学前和小学低段不同识字量儿童的认知能力比较

以193名学前儿童和291名一到三年级小学生为研究对象, 比较了不同年级、不同识字量儿童在语音意识、语素意识、快速命名、视觉技能和正字法意识方面的差异。结果显示, 不同年级、不同识字量儿童分别在语音意识和语素意识的不同层面存在差异, 学前主要表现在音节删除和语素建构任务中, 小学阶段表现在韵母识别、音位删除以及语素判断和语素产生方面;快速命名能力是区分各阶段儿童汉字识别能力的有效指标, 学前儿童的视觉能力与识字量密切相关, 而小学儿童的正字法意识与识字量密切相关。     

探讨人乳头瘤病毒L1蛋白功能及其临床意义

高危型别人乳头瘤病毒（HPV）感染在宫颈癌发生发展中具有重要作用。由于HPV L1蛋白结构特征及其精确的抗原特性,在粘附宿主细胞、识别病毒受体、协助病毒DNA的入胞转运中均发挥重要作用。检测患者宫颈损伤组织中L1蛋白的表达将有助于对患者是否具有传染性进行评估。本文将深刻思考HPV L1功能及其在感染机体并引发癌变的机制,以期更好的解读宫颈癌发病原理并最终应用于,强床治疗。     

论个体差异与诊疗决策

诊疗决策最优化的过程,本质上是针对特定的患者,制定最适合其个体差异的决策过程.对个体差异认知方式,经验医学基于对个体的不完全归纳,循证医学基于对群体随机、双盲、对照、大样本,人类基因组学基于对人类基因的差异表达、单核苷酸多态和复制变异的研究.最优化的治疗方案应体现关注患者心理、社会差异、关注生命质量、远离趋利性等人文特征;体现针对个体病患生物学特性差异、个体病程病期和个体最佳疗效差异等科学特征.     

满川风雨看潮生——《医学与哲学》激流勇进30年

30年来,<医学与哲学>立足于医学哲学之形而上的思想高地,关注医学发展重大问题,铸造医学人文精神;为我国医学事业的发展提供正确的导向和精神动力;矢志不移地致力于我国人文社会医学的学科建设,将学术期刊建构成为全国性的人文社会医学高端学术平台.<医学与哲学>形成的特色和业绩,构成了值得关注和研究的"<医学与哲学>现象".     

Anticipating intentional actions: The effect of eye gaze direction on the judgment of head rotation

Using a representational momentum paradigm, this study investigated the hypothesis that judgments of how far another agent’s head has rotated are influenced by the perceived gaze direction of the head. Participants observed a video-clip of a face rotating 60° towards them starting from the left or right profile view. The gaze direction of the face was either congruent with, ahead of, or lagging behind the angle of rotation. Following this, two static faces, at varying angles of rotation with respect to the end-point angle of the face in the video-clip, were presented simultaneously. The task of the participants was to decide which of the two heads was at an angle best resembling the angle of the end-point of the moving face. The critical test condition consisted of one test face oriented at 10° before, and the other at 10° after the end-point. The ‘lagging behind’ gaze condition elicited a significant underestimation of the rotation compared to the ‘congruent’ and ‘ahead’ gaze conditions. Participants did not exhibit similar biases when judging the rotation of several non-face control stimuli with visual features that mimicked different aspects of gaze direction. The findings suggest that when the gaze direction of a perceived agent is incongruent with the direction of the agent’s head motion observers automatically utilise this discrepancy to adjust their inferences about the agent’s intended heading direction.     

Self‐esteem as a source of evaluative conditioning

This study was designed to examine whether self‐esteem can be used as a source of evaluative conditioning, and whether implicit or explicit self‐esteem was more predictive of the evaluative conditioning effect. Moreover, the role of contingency awareness in the acquisition of the evaluative conditioning effect was also examined. Words related to the self and a general other were served as unconditioned stimuli (USs) in the evaluative conditioning process in order to see whether the evaluation could be transferred to neutral, abstract paintings after 10 times of pairing. An evaluative conditioning effect was demonstrated in that the evaluation of the paintings became more positive after repeatedly paired with words about the self but not words about general others. Implicit self‐esteem predicted the magnitude of the evaluative conditioning effect, while the association between explicit self‐esteem and the evaluative conditioning effect was nonsignificant, both with and without the effect of contingency awareness being controlled for. Copyright © 2009 John Wiley & Sons, Ltd.     

大学生学习适应量表的编制

对当代大学生学习适应问题进行了深入分析,在有关研究的基础上,探讨了当代大学生学习适应的主要因素,并编制一套适合当代大学生学习适应的测验。对四类院校918名大学生进行了施测,对调查数据进行了探索性因素分析和验证性因素分析。探索性因素分析结果表明,大学生学习适应的主要因素包括学习动机、教学模式、学习能力、学习态度、环境因素等5个方面;验证性因素分析结果表明,所提取的5个因素与构想模型拟合较好,测验具有较好的信、效度     

自我超越生命意义对压力和健康关系的调节作用

研究目的是检验一个新的应激应对资源—自我超越生命意义的健康调节作用。自我超越生命意义的理论基础是东方的佛教哲学和道家哲学。研究的测量工具有：大学校园压力量表,一般健康问卷（GHQ-20）,自尊量表和自我超越生命意义量表。被试为来自北京市三所高校的788名大学生。研究结果为：自我超越生命意义可以调节应激条件下的忧郁情绪、一般健康问题和自尊,但是对于焦虑情绪和自我肯定的调节作用不明显。研究结论是：自我超越生命意义对心理健康的某些方面具有调节作用     

5岁儿童能够理解假装的心理表征:对Moe任务的质疑

本研究通过三个实验对Lillard的Moe假装任务进行了重复与改进,旨在探讨儿童对假装行为中知识状态作用的理解,进而讨论儿童对假装的心理本质的理解。实验一表明,“是否”问题使得5岁儿童在该任务上表现出肯定回答倾向;实验二表明．当改变提问方式,在问题中提供选择项目后,5岁儿童在该任务上的通过率有显著提高．肯定回答倾向明显减弱;实验三表明,当减少指导语中相互矛盾的信息、明确指出主人公知道某物而不知道另一物以及减弱对未知状态和知道状态的强调的情况下．5岁儿童能根据主人公所知道的事物来推断出其行为是在假装成该事物,能理解到知识状态在假装行为中的作用。这一结果表明5岁儿童能够理解到假装中所隐含的心理表征,Lillard所提出的Moe任务范式低估了儿童对假装的心理本质的理解能力。