两类英语学习困难的心理机制研究

本研究以单纯英语学习困难、中英双语学习困难和正常对照组为被试,考查了80名五年级小学生的语音意识和视觉工作记忆变量.结果表明,(1)两种英语学习困难儿童英语语音意识均比正常儿童差,均存在发展迟缓的缺陷;(2)两种英语学习困难儿童视觉工作记忆均相对落后;(3)视觉工作记忆在单纯英语学习困难儿童的汉语学习上存在一定的补偿作用,对英语学习则没有相同的作用.结果揭示了汉语认知加工过程相对于英语的特殊性.     

微流控分析芯片在循环肿瘤细胞检测中的运用

随着人们对于肿瘤性疾病的发生、发展、转移机制的进一步探索,循环肿瘤细胞（CTCs）逐渐进入人们视野,其应用价值日益体现,可用于肿瘤性疾病的早期诊断及治疗效果的监测,尤其是对于早期肿瘤的诊断具有独特优势。其富集技术及检测方法也在发生着日新月异的变化。近年来,微流控分析芯片技术运用于 CTCs 的富集及检测,具有高丰度、高富集度、高活性及不需要对样本进行预处理等优点使得人们聚焦于此技术,本文对微流控分析芯片在 CTCs 检测中的运用做简要综述。     

妊娠晚期亚临床甲状腺功能减退症对母婴合并症的影响

本研究旨在观察妊娠晚期亚临床甲状腺功能减退症对母婴合并症的影响。最终选择2010年1月～2010年11月期间共325例妊娠晚期孕妇分为病例组（A组,n＝65）和正常对照组（B组,n＝260）,观察两组之间母婴合并症的变化。结果显示,两组之间在年龄、住院日、血压、体质量指数（BM I）、心率、分娩时孕周、血糖以及血脂方面差异均无统计学意义（P＞0．05）。但与B组相比较,A组发生母亲合并症及胎儿合并症的发生率明显增加,差异有统计学意义（P＜0．05）。此研究提示妊娠晚期亚临床甲状腺功能减退症增加母婴合并症的风险。     

具身道德:道德心理学研究的新取向

具身道德是指身体及其活动方式与道德心理和行为的相互作用。迄今为止, 具身道德研究主要采用道德Stroop范式、内隐联想测验范式、情境操纵范式和心境诱发范式。具身道德的研究内容主要包括身体解剖学结构、知觉经验及身体与环境的嵌入作用与道德心理及行为的相互作用, 且在广泛的知觉经验内容中包涵了身体厌恶与道德的关系、自我洁净-道德纯洁隐喻、道德-明度隐喻、道德-颜色隐喻、道德的空间维度与时间维度等多个内容。未来的研究需从研究内容的丰富性与全面性、隐喻效应的文化差异与一致性效应、研究方法技术的科学性与多样性等几个方面着手。     

触觉空间精确性与触觉神经元密度相关联的验证

本研究应用栅栏定向任务,通过对小学一年级儿童和大学生的触觉敏感性的比较,验证触觉敏感性与神经元密度的关系。结果表明：对较大的易于分辨的刺激,成人可以完成得较好,而对较细小的难于分辨的刺激,儿童成绩更好。本研究验证了高感受单元密度对应较强的触觉敏感性的假设。     

“多少”概念发展的研究

采用数量判定任务,分别用2～30和5～100范围内点子图为刺激,研究个体“多”和“少”概念的发展。结果发现：在5～100点子条件下,随年龄的增长,个体“多”概念的判断值、“少”概念的判断值、“多”“少”概念的临界值均显著增大;7～9岁是个体“多少”概念发展的转折期;个体对“多少”概念的认知具有相对性;在本实验的两种条件下,随年龄增长,个体“多”概念的判断值、“少”概念的判断值、“多”“少”概念的临界值逐渐趋于刺激点子数最大值的2/3、1/3、1/2,“多”概念与“少”概念判断的不确定距离逐渐趋于刺激点子数最大变化范围的1/3或略小于1/3。     

