Associations of depression,anxiety and PTSD with neurological disability and cognitive impairment in survivors of moyamoya disease

Depression, anxiety and posttraumatic stress disorder (PTSD) are common complications of cerebrovascular diseases. However, they were seldom explored in Moyamoya Disease (MMD) survivors. In this study, we measured the prevalence of depression, anxiety and PTSD in MMD survivors. We evaluated the association of mental disorders with neurological disability and cognitive impairment, and further find out the independent protective and risk factors of neurological disability and cognitive impairment. In MMD survivors, the prevalence of these three mental disorders is high, 46.7% for depression, 50% for anxiety and 47.5% for PTSD. Anxiety and PTSD were significantly associated with more severe neurological disability (p = 0.039 and < 0.001); depression and anxiety were significantly associated with greater cognitive deficiency (p = 0.004 and 0.002). We further found PTSD was the only risk factor associated with neurological disability, and the corresponding odds ratio (OR) and 95% confidence interval (CI) was 81.74 (9.91–674.17); depression and anxiety were risk factors associated with cognitive impairment, and the corresponding OR and 95%CI were 2.73 (1.10–6.81) and 3.37 (1.29–8.78). Therefore, these three mental disorders were associated with more severe neurological disability and greater cognitive deficiency in MMD survivors.     

Children lose confidence in their potential to “be scientists,” but not in their capacity to “do science”

Over the course of middle childhood, children's interest and beliefs about their own capacities for success in science often decline. This pernicious decline is especially evident among underrepresented groups, including girls, members of some racial and ethnic minorities, and children from lower socioeconomic backgrounds. The present research (N = 306, ages 6–11) found that while children lose interest and feelings of efficacy about their potential to “be scientists” across middle childhood, they maintain more robust interest and efficacy about “doing science.” These patterns were confirmed in both longitudinal and cross‐sectional analyses; effects were stable or increased across time and age. Mediation analyses revealed that the positive effect of action framing is partially accounted for by children's views that the group of people who do science is more inclusive than the category of scientists. These findings suggest that using action‐focused language to encourage children in science is more inclusive and may lead to more science engagement across middle childhood than language that emphasizes scientists as an identity category. Implications for educational practices will be discussed.     

我国乙肝抗病毒治疗现状与思考

针对目前乙肝的抗病毒治疗现状以及临床用药的情况,对目前乙肝抗病毒治疗中存在的问题进行思考,就如何选择治疗方法提出医疗原则,认为治疗应该体现安全、有效、经济的原则。     

聋人唇读的大脑机制研究

特定区域整合模型与信息传输接替模型提供了聋人唇读不同的大脑机制,前者认为聋人唇读是由特定大脑皮层(如TSS．后扣带回等)加工的结果,听觉皮层并未参与视觉语言认知加工;后者认为聋人唇读的大脑机制与正常人无声唇读的大脑机制基本相似,是通过皮层下的连接区域(如屏状核)激活了视觉皮层、听觉皮层等。但更多的证据支持信息传输接替模型。聋人的听觉皮层具有可塑性,早期的语言经验对言语加工神经通路的建立具有很大的影响。     

概念和类别研究中基于解释的观点

该文介绍了概念和类别研究中基于解释的观点。和原型观、样例观不同,基于解释的观点强调了三个方面的影响因素,一是知识背景的影响;二是不同的学习任务的影响;三是类别知识的运用的再影响。该文从时问的先后描述了解释观的主要观点及其典型的实验研究。     

汉语假设条件复句的心理表征项目互换效应研究

本文采用句子一图画验证任务(sentence-picture verification task)探讨了汉语假设条件复句的心理表征项目互换效应。结果表明,汉语假设条件复句的项目表达顺序为“结果一假设条件”时,所形成的心理表征中项目发生互换,其结果为“假设条件→结果”。本研究结果初步表明。读者理解汉语假设条件复句是一个按照“假设条件→结果”固定方向进行系列加工的认知过程。     

概化理论在绩效评估中的应用

概化理论借助其理论上的优势在很大程度上克服了基于经典测量理论绩效评估存在的缺陷。它可以对绩效评估中的信度进行更全面的估计,更好地预测和控制误差,并且概化理论的独特视角和方法还为360度绩效评估的效度求取提供了理论支持。     

内隐学习的主观测量标准

近40年来,验证知识的内隐性一直是内隐学习研究的焦点。传统三大范式常以自由言语报告或是迫选测验作为验证知识内隐性的外显指标,然而各种迹象表明,言语报告和迫选测验存在一定的局限性。由此,Dienes等人提出了内隐学习的主观测量。文章将从言语报告和追选测验的局限性着手,阐述主观测量诞生的必要性及其在衡量知识意识性上的效度。     

沉没成本效应中的心理学问题

沉没成本效应是一种常见的非理性行为。本文从心理学角度对其进行了系统地介绍。文章概括了沉没成本及沉没成本效应的定义,沉没成本的种类和发生领域,并用心理学理论对沉没成本效应进行了解释。此外．文章还讨论了沉没成本的逆效应以及影响沉没成本效应的主要因素。     

儿童学业自我概念在父母教养风格与学业成就间的中介效应

运用问卷法,对612名北京市中小学生及其父母分别进行了自我概念和教养风格的测试。结果表明,父母民主型教养风格通过儿童学业自我概念这一中介变量,对儿童学业成就产生明显的正向促进作用,而父母专制型教养风格,则以直接的途径对儿童的学业成就产生负面效应。