The error of accepting the "theoretical" null hypothesis: the rise, fall, and resurrection of commonsense hypotheses in psychology

When psychologists test a commonsense (CS) hypothesis and obtain no support, they tend to erroneously conclude that the CS belief is wrong. In many such cases it appears, after many years, that the CS hypothesis was valid after all. It is argued that this error of accepting the "theoretical" null hypothesis reflects confusion between the operationalized hypothesis and the theory or generalization that it is designed to test. That is, on the basis of reliable null data one can accept the operationalized null hypothesis (e.g., "A measure of attitude x is not correlated with a measure of behavior y"). In contrast, one cannot generalize from the findings and accept the abstract or theoretical null (e.g., "We know that attitudes do not predict behavior"). The practice of accepting the theoretical null hypothesis hampers research and reduces the trust of the public in psychological research.     

3~8岁儿童对资源分配中贡献、努力和能力因素的权衡

研究选取3~4岁、5~6岁和7~8岁儿童,考察儿童在分配资源时对贡献、努力和能力因素的权衡,采用资源分配范式和在以上三维度上不同的人物故事情境。结果发现,各年龄儿童均最偏爱平等分配,相比之下,3~4岁儿童倾向分给贡献最大的个体最多的资源,7~8岁儿童则分给最努力的个体更多资源。儿童均较少按能力进行分配。随着年龄发展,儿童对贡献原则赋予的权重逐渐减弱,对个体努力的认可度逐渐增强,显示出儿童分配原则的发展变化。     

中国区域跨文化心理学理论探索与实证研究

中国区域跨文化心理学是以文化学、社会学、人类学、人文地理学、社会心理学、跨文化心理学等学科理论为基础, 比较研究中国城乡区域、地理区域、历史区域、行政区域、生态区域等文化区域居民的个体心理和群体心理共同性和差异性的学科。采用系列问卷, 在2004年和2009年先后三次对甘肃省河西、河东汉族为主的地级市属各个县市区城乡居民以及蒙拢、湘拢的跨省域居民进行抽样调查。结果表明, 区域文化同一性和差异性以及具体的生态环境、生活方式、经济发展、政治体制、社会结构、教育水平、风俗习惯、风土人情等差异, 是影响区域居民心理健康、性格特质、社会态度、刻板印象等心理机能的重要变量。今后研究将着力进行学科理论完善和省际、县际比较研究, 更好地运用田野工作等方法, 揭示区域文化与心理行为之间的相互关系和作用机制, 形成理论模型, 为建设和谐社会提供理论依据。     

Can holding a stick improve listening at work? The effect of Listening Circles on employees’ emotions and cognitions

The Listening Circle is a method for improving listening in organizations. It involves people sitting in a circle where only one talks at a time. Talking turns are signalled by a talking object. Although there are several reports regarding the effectiveness of the Listening Circle, most are based on case studies, or confounded with another intervention, and do not use theory to predict the listening-induced outcomes. We predicted that perceiving good listening decreases employees’ social anxiety, which allows them to engage in deeper introspection, as reflected by increased self-awareness. This increased self-awareness enables an acknowledgement of the pros and cons of various work-related attitudes and can lead to attitudes that are objectively more ambivalent and less extreme. Further, we hypothesized that experiencing good listening will enable speakers to accept their contradictions without the evaluative conflict usually associated with it (subjective-attitude ambivalence). In three quasi-experiments (Ns = 31, 66 and 83), we compared the effects of a Listening Circle workshop to a self-enhancement workshop (Studies 1 and 2), to a conflict management workshop (Study 2) and to employees who did not receive any training (Study 3), and found consistent support for the hypotheses. Our results suggest that the Listening Circle is an effective intervention that can benefit organizations.     

病理诊断的局限及其应对措施

病理诊断是诊断疾病的基本方法之一,是许多疾病的最终诊断,被许多人称为临床诊断的“金标准”。但由于病理诊断技术存在的一些主观和客观因素的影响,病理诊断也存在局限性,并且这些诊断的局限常常会引起误诊漏诊和医患纠纷。如何能在工作中尽可能地克服病理诊断的局限,使其更好地为临床和患者服务。结合临床病理实践的具体工作,对病理诊断的局限性进行简要分析,并提出相关的应对措施。     

性别与阿尔茨海默病相关性的研究进展

阿尔茨海默病（AD）是以近期记忆障碍为主要临床症状,以老年斑及神经纤维缠结为主要病理改变的进行性神经变性疾病。目前发现男女患病率有明显差异,女性患病率是男性的1．5倍～3倍,这可能是由于绝经后妇女体内雌激素不足增加了AD的易感性,而男性血清总睾酮降低,能使AD患者病情恶化。     

