Juvenile stress potentiates aversive 22-kHz ultrasonic vocalizations and freezing during auditory fear conditioning in adult male rats

Traumatic experiences that occur during adolescence can render individuals vulnerable to mood and anxiety disorders. A model in juvenile rats (age: 27-29 days) was developed previously to study the long-term effects of adolescent stress exposure on behaviour and physiology. This paradigm, termed juvenile stress, involves subjecting juvenile rats to different stressors on consecutive days over a 3-day period. Here, we investigated the effects of the juvenile stress paradigm on freezing behaviour and aversive 22-kHz ultrasonic vocalizations (USVs) during auditory fear conditioning in adult male rats (age: 68-90 days). We found that rats previously subjected to juvenile stress increased aversive 22-kHz USVs (total calls and time spent calling) compared with controls during fear-conditioning training. The acoustic USV parameters between control and juvenile stress rats were largely equivalent, including duration, peak frequency and amplitude. While rats did not differ in freezing behaviour during fear conditioning, juvenile stress rats exhibited greater cue-conditioned freezing upon testing 24 h later. Our results show that juvenile stress elicited different long-term changes in freezing and aversive USVs during fear conditioning. Furthermore, they highlight the importance of assessing USVs to detect experience-dependent differences between control and stress-exposed animals which are not detectable by measuring visible behaviour.     

Alerting and orienting of attention without visual awareness

Two types of the attentional network, alerting and orienting, help organisms respond to environmental events for survival in the temporal and spatial dimensions, respectively. Here, we applied chromatic flicker beyond the critical fusion frequency to address whether awareness was necessary for activation of the two attentional networks. We found that high-frequency chromatic flicker, despite its failure to reach awareness, produced the alerting and orienting effects, supporting the dissociation between attention and awareness. Furthermore, as the flicker frequency increased, the orienting effect attenuated whereas the alerting effect remained unchanged. According to the systematic decline in temporal frequency sensitivity across the visual hierarchy, this finding suggests that unconscious alerting might be associated with activity in earlier visual areas than unconscious orienting. Since high-frequency flicker has been demonstrated to only activate early visual cortex, we suppose that neural activation in early visual areas might be sufficient to activate the two attentional networks.     

铜镜与早期道教

AATOSMI从出土文物来看,从西汉末期开始,铜镜纹饰一扫春秋战国及汉初朴素简单的风格而趋于华丽与复杂,其中最突出的一点便是反映道家思想的题材广泛流行。西汉前期铸造的铜镜在纹饰上与战国镜相比并无多大差别,在样式及题材方面多继承战国,少有创新。至汉武帝时期,真正意义上的汉代铜镜开始兴起,东汉后期画像镜与神兽镜异军突起,其镜面纹饰大量采用神仙思想的题材。这其中有两个重要内容与早期道教关系极为密切:一是西王母为代表的道教神仙,二是渴求长生不老的镜铭。汉代画像镜中大量西王母及其他神仙画像的出现正是当时社会历史的真实反…     

教师组织公民行为与教学效能感的关系研究

文章采用教师组织公民行为与教师教学效能感问卷,对广州市的205名初中教师进行了研究,以探讨学校等级、性别、职称、学历、教龄等背景变量对初中教师组织公民行为、教学效能感的影响,以及教师组织公民行为与教师教学效能感之间的关系。结果发现:教师组织公民行为、教学效能感在学校等级和职称上存在着显著性差异;教师组织公民行为与教师教学效能感之间存在着显著性相关,教师组织公民行为中的认同组织和良心行为因子是教师教学效能感的有效预测变量。     

Manual reaction time to linguistic stimuli in child stutterers and nonstutterers

Ten stuttering and ten nonstuttering children, ages 4–8 yr, served as subjects for a motor reaction task to simple and complex linguistic stimuli. The subjects reacted by pressing one of four panels on a touch-sensitive board that depicted the appropriate semantic relationship in response to 30 simple and complex linguistic stimuli. There was a significant increase in the reaction time of both groups with increasing linguistic complexity. No significant differences were found in the reaction time between the two groups, nor in the interaction between group and complexity. Implications regarding linguistic processing are discussed, and an “overload” hypothesis of stuttering is dispelled. It is concluded that stutterers and nonstutterers in this study did not differ in their reaction time nor in their processing time of linguistic material.     

Analogical transfer in young children: Analogies as tools for communication and exposition

Children's ability to transfer what they learn in one situation to analogous problems was examined in a series of four studies. Subjects ranged in age from 3 to 10 years. The problems involved novel uses of familiar tools or simple biological themes such as mimicry as a method of defence. The data suggest that the apparent transfer reluctance shown by children in previous studies is the result of what they have been required to learn and the conditions under which they have been required to learn it. In the present studies, children as young as 3 years transferred readily if the problem domain was one they understood and engaged in, and if the traditional laboratory paradigm was modified so as to promote transfer rather than just to test for its spontaneous occurrence.     

明尼苏达多相人格调查表的因子分析研究

本文介绍了我们用因子分析的方法,对MMPI在北京地区两大精神病院和部分正常人中进行的研究,证明了MMPI在精神科临床和不同性别、不同文化程度的正常人中具有十分近似的因子结构,具有良好的结构效度。本研究得到的因子结构与美国等国家报道的因子结构十分近似,提示MMPI可以对不同文化的民族和国家的人们具有的一些共同的人格维度进行有效的测量。最后用因子分析的结果建立了六个人格因子量表,方便了MMPI的解释工作。     

论民族时代精神对心理学派别形成的影响

心理学是研究人的心理活动规律的科学,而研究心理学的过程无疑问也是一系列心理活动的过程。在研究心理学的心理活动过程中,不同民族的心理学家必然要受本民族的时代精神所影响。从这个角度来分析心理学派别的形成就不难发现:构造派和格式派心理学之所以产生于德国;机能派和行为派心理学之所以产生于美国,决非历史的偶然,它与本民族的时代精神有着密不可分的联系。中华民族的时代精神也必将对建立具有中国特色的心理学产生积极的影响。     

Parent-completed and adolescent-completed CDIs: Relationship to adolescent social and cognitive functioning

The purpose of this study was to examine the relationship of both young adolescents' scores on the Children's Depression Inventory (CDI) and their mothers' ratings of the adolescents' depression (parent-completed CDI) to indices of their social and cognitive functioning obtained from a source outside the home. Subjects consisted of a nonclinic sample of 85 young adolescents (11–15 years of age), their mothers, and their social studies teachers. Recent school grades and teacher-completed measures served as the indices of adolescent social and cognitive competence. The results indicated that both adolescents' and mothers' CDI scores were significantly and negatively correlated with measures of adolescent cognitive and social functioning. Multiple regression analyses, utilizing adolescent- and parent-completed CDI scores as predictors, indicated that both predictor variables entered into the equations for cognitive functioning while only the mother-completed CDI entered into those for social functioning. When maternal depression was also entered into the multiple regressions, the findings regarding mother- and adolescent-completed CDI scores were not altered. The relationship of these findings to other somewhat disparate findings concerning the utility of mother and child reports of child depression is discussed.This research was supported, in part, by the William T. Grant Foundation and the University of Georgia's Institute for Behavioral Research.