从中德儿童技术创造性跨文化研究结果看性别差异

研究者通过对中德儿童技术创造性跨文化研究结果的综合分析,着重讨论了在差异心理学领域一直十分受人关注的性别差异问题。结果发现,无论是中国儿童还是德国儿童,无论是超常儿童还是常态儿童,性别差异具有基本稳定的趋势,而且,在不同的方面具有不完全一致的表现形式。具体表现为：（１）在数字、图形和实用创造性思维方面,在中国和德国儿童中都没有发现创造性思维方面的性别差异;（２）在心理折叠、学习爱好、技术问题理解和     

Nonstrategic subjective threshold effects in phonemic masking

Three backward-masking experiments demonstrated that the magnitude of the phonemic mask reduction effect (MRE) is a function of subjective threshold and that the magnitude is also independent of stimulus-based response strategies. In all three experiments, a target word (e.g., bake) was backward masked by a graphemically similar nonword (e.g., BAWK), a phonemically similar nonword (e.g., BAIK), or an unrelated control (e.g., CRUG). Experiments 1 and 2 had a low percentage (9%) of trials with phonemic masks and differed only in baseline identification rate. Experiment 3 controlled baseline identification rate at below and above subjective threshold levels, with 9% phonemic trials. The results were that identification rates were higher with phonemic masks than with graphemic masks, irrespective of the low percentage of phonemic trials. However, the magnitude of the phonemic MRE became large only when the baseline identification rate was below subjective threshold. The pattern of the phonemic MRE was interpreted as a result of rapid automatic phonological activation, independent of stimulus-based processing strategies.     

Chinese children's imaginary companions: Relations with peer relationships and social competence

We investigated relationships between Chinese children's imaginary companions (ICs) and peer relationships and social competence in 160 children, aged 5–6 years old. Children and their mothers participated in the interviews regarding the details of the children's ICs, including the type of the companion and the quality of the child–IC relationship. Peer relationships were assessed using sociometric nomination and perceived popularity nomination. Teachers rated children's social competence. Here, 55 children (34.3%) were deemed to have engaged in imaginary companion play. There was no relationship between imaginary companion types and child–IC relationship qualities. Children with invisible friends received more positive nominations than children with personified objects. Children with egalitarian relationships received more positive nominations and popularity nominations, but fewer negative nominations and unpopularity nominations than children with hierarchical relationships. Compared with children with hierarchical relationships, teachers rated the children with egalitarian relationships higher in social competence. The results suggest that imaginary companion types and relationship qualities may represent different dimensions of imaginary companions, calling attentions to the different mechanisms underlying imaginary companion types and relationship qualities with respect to social functioning.     

Translating the ICAP Theory of Cognitive Engagement Into Practice

ICAP is a theory of active learning that differentiates students’ engagement based on their behaviors. ICAP postulates that I nteractive engagement, demonstrated by co‐generative collaborative behaviors, is superior for learning to C onstructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of A ctive or P assive engagement, marked by manipulative and attentive behaviors, respectively. This paper discusses a 5‐year project that attempted to translate ICAP into a theory of instruction using five successive measures: (a) teachers’ understanding of ICAP after completing an online module, (b) their success at designing lesson plans using different ICAP modes, (c) fidelity of teachers’ classroom implementation, (d) modes of students’ enacted behaviors, and (e) students’ learning outcomes. Although teachers had minimal success in designing Constructive and Interactive activities, students nevertheless learned significantly more in the context of Constructive than Active activities. We discuss reasons for teachers’ overall difficulty in designing and eliciting Interactive engagement.     

进化心理学对心理素质结构研究的整合与重构——以学生心理素质结构研究为例

传统的心理素质结构研究模式不经济,研究结果出现纵向断裂横向分裂的趋势.从进化心理学的视角来看,心理素质结构的最终功能均指向个体的适应性,其形成是与周围环境不断排斥和融合的过程.建构的心理素质结构融合模型能在一定程度上解决传统研究模式的弊端,并建议今后的研究应以分析人为主导转而分析人及其所处的文化环境并重,进而引导人的心理素质结构的不断发展.     

急性ST段抬高型心肌梗死再灌注治疗的急缓之择

急性ST段抬高型心肌梗死(STEMI)最有效治疗方法是再灌注治疗,主要包括直接经皮冠状动脉介入治疗(PCI)和溶栓治疗.只有结合患者、医疗机构的实际情况,合理选择再灌注治疗方案,才能使STEMI患者获益最大化,改善其长期预后.     

临床路径模式对甲状腺切除术住院费用及住院日影响的比较分析

本文通过采用定量研究的方法,探讨临床路径模式对甲状腺切除术住院费用及住院日的影响并进行对比分析.研究显示我们在优化路径时应考虑将年龄和合并症等不可控因素转化为可控因素的有力措施,并加强药品监督管理,有效地利用卫生资源,以进一步完善现行路径.     

基本药物制度对首诊制的影响及对策研究

基本药物制度实施后,药品价格降低,医保报销比例增加,有利于吸引患者到社区医疗机构就诊,促进了首诊制发展,但由于基本药物种类有限,居民用药习惯以及财政补偿不到位等都影响了基层卫生机构的功能发挥,不利于首诊制的发展.基本药物制度在实施中要不断完善,最终达到与首诊制共同发展的双赢局面.     

比较皮下注射大剂量甲氨蝶呤针与口服小剂量甲氨蝶呤片治疗类风湿关节炎疗效及安全性观察

比较皮下注射大剂量甲氨蝶呤针与口服小剂量甲氨蝶呤片分别联合小剂量醋酸泼尼松治疗类风湿关节炎的疗效及安全性差异.25例对口服小剂量甲氨蝶呤片联合小剂量醋酸泼尼松治疗3个月反应欠佳的活动性类风湿关节炎患者,将治疗方案调整为皮下注射大剂量甲氨蝾呤针联合等剂量醋酸泼尼松,回顾性分析治疗方案调整前及调整后12周时患者的肿胀关节数目、压痛关节数目、C反应蛋白、红细胞沉降率、DAS28评分及不良反应等临床及血液学指标.结果治疗方案调整后,患者压痛关节数较前减少(0.67±0.89和3.78±4.15),差异有统计学意义(P=0.043); DAS28评分较前降低(2.55±0.82和3.93±1.05),差异有统计学意义(P=0.007),严重不良反应发生率均为0％.联合小剂量醋酸泼尼松治疗类风湿关节炎,皮下注射大剂量甲氨蝶呤针疗效优于口服小剂量甲氨蝶呤片,安全性相当.     

血栓形成及抗凝药物在临床应用中的思考

血栓栓塞性疾病对人类的健康已构成了极大的危害.在临床工作中应深入了解血栓形成以及凝血机制的新概念,了解传统抗凝药物的特点、以及凝血因子靶点Ⅹa、Ⅱa等特异性抑制为基础的新型抗凝药物的研发进展,合理使用抗凝药物,提高对血栓栓塞性疾病的诊治水平.