主动反刍、创伤后应激障碍与创伤后成长的关系:一项来自汶川地震后青少年的长程追踪研究

本文以追踪研究的方式, 在汶川地震后3.5年、4.5年和5.5年三个时间点, 采用反刍问卷、创伤后应激障碍问卷和创伤后成长问卷对汶川地震后245名中学生进行调查。通过建立交叉滞后模型, 考察主动反刍、创伤后应激障碍与创伤后成长的相互作用关系。结果发现, 震后3.5~5.5年间, 创伤后应激障碍对主动反刍具有跨时间点的正向预测作用, 主动反刍对创伤后应激障碍跨时间点的预测作用不显著;主动反刍与创伤后成长之间存在跨时间点的相互正向预测关系;创伤后应激障碍与创伤后成长之间跨时间点的直接预测作用不显著, 但震后3.5年的创伤后应激障碍可以通过震后4.5年的主动反刍间接地正向预测震后5.5年的创伤后成长;创伤后应激障碍与创伤后成长的横断关系随着时间历程的变化而逐渐减弱。     

The effect of cognitive reappraisal on long‐term emotional experience and emotional memory

One's ability to properly regulate emotion is critical to psychological and physical well‐being. Among various strategies to regulate emotion, cognitive reappraisal has been shown to modulate both emotional experience and emotional memory. However, most studies of reappraisal have focused on reappraisal of negative situations, with reappraisal of positive emotion receiving considerably less attention. In addition, the effects of reappraisal on emotional reactions to stimuli are typically only assessed either immediately or after a short delay, and it remains unclear whether reappraisal effects persist over longer time periods. We investigated the effect of cognitive reappraisal on emotional reactions and long‐term episodic memory for positive and negative stimuli. Men and women viewed emotionally negative, positive, and neutral pictures while they were instructed to either increase, decrease, or maintain the initial emotional reactions elicited by the pictures. Subjective ratings of emotional valence and arousal were assessed during the regulation task and again after 1 week. Memory for the pictures was assessed with free recall. Results indicated that pictures accompanied by instructions to increase emotion were better recalled than pictures reappraised to decrease emotion. Modulation of emotional arousal elicited by stimuli persisted over a week, but this effect was observed only for men. These findings suggest that cognitive reappraisal can have long‐lasting effects on emotional reactions to stimuli. However, the sex differences observed for the effects of reappraisal on emotional reactions highlight the importance of considering individual differences in the effects of regulation.     

Influence of brain-derived neurotrophic factor and catechol O-methyl transferase polymorphisms on effects of meditation on plasma catecholamines and stress

Meditation may show differential effects on stress and plasma catecholamines based on genetic polymorphisms in brain-derived neurotrophic factor (BDNF) and catechol O-methyl transferase (COMT). Eighty adults (40 men, 40 women; mean age 26 years) who practiced meditation regularly and 57 healthy control adults (35 men, 22 women; mean age 26 years) participated. Plasma catecholamines (norepinephrine (NE), epinephrine (E), and dopamine (DA)) concentrations were measured, and a modified form of the Stress Response Inventory was administered. The results were analyzed using two-way analysis of covariance (ANCOVA) with control and meditation subjects, gene polymorphism as factors, and meditation duration as the covariate. Two-way ANCOVA showed a significant interaction between control and meditation subjects, and BDNF Val66Met polymorphism on DA/NE+DA/E (p = 0.042) and NE/E+NE/DA (p = 0.046) ratios. A significant interaction was found for control and meditation subjects with COMT Val158Met polymorphism and plasma NE concentrations (p = 0.009). Post hoc ANCOVA in the meditation group, adjusted for meditation duration, showed significantly higher plasma NE concentrations for COMT Met carriers than COMT Val/Val subjects (p = 0.025). Significant differences of stress levels were found between the control and meditation subjects in BDNF Val/Met (p < 0.001) and BDNF Met/Met (p = 0.003), whereas stress levels in the BDNF Val/Val genotype did not differ between the control and meditation groups. This is the first evidence that meditation produces different effects on plasma catecholamines according to BDNF or COMT polymorphisms.     

Parent involvement in school: English speaking versus Spanish speaking families

The purpose of the present study was to explore the relationships between three predictor variables (attitude toward school, parent-child communication, and school commitment action) and the criterion variable (parent involvement) in a representative sample and to examine if these relationships were consistent across three groups (English speaking Caucasian family, English speaking Latino family, and Spanish speaking Latino families). Using a national database (N = 9.841), multi-group SEM analyses were conducted to investigate the relationship between three predictor variables and the criterion variable in three family groups. While all three predictor variables significantly predicted parent involvement in English speaking Caucasian and Latino families, only two variables (parent-child communication and school commitment actions), significantly predicted parent involvement in Spanish speaking Latino families. The results of this study suggest that when administrators, teachers and counselors in school strive to share specific school-related information with Latino families, Spanish speaking families are more likely to become involved with schools.