东西方面孔异族效应机理的电生理学证据

采取事件相关电位方法研究东西方面孔记忆编码的差异（DM效应）,从而阐明异族效应的神经机制。14名被试学习和再认东西方面孔照片的实验结果表明,无论记住与否,西方面孔产生的早期成分（潜伏期70~220ms）在头皮额部有一个比东方面孔更为正向的变化,表明在此阶段更多的资源分配于异族面孔,支持异族效应产生的特征选择假说。无论东方面孔还是西方面孔,记住与未记住相比较,则在额部和顶部产生潜伏期在晚期正成分（LPC）范围的正走向变化,但西方面孔在240~320ms潜伏期范围内,DM效应较小。另外,东方面孔在枕部诱发出一个明显的负波N260,而西方面孔产生的N260很小甚至没有,反映了大脑对不同种族面孔的编码机制有所不同,因而可能被称为“种族特异波”     

明代贵州道教简论

明代时期贵州道教的中心做了一次转移,这次转移对贵州道教的发展有着重要的意义。同时明代推崇的真武信仰在贵州通过道观的建设也得到体现。著名的道士张三丰也在贵州留下一些可以考见的蛛丝马迹。还有各派及其行持各类法术的道士也在贵州活动。从道教在贵州的情况,我们基本可以对明代贵州的道教作出一个简单的论述。     

学前儿童延迟满足的实验研究方法述评

延迟满足之所以能够发展成为一个相对独立的概念结构,在很大程度上取决于研究方法的突破。学前儿童延迟满足研究领域目前有三种典型的实验研究方法,即自我延迟方法、外加延迟方法和礼物延迟方法,这些研究方法对于延迟满足研究起到了十分重要的作用。但这些研究方法似乎都忽略了延迟满足过程中的一种重要的心理过程——价值评判。儿童之所以愿意忍耐长时等待,是因为他们做出了符合自己需要的选择,这一选择过程在延迟满足过程中具有重要的作用。基于延迟满足中的价值评判,尝试性地提出了对延迟满足研究方法的初步改进方案。     

控制心血管疾病的根本出路在于预防

心血管疾病的根本发病基础是动脉粥样硬化血栓形成,在这一认识基础上,近年来在冠心病预防方面提出了一系列颠覆性的概念,如"冠心病等危症"、"心血管疾病是代谢性血管疾病"等.本文以全新的理念、形象地描述、深入地分析,从动脉粥样硬化血栓形成的各个阶段,阐述了冠心病综合预防在控制冠心病过程中的重要作用.     

Latent variable models for analyzing children's processing ability

In this paper, we develop a latent processing ability model to analyze the speed of processing ability data. Our approach can not only effectively evaluate the effects of covariates on the latent processing ability, but also estimate the latent trait of each child by calculating its posterior mean. In addition, we derive the correlations structure of latent traits among different age groups. Simulations are conducted to evaluate the performance of our proposed model. The results indicated that the estimation of model parameters is satisfactory overall. The method is evaluated using real data from children aged 4–7 years in Changchun, China.     

算术策略运用能力的年龄差异：元认知监测与算术知识的作用

采用选择/无选法,以估算与精确心算为研究任务,考察了元认知监测与算术知识影响个体算术计算策略选择与执行的年龄相关差异。129名不同年龄儿童与成人被试参加实验。结果发现：（1）算术知识对儿童及成人的估算复杂策略有促进作用,并对提升他们心算策略运用的速度和减少错误有作用;（2）元认知监测显著影响儿童的估算策略选择,能够促进使用最佳策略;（3）算术知识在估算及心算策略执行的年龄差异方面起完全中介作用,元认知监测则在估算策略选择的年龄发展中起部分中介作用;（4）算术知识对元认知监测在估算及心算策略执行上的作用起完全中介作用,而对估算的策略选择则不存在中介作用,这表明元认知监测在估算策略选择上具有举足轻重的地位。     

从达尔文医学看肛肠病与上唇系带的相关性

本文复习了应用上唇系带龈交穴诊治痔病的文献,并应用达尔文医学理论讨论其机制。从系统发生的角度看,上唇系带与肛垫的相关性源于摄食与排泄原始口肛结构功能的统一性;从个体发生的角度来看,其相关性源于原始咽与泄殖腔在发生中的系列同源性。从达尔文医学的角度来看,上述相关性是人体原始口肛同一结构设计演化留下的痕迹,痔病在上唇系带产生反应（结节、条索等）基本上是中性的,并不严重,还没有对我们的口腔造成摄食、发音不便,故并没有在自然选择中被淘汰。刺激上唇系带龈交穴治疗痔病利用了演化留下的神经联系的痕迹。     

It is better to smile to women: Gender modifies perception of honesty of smiling individuals across cultures

Social perception studies have revealed that smiling individuals are perceived more favourably on many communion dimensions in comparison to nonsmiling individuals. Research on gender differences in smiling habits showed that women smile more than men. In our study, we investigated this phenomena further and hypothesised that women perceive smiling individuals as more honest than men. An experiment conducted in seven countries (China, Germany, Mexico, Norway, Poland, Republic of South Africa and USA) revealed that gender may influence the perception of honesty in smiling individuals. We compared ratings of honesty made by male and female participants who viewed photos of smiling and nonsmiling people. While men and women did not differ on ratings of honesty in nonsmiling individuals, women assessed smiling individuals as more honest than men did. We discuss these results from a social norms perspective.     

Kierkegaard,Despair and the Possibility of Education: Teaching Existentialism Existentially

Written collaboratively by two undergraduate students and one professor, this article explores what it would mean to teach existentialism “existentially.” We conducted a survey of how Existentialism is currently taught in universities across North America, concluding that, while existentialism courses tend to resemble other undergraduate philosophy courses, existentialist texts challenge us to rethink conventional teaching practices. Looking to thinkers like Kierkegaard, Beauvoir and Arendt for insights into the nature of pedagogy, as well as recent work by Gert Biesta, we lay out the four qualities that we propose characterize “existentialist” teaching practices: an emphasis on teaching over learning and on the “how” over the what; the cultivation of newness as well as capacities for resistance. Reflecting on the significance of existentialism for classroom dynamics, we conclude by examining the tensions between existentialist commitments to freedom and prevailing trends in higher education. This essay raises questions about the emancipatory potential of existentialist philosophies, especially in the context of undergraduate classrooms.