and (b) uncover the relationship difficulties mothers perceived in these processes. The results indicated that mothers were influenced by their individualistic and collectivist cultural (meta) contexts as they tried to facilitate the academic success for their adolescents. Second, they were struggling with their competing Korean and American value systems (general context) in the adjustment processes of “becoming an American” and “remaining a Korean.” Third, mothers revealed their value tensions with adolescents (specific context) in school and family settings. In the family setting the tensions involved balancing obedience and respect with freedom and equality, similarity preference with diversity tolerance, and achievement and recognition with happiness and fulfillment.     

青少年学生疏离感及其发展的研究

本研究采用<青少年学生疏离感量表》对重庆市和兰州市的1502名青少年学生进行调查,结果表明:青少年学生在生活环境疏离感和压迫拘束感上的平均分相对较高;各学生群体在社会疏离感、人际疏离感和总体疏离感之间的差异,主要体现在年级和地区的交互作用上,而环境疏离感的差异主要体现在性别和片区的交互作用上。各群体疏离感的差异主要表现在年级和片区之间;青少年学生的疏离感大体呈现出三个阶段的发展趋势,即是:初中阶段发展比较平稳,没有大的起伏变化;高中和大学阶段都是从低到高,再从高到低的倒“V”字型发展变化趋势。     

低色温低强度背景光照射下液晶显示颜色编码的实验研究

采用一台有源矩阵彩色液晶显示器作为主要实验装置,对低色温、低强度背景光照射下液晶显示颜色编码范围及其与色标大小的关系进行了研究。实验结果表明:(1)液晶显示器上色标大小对绝对辨认效果有显著影响,随着色标的增大,辨认错误率随之下降,但下降率则随色标的增大而递减。(2)在色温为3100K的低强度背景光照射下,液晶显示的颜色编码范围因色标大小不同而存在显著差异,当色标面积减小到1×1mm2至2×2mm2时,编码色数目仅限于3-4种。     

汉语词汇产生中音、形、义三种信息激活的时间进程

采用图-词干扰范式和图片命名方法,探讨语音、语义、字形在汉语词汇产生中激活的时间进程与特点。选择与目标图片名称(如“羊”)具有同音(“阳”)、语义相联(“牛”)、字形相似(“丰”)或无关控制(“冷”)等四种关系的干扰字,依SOA条件呈现在将要被命名的图片上,发现图片命名时间受干扰字的影响：语义干扰效应存在于较早期的SOA(0ms)条件中,在较晚期SOA(150ms)时有很大的减弱;语音促进效应和字形促进效应同时强烈地存在于早期和晚期SOA。实验发现了词条选择(语义激活)和音位编码(语音提取)在激活时间上的重叠现象,与传统的独立两阶段模型的预期存在明显矛盾,倾向于支持交互作用理论的观点。     

内外部线索对学习判断的影响

该研究针对Koriat和Dunlosky实验研究结果的不同,通过两个实验,进一步考察内外部线索对学习判断（judgment of learning,简称为JOL）的影响。被试为山东师大本科生63名。内部线索词对的语义联系,两种外部线索分别是呈现时间和呈现顺序。本研究结果表明：（1）无论在交替呈现还是区组呈现条件下,内部线索对JOL和回忆都产生了显著影响;（2）呈现顺序和呈现时间可能是两种不同类型的外部线索;（3）不同的内外部线索对JOL有不同的交互作用;（4）实验二中无意义词对先呈现组的JOL大于有意义词对先呈现组的JOL,这说明JOL可能存在“锚定效应”。     

五台山学的学科建设

在考察佛教圣地五台山的自然价值与文化价值、分析五台山目前研究状况之后,一个明确的结论是：建立五台山学不仅有紧迫的内在要求,而且已具备了扎实的基础条件。并提出了五台山学的学科理论框架、学科工程建设,还阐述了建立五台山学的学术意义。     

后现代主义思潮影响下的自我研究

后现代主义思潮的兴起使自我研究重新受到重视。后现代主义思潮影响下的自我研究将出现新的特征：从传统的个人主义取向的概念界定转向从社会和个人双重取向的概念界定;从单纯重视自我的稳定性研究转向将自我的稳定性与可变性结合;从重视自我发展的一般规律研究到重视文化对自我发展的影响。     

同伴团体对儿童青少年学业成就和社会功能关系的影响

运用同伴评价、教师评估和学校记录等多种渠道收集关于同伴团体、社会功能、同伴接纳以及学业成就的资料,旨在考察同伴团体与儿童青少年学业成就和社会功能的关系。研究发现：绝大多数儿童青少年都有自己的同伴团体。这些同伴团体在学业成就上有很高的同质性。学业成就与社会适应无论在团体内的个体水平还是在团体水平上都密切相关。而且,团体的学业表现是个体学业成就和社会适应间的重要调节因素,表明团体学业规范对个体水平上学业成就与社会功能的关系有增强或是减弱的作用。这项研究再一次证明同伴团体在儿童个体发展中的重要意义。     

论证与解释--关于哲学史研究的方法论问题

费希特曾将时间区分为"概念中的时间"与"编年史的时间",[1]前者可以理解为具有秩序意义的时间,后者则更多地涉及时间的自然流逝,包括其先后、相继等关系.借用费希特的以上时间概念,并将其引入到思想史中,则思想(包括哲学)演进的历史似乎也可以区分为两种:其一为逻辑脉络中的历史,其二为编年意义上的历史.逻辑脉络中的历史展示的主要是思想演化过程中的内在条理、内在秩序和内在的逻辑关系,编年意义上的历史则主要表现为思想史上各种体系之间的先后发生、前后相继的关系,这种关系往往可以用描述的方式加以把握.