社会支持对震后青少年创伤后应激障碍和创伤后成长的影响:自我效能感的中介作用

本研究采用创伤暴露问卷、社会支持问卷、自我效能感量表、创伤后应激障碍症状核查表和创伤后成长问卷,在汶川地震8.5年后对地震极重灾区的1185名中学生进行调查,考察社会支持对创伤后应激障碍（PTSD）和创伤后成长（PTG）的影响,并检验自我效能感在其中的中介作用。结果发现：在控制创伤暴露程度、性别和年龄等变量后,社会支持不仅可以直接负向预测PTSD、正向预测PTG,也可以通过自我效能感的中介作用负向预测PTSD、正向预测PTG。这表明,自我效能感在社会支持与PTSD、社会支持与PTG的关系中都具有部分中介效应。     

创伤后应激障碍的动物模型及其神经生物学机制

创伤后应激障碍是指个体由于经历对生命具有威胁的事件或严重的创伤,导致症状长期持续的精神障碍。研究创伤后应激障碍的主要动物模型为条件性恐惧和应激敏感化模型。研究表明,创伤后应激障碍中长时程留存的恐惧性记忆、高唤醒等症状与大脑杏仁核、内侧前额叶皮层和海马三个脑区及下丘脑-垂体-肾上腺轴负反馈功能增强密切相关。其中杏仁核活动增强是条件性恐惧记忆获得、保持和表达的关键神经基础。内侧前额叶皮层对杏仁核的去抑制及海马向杏仁核传递的威胁性环境信息,促进创伤后应激障碍症状的出现。在经历创伤应激后糖皮质激素受体的上调及多巴胺活动的增强是创伤后应激障碍产生的主要神经基础。对创伤后应激障碍的药物治疗研究证明多巴胺D2受体在改善患者症状中的作用比较重要,但仍需作更深入的探索     

The relation of vicarious to direct instigation and conditioning of electrodermal responses

Abstract.— Three groups with 16 Ss each and run in pairs, participated in a differential, successive components, long interstimulus interval conditioning paradigm with the skin conductance response as dependent variable. For the problem solving group the task was described as guessing which of two lamps (CS₂s) would follow after two different tones (CS₁s). In the observer group they were further informed that the other subject in the pair, the model, would receive shocks at CS+ offset, which actually was the case for the model group. Skin conductance responses were scored in five intervals during and after the non-overlapping presentation of the two CSs with a duration of 8 sec each. The results indicated no differentiation in any interval for the problem-solvers, and parallel instigation to shock and threat of shock, and conditioning in the observer and model groups, with the exception of conditioning in the 1st interval for observers only. The results were interpreted as parallel instigation and conditioning between vicarious and direct learning, the reported difference being due only to different UCS-intensities causing a blocking of first-order conditioning in the model but not in the observer group.     

多媒体学习的图文整合:空间邻近效应的元分析

多媒体学习中的空间邻近效应认为,当书页或屏幕上的对应的图像和文本邻近呈现时,要比图文远离呈现更加有利于学习者的学习。本元分析针对Ginns（2006）的不足,增加了近10年最新的研究,以保持测验、迁移测验和主观认知负荷作为结果变量,考察多媒体学习中空间邻近效应的稳定性,以及学习材料特征、学习及测验环境和学习者教育水平等的调节作用。经文献搜索与筛选,有53项研究符合元分析要求,在保持测验、迁移测验、主观认知负荷上分别生成了45个（2000人）、43个（1935人）、11个（645人）独立效应量。主效应检验发现：空间邻近组在保持测验（d_保持=0.48）和迁移测验（d_迁移=0.39）成绩上均显著高于空间远离组,在主观认知负荷上显著低于空间远离组（d_认知负荷=-0.24）。调节效应检验发现：在高交互性材料（d_高交互=0.42）、系统步调（d_系统步调=0.52）、短时学习（d_短时=0.55）等条件下,空间邻近效应对学习的深层理解（迁移测验）能发挥更大的作用;对中小学生学习者（d_中小学=0.71）,空间邻近效应促进学习识记（保持测验）的效果更好;相对于电子环境,纸质学习环境下（d_保持=0.66,d_迁移=0.52）的空间邻近效应对保持和迁移测验的促进都更加显著;在主观认知负荷上,学习材料特征、学习及测验环境以及学习者教育水平对空间邻近效应均不存在调节作用。