呼唤人性的医学——对医学人性化和人文化回归的企盼

当前 ,在医学领域尤其是临床医疗领域存在着严重的“人性淡漠”趋势 ,这一现象令人十分担忧 ,它不仅将严重阻碍医学自身的健康发展 ,而且会产生恶劣的社会影响。列举了当今医界带有普遍性的“人文精神贫乏症”的种种表现 ,在此基础上 ,深入剖析了这一现象背后的历史与现实、社会与个人的诸多原因。最后发出了“人性医学回归”的强烈呼唤 ,并提出了一些具体的且有现实意义的对策措施。     

What determines visual cue reliability?

Visual environments contain many cues to properties of an observed scene. To integrate information provided by multiple cues in an efficient manner, observers must assess the degree to which each cue provides reliable versus unreliable information. Two hypotheses are reviewed regarding how observers estimate cue reliabilities, namely that the estimated reliability of a cue is related to the ambiguity of the cue, and that people use correlations among cues to estimate cue reliabilities. Cue reliabilities are shown to be important both for cue combination and for aspects of visual learning.     

The Effects of Rejection Sensitivity on Reactive and Proactive Aggression

The aim of this research was to use a pure measure of aggression to clarify whether rejection sensitive children exhibit higher levels of aggressive behavior than those who are not as rejection sensitive and to examine whether the components of rejection sensitivity (RS) vary according to the types of aggression. A total of 287 Australian primary school students aged between 9 and 12 completed self‐report measures of RS and aggression. As expected, RS and its components, angry and anxious expectations of rejection, were linked to generalized aggression (GA) in adolescents, with angry expectations being more strongly associated with GA and in particular, proactive aggression. As expected, RS predicted reactive aggression better than it did proactive aggression and a three‐way interaction was found whereby the relationship between the type of RS and aggression differed as a function of the type of aggression. The present study offers new evidence to support the theory that RS is predictive of aggressive behavior in children and clarifies some confusion about the attributional affect and processes behind this behavior. The findings both support and extend existing research in the areas of RS and aggression. Aggr. Behav. 39:3‐12, 2013. © 2012 Wiley Periodicals, Inc.     

Life History theory and social deviance: The mediating role of Executive Function

The present work examined predicted relations among Life History strategies, Executive Functions, socially antagonistic attitudes, socially antagonistic behaviors, and general intelligence. Life History (LH) theory predicts that Executive Functions and socially antagonistic attitudes and behaviors underpin an interrelated and coherent set of behavioral strategies (LH strategies) designed to enhance reproductive success. Specifically, LH theory predicts a positive relation between Executive Functioning and LH strategies; a negative relation between socially antagonistic attitudes and behaviors and LH strategies; and that Executive Functions mediate relations among LH strategies and socially antagonistic attitudes and behaviors. Results from a Structural Equation Model (SEM), based on self-reported Life History strategies, Executive Functioning, socially antagonistic attitudes and behaviors, and general intelligence support these predictions. The structure of the model suggests that Executive Functions serve a mediating role in the relations between LH strategy and social deviance.     

How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis

This research investigated how teachers express links between ideas in speech, gestures, and other modalities in middle school mathematics instruction. We videotaped 18 lessons (3 from each of 6 teachers), and within each, we identified linking episodes—segments of discourse in which the teacher connected mathematical ideas. For each link, we identified the modalities teachers used to express linked ideas and coded whether the content was new or review. Teachers communicated most links multimodally, typically using speech and gestures. Teachers’ gestures included depictive gestures that simulated actions and perceptual states, and pointing gestures that grounded utterances in the physical environment. Compared to links about new material, teachers were less likely to express links about review material multimodally, especially when that material had been mentioned previously. Moreover, teachers gestured at a higher rate in links about new material. Gestures are an integral part of teachers’ communication during mathematics instruction.     

Test-retest reliability of the state-trait personality inventory and the anger expression scale

Abstract

The State-Trait Personality Inventory and the Anger Expression Scale have been attracting increasing attention in research involving personality assessment, but no data regarding the test-retest reliability of these instruments have been published. The 14-day test-retest correlation coefficients for the subscales of these instruments reflect appropriately low stability for the state scales of the STPI and moderate stability for the STPI trait scales as well as the AX subscales.     

The perils of latency

Latency in Freud's psycho-sexual model is questioned as a somewhat perilous notion, seldom experienced indeed as a latent period as regards sexual and other drives. This appears to be reflected in the literature. Instead, the author suggests following Hartung with regard to a latency mode rather than a latency stage: the latency mode refers to a mind-set into which it is desirable to enter when engaged in learning, at whatever age, and wherever the learning situation. The perils of latency are then also those factors that inhibit that mind-set, and therefore the capacity to learn; six major factors are then considered in relation to difficulties in learning, mainly drawing upon examples in the setting of further and higher education.     

Interaction and Participation for Young Hispanic and Caucasian Girls' and Boys' Learning of Media Content

Young Hispanic and Caucasian children viewed an animated educational television program in conditions that varied the level of interaction required. Girls and Caucasian children identified with the Hispanic female character more than boys and Hispanic children did. Children who actively responded to character prompts were more likely to understand the important program content than were those who simply observed it. Interaction was especially beneficial to Hispanic girls. The results suggest that programs designed to involve children in the content through participation or interaction provide unique opportunities for children to learn important educational media content, and that even very young children are sensitive to qualities of the symbolic role models who deliver those messages.     

老化刻板印象研究现状及展望

老化刻板印象是人们对老年人所持有的观念与预期,它能显著影响老化刻板印象持有者的生理功能、认知功能和行为结果。现有研究主要集中在老化刻板印象的机制、影响因素和中介变量方面。研究发现,老化刻板印象是通过内化形成的,刻板印象威胁理论和自我刻板化是解释老化刻板印象的两种作用机制。认知加工过程中的抑制能力、情境和文化差异是影响老化刻板印象的主要因素,而老化自我知觉和刻板期望则是老化刻板印象影响效果变量的中介因素。未来研究除了要继续探讨意识水平、情境因素、个体特征对老化刻板印象的影响以及老化刻板印象对不同年龄群体影响的特点以外,还应关注中介和干预研究,并进一步加强跨文化研究。