Cognitive control and attentional functions

Cognitive control is essential to flexible, goal-directed behavior under uncertainty, yet its underlying mechanisms are not clearly understood. Because attentional functions are known to allocate mental resources and prioritize the information to be processed, we propose that the attentional functions of alerting, orienting, and executive control and the interactions among them contribute to cognitive control in the service of uncertainty reduction. To test this hypothesis, we examined the relationship between cognitive control and attentional functions. We used the Majority Function Task (MFT) to manipulate uncertainty in order to evoke cognitive control along with the Revised Attention Network Test (ANT-R) to measure the efficiency and the interactions of attentional functions. A backwards, stepwise regression model revealed that performance on the MFT could be significantly predicted by attentional functions and their interactions as measured by the ANT-R. These results provide preliminary support for our theory that the attentional functions are involved in the implementation of cognitive control as required to reduce uncertainty, though further investigation is needed.     

Anxiety and Depression Symptoms in Children with Asperger Syndrome Compared with Attention-Deficit/Hyperactivity Disorder and Depressive Disorder

The objective of this study was to examine (a) anxiety and depression symptoms in children with Asperger syndrome (AS) compared to children with attention-deficit/hyperactivity disorder (ADHD) and children with depressive disorder; (b) parental anxiety and depressive symptoms in the three groups; and (c) the association between the anxiety and depression symptoms of children and their parents. The emotional and behavioral problems of 56 children with AS (48 boys, 8 girls, mean age, 9.39 ± 2.01 years) were compared with 56 ADHD children and 56 depressive disorder children, matched for age and sex. Their parents’ anxiety and depression symptoms were also compared. Trait-anxiety and internalizing problems in AS children were higher than those in ADHD children and as high as those in depressive disorder children (F = 8.83, p < 0.001 and F = 8.21, p < 0.001). Parents’ anxiety and depression symptoms did not differ among the three groups, but correlations between maternal anxiety and depression and children’s emotional and behavioral problems were most prominent in the AS group. We suggest that the assessment and treatment of children with AS should involve detailed assessment, possible concomitant treatment for comorbid anxiety and depression, and parental education about the effect of parental emotional states on children.     

关怀哲学视阈下的自杀防控探究

自杀问题是当下社会中存在的精神卫生症候之一,从关怀哲学的视角探究自杀防控理念的历史源流、现实境遇、临床困境与价值诉求,经由医患关怀的和谐转化,医务人员可以在防控自杀病人的进程中达到“关怀”与“防控”的知行统一,一方面为自杀病人提供文化关怀的防控脉相,另一方面为医护人员在自杀防控的实践运用层面提供参考.     

中美救护车车载物品比较

救护车车载物品是院前急救的基础和保障,对院前急救的效率和质量具有十分重要的意义.本文总结并分析了美国救护车车载物品和院前急救的特点:更加注重院前急救人员的个人防护;更加注重对患者的救出;更加注重心脏按压板的运用;更加注重急救箱物品配置的科学性;更加注重对普通物品的利用;更加注重患者的转运.美国西雅图20世纪70年代抢救5 120例院外猝死患者,复苏成功至康复出院者达28.9％;我国上海医疗救护中心1999年抢救猝死患者4 374名,复苏成功率1.35％.我国院前抢救猝死的成功率明显低于美国,或与中美救护车车载物品的不同相关.了解美国救护车车载物品的特点,对我国的院前急救或有借鉴作用.     

The Reciprocal Relations Between Teachers’ Perceptions of Children's Behavior Problems and Teacher–Child Relationships in the First Preschool Year

To examine the reciprocal relations between teacher–child relationships and children's behavior problems, the authors analyzed cross-lagged longitudinal data on teacher–child relationships and children's internalizing and externalizing problems using a structural equation modeling approach. The homeroom teachers of 105 first-year preschoolers aged 2–3 years filled in the Student–Teacher Relationship Scale and the Child Behavior Checklist/2–3, first at 3 months after the children's preschool entrance and then at the end of the first preschool year. Results showed significant cross-wave reciprocal relations between externalizing problems and teacher–child conflict and significant cross-wave relation from early internalizing problems to later teacher–child conflict. However, the cross-wave associations between internalizing and externalizing problems and teacher–child closeness were not significant.     

Different Pedagogy,Different Politics: High School Learning Opportunities and Youth Political Engagement

Using data from an original two‐wave panel survey of California high school students and a two‐wave panel survey of high school students in Chicago, we find that different pedagogical approaches influence different forms of civic and political engagement. Specifically, controlling for prior levels of engagement and demographic factors, we find that open discussion of societal issues promotes engagement with political issues and elections. In contrast, service learning opportunities increase community‐based and expressive actions. Both kinds of opportunities promoted commitments to participatory citizenship. These patterns can teach us about the kinds of opportunities (both in school and out) that can shape adolescents' civic and political development.     

“They Danced Around in My Head and I Learned Them”: Children's Developing Conceptions of Learning

Two studies examined how 3–6-year-olds understand the process of learning. In study 1 examined how children spontaneously talk about learning via a CHILDES language analysis. Talk about the learning process increased between the ages of 3–5. Talk specifically about learning in terms of desire decreased during this period. This suggests the possibility that desire is important to children's initial understanding of learning, and children develop an understanding that various mental states including desire, attention, and intention, play a role in the learning process. In Study 2, we presented 4- and 6-year-olds with a set of stories designed to test their understanding of the role of these mental states. In both their judgments about whether someone learns and their justifications of their responses, younger children relied more on the character's desires whereas older children were more likely to integrate desire, attention, and intention together. These data suggest that children's understanding of the process of learning is developing during the early elementary school years.     

叙事传输的说服机制

叙事传输是人们沉浸在故事情景中的独特心理过程,也是故事信息特有的说服机制.叙事传输会使决策者产生与现实世界脱离的感觉,体验到强烈的情绪,然后对故事产生认同,改变态度.本文在界定叙事加工、叙事传输等理论概念基础上,重点比较叙事传输与分析加工的差异,认为两者在信息内容组织、作用途径、判断逻辑、认知努力及问题距离上都有区别.进一步研究叙事传输与分析加工、自我控制、情景决策等理论领域的关系具有重要价值.     

多因素特质内隐联想测验(MFT-IAT)在多维度自我概念内隐测量中的应用

运用多因素特质内隐联想测验(MFT-IAT),对田纳西自我概念五个维度的内隐效应进行了测量。结果表明:(1)田纳西自我概念五个维度均表现出了显著的内隐效应,自我概念的内隐效应表现为与他人相比,个体与积极词语的联结更为紧密;(2)MFT-IAT可以有效地测量多维度自我概念的内隐效应。