条件反射性抗体反应增强的动态分析——以OVA为非条件刺激物

研究了条件反射性抗体反应增强模型的建立。被试为49只雄性成年Wistar大鼠,采用糖精水作为条件性刺激,一种蛋白抗原卵清蛋白作为非条件性刺激配对给予大鼠,两者结合后,在初次抗体应答下降阶段再次单独给予条件刺激,用酶联免疫吸附法分时段检测抗体水平的变化。发现条件组在条件刺激后15,20,25天左右抗体水平明显高于对照组。这一过程与初次抗体应答的规律类似。这些结果证实经一次条件训练,单独给予条件刺激能诱导出明显的条件反射性抗体反应增高。     

我国民众对SARS信息的风险认知及心理行为

采用分层抽样的调查方法,对全国17个城市的4231名市民进行了SARS疫情中风险认知特征和心理行为的研究。结果发现：（1）负性信息,包括患病信息和与自身关系密切的信息,更易引起民众的高风险认知; 正性信息,包括治愈信息和政府防范措施的信息,能降低个体风险认知水平。（2）我国民众5月中旬风险认知因素空间位置分析结果表明, SARS病因处于不熟悉和难以控制一端,“愈后对身体的影响和有无传染性”处于不熟悉一端,这是引起民众风险意识的主要因素。（3）结构方程分析结果表明,SARS疫情信息是通过风险认知对个体的应对行为、心理健康产生影响的, 并初步验证了风险评估、心理紧张度、应对行为和心理健康等指标对于危机事件中民众心理行为的预测作用     

归纳推理心理效应的研究

归纳推理心理效应指的是归纳论断中各种因素对个体做出归纳结论时把握性（力度）大小的影响,根据影响因素的不同,主要可分为类别效应、属性效应和交互效应三种。文章认为,个体通常会采用分割－综合方式判断归纳力度大小,并且在归纳判断中形成的推理序列及由此造成的顺畅感直接影响着归纳力度的估计,作者还提出了对此模型的一种证明     

文昌鱼的光动反应

文昌鱼的中枢神经系统早在上个世纪就受到神经解剖学家们的注意。这是因为它代表着动物演化上的一个很典型的阶段。在这个阶段,动物身体的背侧开始有了神经管。这个神经管在外形上很象脊椎动物胚胎初期形成的神经管,其内部的神经组织也较简单。此外,正如神经管初成阶段的脊椎动物胚胎一样,文昌鱼还不具备发育的和特异     

中国和澳大利亚父母报告的儿童社会性发展

采用作者编制的《３－９岁儿童社会性发展量表》的英译本,在２８４名澳大利亚儿童中进行测试。结果表明,对于社会文化背景差异巨大的中国和澳大利亚,本量表具有较好的稳定性和跨文化适用性。儿童社会性发展的各个方面,在中澳父母心目中占有不同地位：中国父母重视自我意识、社会技能、意志品质,而澳大利亚父母更重视社会技能和社会情绪的发展。在中澳两个样本中,女孩的社会性发展量表得分均高于男孩。     

Development of rules and strategies: balancing the old and the new

The experiments described in the lead articles replicate findings from previous studies of development of knowledge about balance scales, add several new findings, and raise four key questions: (a) How can rule use best be assessed? (b) How can we reconcile systematic use of rules with variable use of strategies? (c) When do children begin to use rules? and (d) How do children generate new rules? In this Reflection, we summarize current understanding of development of knowledge about balance scales and consider each of the four questions.     

Sentence processing strategies in healthy seniors with poor comprehension: an fMRI study

We used fMRI to examine patterns of brain recruitment in 22 healthy seniors, half of whom had selective comprehension difficulty for grammatically complex sentences. We found significantly reduced recruitment of left posterolateral temporal [Brodmann area (BA) 22/21] and left inferior frontal (BA 44/6) cortex in poor comprehenders compared to the healthy seniors with good sentence comprehension, cortical regions previously associated with language comprehension and verbal working memory, respectively. The poor comprehenders demonstrated increased activation of left prefrontal (BA 9/46), right dorsal inferior frontal (BA 44/6), and left posterior cingulate (BA 31/23) cortices for the grammatically simpler sentences that they understood. We hypothesize that these brain regions support an alternate, nongrammatical strategy for processing complex configurations of symbolic information. Moreover, these observations emphasize the crucial role of the left perisylvian network for grammatically guided sentence processing in subjects with good comprehension.     

共享概念的性质对拥有关系句子情景模型建立的影响

应用扇效应技术探讨共享概念的性质对建构拥有关系情境模型的影响。共包括2个实验,探讨在将“多人买1物”句式中的所购“物品”改变为隐含共同地点信息的“物品”条件下,被试对“多人买1物”拥有行为句式的学习是否表现出扇效应。结果表明,当所购物品隐含的相同地点信息的情况下,“多人买1物”的拥有行为句式无论是否具有明确的地点状语,都如同“1人买多物”的句式一样,没有表现出扇效应,与Radvanskv的研究结果不同。据此认为,只有在共享概念是属于情景模型建构的维度信息的情况下,有共享概念的信息才能整合为同一个情景模型。     

中国幼儿数数过程信息加工活动研究

探讨中国幼儿数数发展特点。实验1探讨3－5岁幼儿数数的终结点分布状况,结果表明,最大的密集终结点是“19”。实验2进一步考察幼儿在其数数范围内与范围外的起点进行数数的成绩,结果表明,数数范围为11－19的幼儿就开始有部分人可以在其数数范围外的起点进行数数,此表明他们开始应用了数列规则。据此可以认为,中国幼儿的数数活动同样包括联结学习与数列规则学习两种信息加工活动,但中国幼儿数列规则的学习活动在“11－19”数数过程开始。     

Examination of relationships among trait-like individual differences, state-like individual differences, and learning performance

Several authors (e.g., J.T. Austin & H.J. Klein, 1996; R. Kanfer, 1990b, 1992) have urged researchers to examine comprehensive models of distal individual differences as predictors of proximal motivational processes and performance. Two field studies in an academic setting tested a model of relationships among trait-like individual differences (cognitive ability, general self-efficacy, and goal orientation), state-like individual differences (state anxiety, task-specific self-efficacy, and goals), and learning performance. Most hypothesized relationships among these constructs received support when tested on 2 samples, when examining different performance episodes, and when using different goal orientation and state-anxiety measures. In general, state-like individual differences were found to mediate the relationships between trait-like individual differences and learning performance. Implications of these results are discussed and suggestions for future research are provided.