高难度材料的元记忆监测更受记忆广度的制约

以不同难度(有、无意义联系)的两种中文词对为记忆材料,随机选取在校大学生200名,采用经典的回忆-判断-再认(recall-judgement-recognition,RJR)范式,考察短时记忆广度和一般自我效能感对个体在不同难度材料上元记忆监测的影响。结果发现,相比于无意义联系的材料,个体在有意义联系的材料上,JOL、FOK和JOC判断等级更高,线索回忆测验成绩更好。但是,个体在不同材料上的JOL判断和线索回忆受短时记忆广度的调节。不同短时记忆广度的个体在有意义联系材料上的JOL判断等级和线索回忆测验成绩无显著差异,但是在无意义联系材料上,高短时记忆广度个体的JOL判断等级和线索回忆测验成绩均显著高于低短时记忆广度个体。同时,相关分析结果也发现,相比于低短时记忆广度的个体,高短时记忆广度的个体,其线索回忆测验成绩和再认测验成绩与JOL、FOK和JOC判断等级之间更加相关。实验结果表明,作为一种人格变量,一般自我效能感对个体元记忆监测的影响可能并不明显。而短时记忆广度,很大程度上反映了个体的记忆能力,是个体元记忆监测的一个重要影响因素,尤其是对难度较大的材料。     

危重患者的院内转运

危重患者的转运分为院内转运及院间转运,院内转运由医院内的医务人员来完成。危重患者的转运存在风险有可能增加病死率与伤残率。本文对危重患者院内转运的转运前风险评估、转运前准备、转运中监护和生命支持、特殊情况转运和转运后交接方面做一综述,目的是降低危重患者的转运风险、安全转运。     

也论"以理杀人"——兼与邓曦泽商榷

广义的"以理杀人"指施事者根据某个正义的理由对应事者施加暴力.这类行为在今天的世界上仍然普遍发生着.以理杀人具有自明性、残酷性和欺骗性(或二重性)特征.它们的逻辑充要条件是:存在着杀人之理,杀人之理与被杀者不得存活之理同一,施事者掌握了这个理,并且人类应当讲理.通过一一质疑这些条件,我们就能从根本上防范以理杀人的发生,或者至少检测出错误的以理杀人.     

伦理学视阈下的绿色信贷

全球性的金融危机凸显绿色信贷的现实意义。绿色信贷是当代国际社会发展的潮流和趋势,是对不符合产业政策和环境要求的企业(项目)进行信贷控制,旨在强调银行贷款或资助之企业(项目)的环境责任和社会责任。绿色信贷的实施是实现环境内生型绿色经济的重要保证,是环境伦理和环境金融的有机结合,将加快推进我国环境保护的历史性转变,使环境保护逐步融入各项社会管理体系,是一份神圣的社会责任。     

Open or close the door to the outgroup? Diversity beliefs moderate the impact of group boundary permeability on attitudes toward the outgroup

The present research investigated the moderating role of diversity beliefs with the aim of reconciling inconsistent findings regarding the impact of group boundary permeability on attitudes toward outgroup. In Study 1, all variables were measured with self‐report scales completed by Chinese participants. In Study 2, diversity beliefs were manipulated by randomly assigning Chinese participants to a high or low diversity belief condition. In Study 3, we replicated the moderating model with American participants. Results of all three studies indicated that diversity beliefs moderated the relationship between group boundary permeability and attitudes toward outgroup. Individuals with high diversity beliefs held more positive attitudes toward the outgroup when the group boundary was permeable (vs. impermeable). Conversely, individuals with low diversity beliefs held more negative attitudes toward the outgroup when the group boundary was permeable (vs. impermeable). These findings suggest that when the inflow of the outgroup members is inevitable, attitudes toward the outgroup may be effectively improved by increasing diversity beliefs.     

儿童情绪表情识别的眼睛线索之发展研究

眼睛是人类识别和表达心理状态的重要脸部部位之一。本研究的目的在于考察较小的儿童能否把眼睛部位作为识别情绪表情的重要线索。共159名幼儿园和小学低年级的儿童,完成整个脸部．单独眼睛和单独嘴巴部位的情绪表情识别任务。结果发现较小的儿童通过眼睛线索识别情绪表情与通过脸部识别情绪表情的成绩同样好。最后从眼睛在心理状态识别中作用的角度进行了讨论。     

Larval zebrafish display dynamic learning of aversive stimuli in a constant visual surrounding

Balancing exploration and anti-predation are fundamental to the fitness and survival of all animal species from early life stages. How these basic survival instincts drive learning remains poorly understood. Here, using a light/dark preference paradigm with well-controlled luminance history and constant visual surrounding in larval zebrafish, we analyzed intra- and intertrial dynamics for two behavioral components, dark avoidance and center avoidance. We uncover that larval zebrafish display short-term learning of dark avoidance with initial sensitization followed by habituation; they also exhibit long-term learning that is sensitive to trial interval length. We further show that such stereotyped learning patterns is stimulus-specific, as they are not observed for center avoidance. Finally, we demonstrate at individual levels that long-term learning is under homeostatic control. Together, our work has established a novel paradigm to understand learning, uncovered sequential sensitization and habituation, and demonstrated stimulus specificity, individuality, as well as dynamicity in learning.

