新生儿重症监护室中放弃治疗的伦理问题

对于新生儿重症监护室中的一部分危重新生儿,虽然可以借助高新尖的医疗技术挽留他们的性命,但却不能避免其出现影响远期生存质量的后遗症.因此患儿家属和医务人员陷入了是否对这些危重新生儿实施放弃治疗的两难困境.对NICU中放弃治疗的对象、伦理学依据、伦理学意义以及如何实施放弃治疗的问题加以讨论,为NICU医务人员提供有益参考.     

自闭症儿童的中心信息整合及其与心理理论的关系

研究用积木测验和镶嵌图形测验测量中心信息整合,用5个信念任务测量心理理论能力,比较了12名自闭症儿童和同等言语能力的28名正常儿童的表现,并分析了心理理论和中心信息整合的相关。结果表明:(1)中心信息整合的测量指标积木测验和镶嵌图形测验成绩保持中高度相关;(2)自闭症儿童中心信息整合显著弱于正常儿童;(3)心理理论和中心信息整合成绩相互独立。     

高一学生应对灵活性及其影响因素的研究

本研究采用问卷调查和实验室任务相结合的方法,对59名高一学生进行一个月的跟踪调查,对结果进行聚类分析,旨在探寻高一学生在应对灵活性方面表现出的不同风格,同时从自我效能感、社会支持两方面探讨影响高一学生应对灵活性的主观和客观因素。研究结果表明:(1)聚类分析得到高一学生应对灵活性的四种类型:应对灵活型,积极不灵活型,消极不灵活型和积极不一致型;(2)应对灵活型和积极不灵活型被试的控制感显著高于消极不灵活型和积极不一致型;策略选择方面,积极不灵活型、积极不一致型倾向于使用问题焦点应对,应对灵活型、消极不灵活型倾向于使用情绪焦点应对;(3)自我效能感和社会支持在一定程度上可对应对灵活性类型产生预测作用,应对灵活型学生的自我效能感和对社会支持的利用度明显高于其他三类学生。研究结果有助于我们深入了解高中学生的适应问题。     

青少年心理一致感水平及其与应付方式的关系

本研究以265名高中生为被试,探讨青少年心理一致感发展的特点以及与应付方式的关系。研究结果表明,(1)被试在心理一致感发展水平上存在显著的年级差异;(2)三个年级被试的应付方式存在显著的差异;(3)被试心理一致感水平与问题解决、求助两种应付方式存在显著的正相关;(4)被试心理一致感水平与自责、幻想、退避、合理化四种应付方式存在显著的负相关。高心理一致感个体在压力调节上倾向于采用成熟而积极的应付方式。本研究从压力应对的过程角度分析心理一致感与应付方式之间的关系。     

A Phenomenological Reading of Hegel’s Concept of History of Philosophy: An Analysis of “The Gallery of Opinions”, “The Gallery of Knowledge” and “The Gallery of Dresden”

From a phenomenological perspective of game-space and horizon, this paper tries to make a deconstructive reading of Hegel’s “two galleries”, namely, “the gallery of opinions” and “the gallery of knowledge”, which are mentioned in the introduction of Hegel’s Lectures on the History of Philosophy. The reading shows that the Game-space or the ab-gruendiger Grund of the Hegelian concept of philosophical history lies in an originally differencing space that is keeping in absence, which is called by Edmund Husserl and Jacques Derrida “the gallery of Dresden”. Translated from Zhexue Yanjiu, 2005:6     

幼儿对心理状态的认识

本研究探讨３—５岁儿童对自身和他人心理状态认识的发展过程．借助图片和玩具结合四种作业任务,对１９１名儿童进行了实验和短期追踪实验。结果表明：３岁儿童尚不能对心理状态作出认识,４岁半左右是儿童认识心理状态的转折期,到５岁末能完全把握自身和他人的心理状态．在四项作业任务中,儿童通过的先后次序为他人误念判断和他人未知判断、现象一实在区分、表征变换．这一方面与儿童的认知发展趋势有关,另一方面也与实验的情景和材料有关．     

Dichotic listening with Chinese and English tasks

In this dichotic listening study, monosyllabic tasks were conducted in both English and Chinese to evaluate (1) the effects of processing two acoustically different languages and (2) the effects of bilingualism. One subject group included 28 bilingual speakers of English and Chinese, and a second group in cluded 29 monolingual English speakers. Three pairs of monosyllabic words were presented such that each ear received a different word at the same time. Twenty such sets in both languages were presented, with recall order irrelevant. The results show that the monolingual English subjects demonstrated a significant right ear advantage when identifying English words dichotically, suggesting a left hemisphere processing component. However, there was no ear effect when the English-Chinese speakers performed the dichotic listening tasks in both Chinese and English. It appears that, with the acquisition of a second language, right ear dominance seems to be replaced by interhemispheric processing.I would like to express my deep appreciation to John Ryalls for his efforts in the preparation of this article. Thanks also go to Stuart Davis, Steven Chin, Sven Anderson, David Pisoni, and two anonymous reviewers for their critical comments on previous drafts.     

Visual persistence and code selection in short-term memory for letters

Four experiments were conducted to examine temporal changes in visual and name codes and the relationship between them. Unlike earlier studies, the design included (a) several levels of visual similarity in addition to the conventional same case and different case conditions and (b) physical- as well as name-match tasks to provide direct evidence about subjects' retention of form information. The main results were as follows: First, the presence of multiple typefonts in the stimulus set does not eliminate convergence between the reaction time functions for the physical- and name-match conditions in a name-match task. Second, inclusion of a physical-match task, requiring subjects to retain form information, does not necessarily eliminate convergence in a primary, name-match task. When the secondary task does reduce convergence, however, the results suggest that it does this through its effect on the name-match function rather than on the physical-match function. Third, apart from difficulties with within-cluster typefont combinations, particularly at long interstimulus intervals, subjects can generally retain and use reliable information about letter form over the ISI range (.5--4.0 sec) used in the experiments. The results were thought to be consistent with the conclusion that convergence results from a combination of (a) a nonoptional decrease in the accessibility of the visual code as a function of increasing ISI and (b) an optional increase in the accessibility of the name code. Under ISI conditions at least, convergence cannot be attributed to either generation of a visual code of the alternative form of the target letter or to the absence of relevant form information.     

正常与多动儿童的创造力、学习适应性比较研究

本研究比较ADHD儿童和正常儿童在创造性思维测验、学习适应性测验以及教师对其创造力评价上的差异。结果表明：(1)ADHD儿童和正常儿童在数字和图形创造性思维测验上的成绩没有显著的差异。表明ADHD和创造力是彼此独立的两个特质;(2)ADHD儿童在学习态度、学校环境(主要是师生关系和同伴关系)、独立性和毅力等维度上明显偏低;(3)不同学科教师对于ADHD儿童和正常儿童在创造力水平高低的评价上没有显著性差异;(4)对于正常儿童。不同学科教师对其创造力的评价与儿童在创造力测验上的得分呈显著性相关;对于ADHD儿童则没有显著性相关。     

书法练习对儿童个性发展的影响

采用纵向研究设计,对124名三年级儿童进行了为期两年的追踪,旨在探讨书法训练对儿童个性发展的影响。通过实验组与对照组的比较发现：（1）在乐群性、聪慧性、稳定性等十三个个性特质上,时间的主效应极其显著;（2）在兴奋性、恃强性、敢为性特质上,书法练习的主效应显著;（3）在兴奋性、聪慧性、恃强性、轻松性和自律性特质上,时间与书法练习的交互作用显著。研究表明,书法练习对儿童个性的成长具有积极的影响作用。