Learning while being exposed to a stimulus (i.e., nonassociative learning) is of great importance in that it triggers intrinsic constructs for subsequent recognition of that stimulus and provides a foundation for associative learning (e.g., learning about relations between stimuli in Pavlovian conditioning and stimuli responses-outcomes in instrumental conditioning). Nonassociative learning precedes associative learning in the evolutionary sequence and involves a broad range of behavioral phenomena including habituation, sensitization, perceptual learning, priming, and recognition memory (Pereira and van der Kooy 2013; Ioannou and Anastassiou-Hadjicharalambous 2018).As the simplest learning form, habituation is defined as the progressively reduced ability of a stimulus to elicit a behavioral response over time (Glanzman 2009; Rankin et al. 2009; Thompson 2009). Such a response reduction is distinguished from sensory adaptation and motor fatigue and is often considered adaptive in that it helps animals to filter out harmless and irrelevant stimuli (Rankin et al. 2009). Since an early study of EEG arousal in cats (Sharpless and Jasper 1956), the habituation phenomenon has been widely documented in invertebrates such as C. elegans (Rankin and Broster 1992; Rose and Rankin 2001; Giles and Rankin 2009; Ardiel et al. 2016) and Aplysia (Glanzman 2009) as well as in vertebrates such as rodents (Bolivar 2009; Salomons et al. 2010; Arbuckle et al. 2015), zebrafish (Best et al. 2008; Wolman et al. 2011; Roberts et al. 2016; Randlett et al. 2019; Pantoja et al. 2020) and humans (Bornstein et al. 1988; Coppola et al. 2013).Accompanying habituation is a process termed sensitization, which in contrast enhances responses to a stimulus over time (Kalivas and Stewart 1991; McSweeney and Murphy 2009; Robinson and Becker 1986). This counterpart of habituation may also be adaptive if it helps animals avoid potentially risky or costly situations (Blumstein 2016; King et al. 2007). Like habituation, sensitization has also been documented in a phylogenetically diverse set of organisms (Cai et al. 2012; Kirshenbaum et al. 2019; Tran and Gerlai 2014; Watkins et al. 2010), suggesting an evolutionarily conserved biological underpinning for both processes. Furthermore, these simple learning forms are observed in various functional outputs of nervous systems ranging from simple reflexes (Blanch et al. 2014; Pantoja et al. 2020; Pinsker et al. 1970; Randlett et al. 2019) to complex cognitive phenotypes (Bolivar 2009; Leussis and Bolivar 2006; Thompson and Spencer 1966) and may represent deeper neurobiological constructs associated with anxiety-memory interplay (Morgan and LeDoux 1995; Ruehle et al. 2012; Sullivan and Gratton 2002). Therefore, understanding basic building blocks of habituation and sensitization is essential to fully understand complex behaviors.Habituation and sensitization have been reported with short-term (intrasession) and long-term (intersession) mechanisms in a number of systems (Rankin et al. 2009; Thompson 2009). Short-term mechanisms sensitize or habituate a response within a session (Meincke et al. 2004; Leussis and Bolivar 2006; Rahn et al. 2013; Byrne and Hawkins 2015). In contrast, long-term mechanisms retain memory formed in previous session and use it to modify behavioral responses in a subsequent session (Rankin et al. 2009).Although both short- and long-term learning and memory have been demonstrated in young larval zebrafish (Wolman et al. 2011; O''Neale et al. 2014; Roberts et al. 2016; Randlett et al. 2019), so far, most paradigms use unnatural stimuli and are designed without integrating sensitization and habituation in the same paradigm. The latter limitation is crucial as the influential dual-process theory, proposed by Groves and Thompson (1970), suggests that the two learning forms interact to yield final behavioral outcomes and therefore assessment of only one process might be confounded by alteration in the other process (Meincke et al. 2004).In this study, we examined stimulus learning in a large population of larval zebrafish using a light/dark preference paradigm over four trials across 2 d. Light/dark preference as a motivated behavior is observed across the animal kingdom (Serra et al. 1999; Bourin and Hascoët 2003; Gong et al. 2010; Lau et al. 2011). Larval zebrafish display distinct motor behaviors that are sensitive to the intensity of both preadapted and current photic stimuli (Burgess and Granato 2007; Burgess et al. 2010; Facciol et al. 2019). In our paradigm with well-controlled luminance history and constant visual surrounding, larval zebrafish generally display dark avoidance and center avoidance (also known as thigmotaxis) with heritable individual variability and are considered fear- or anxiety-related (Steenbergen et al. 2011; Schnörr et al. 2012; Bai et al. 2016; Wagle et al. 2017; Dahlén et al. 2019). From an ethological perspective, the extent of avoidance is likely a readout of the circuitry that balances anti-predation (i.e., avoid the dark and the center) and free exploration (i.e., approach the dark and the center). As described below, we have uncovered stimulus-specific temporal dynamicity of learning (both short term and long term), as well as individual differences in learning that are under homeostatic control.