Regional gray matter volume mediates the relationship between family socioeconomic status and depression-related trait in a young healthy sample

Socioeconomic status (SES) is a complex phenomenon that is predicted by a broad spectrum of variables and is often conceptualized as a combination of financial, occupational, and educational influences. SES is associated with symptoms of depression and depression-related personality traits. Many studies have focused on the relationship between SES and depression symptoms in clinical subjects; however, there are few studies of the neural basis of the relationship between SES and depression-related personality traits in nonclinical subjects. Thus, in the present study, we studied the neural basis of the relationship between SES and depression-related traits. The first step was to use voxel-based morphometry (VBM) to investigate the neuroanatomical basis underlying family SES in a large sample of healthy subjects. We found a significant negative correlation between family SES and the medial prefrontal cortex (mPFC) that extending to the anterior cingulate cortex (ACC). Then, the mediation analysis revealed that the correlation between family SES, especially family income, and depression-related traits were mediated by the region of the mPFC that extending to the ACC volume. These findings suggest that the family income may play more important role in driving depression-related traits than that of parental education. They also suggest that the mPFC extension to the ACC may play an important role in the correlation between familial SES, especially with respect to family income and the depression-related traits.     

关于认知方式的实验研究——场依存性特征对学习和图形后效的影响

本文报告了关于认知方式的两个实验研究。第一个实验通过镶嵌图形测验与少年儿童学习能力测验和课业成绩的比较,发现场独立性越强,数学能力越好,但与语文学习无关。第二个实验比较分析了在图形后效中附加参照物对于场依存性和场独立性的不同效应,发现附加参照物对于场依存性强的人的斜线图形后效有显著的影响,而对场独立性强的人影响不大。另外,本实验显示了在认知方式上存在着一定的性别差异。     

当代心理学文化兴起方法论困境与路向

今天的科学心理学执意于自然科学研究品格,试图将心理学创建成为有着与自然科学同样品质的学科门类,从而陷入科学与非科学之争的“康德式难题”尴尬境地。心理学文化兴起为学界提供了研究心理学与文化之间关系的新视角。但是,由于思维方式和方法论二元对立的局限性。使心理学走进了难以超越的困境。心理学文化兴起新路向在于思维方式的转向,从关注外在于人的文化或外在于文化的人转向对人的心理与文化之间的关联和互动层面。     

对中国人自我结构的理论分析

对自我的探索从东西方文明产生的源头就开始了,但自我进入科学心理学的殿堂只有不到一百年的历史.西方学者对自我的研究得到了丰富的成果,但这些成果不足以解释中国人的自我概念.本文以杨国枢等人的研究为基础,探讨了中国人自我结构的多元性问题,并分析了四元结构在理解中国人心理与行为上的优势.文章还对研究文化与自我关系的意义以及今后要研究的问题作了理论上的阐述.     

The Embodied Subjective Perspective

Perspective is a distinctive feature of external perception. There is a question of how to account for perceptual constancy in spite of changing perspectives. Alva Noe proposes the notion of ＂perspectival property＂ [P-property] and appeals to the perspectival aspect of perceptual content. His proposal conflicts with perceptual experiences and hence incurs many criticisms. Drawing on Husserl＇s phenomenology and Gibsonian psychology, I propose the notion of ＂perspectival awareness＂ [P-awareness]. I will argue that P-awareness is embodied pre-thematic self-awareness instead of the experience of a special kind of objective property. With the notion of P-awareness in mind, I then elaborate on the embodied subjective feature of perspective.     

文化视域下认知心理学范式演进探新

认知科学的发展历程经历了符号范式、联结主范式和具身认知范式的演变。认知心理学范式演变折射出认知心理学研究方式转变和对人的心智探索的深化,同时也反映出关于身心关系实现了从传统的身心二元对立到当下身心一体论的超越;对其文化反思是引领心理学从离身认知到具身认知进程更趋合理化的基础。     

Predicting Chinese international students’ acculturation strategies from socio‐demographic variables and social ties

Different acculturation strategies (i.e. integration, assimilation, separation and marginalization) tend to contribute to different adaptation outcomes for international students. The current study examines Chinese international students’ acculturation strategies under the influence of sociodemographic variables and social ties they developed in the host country. A group of Chinese international students in Belgium (N = 183) participated in an online survey. The results indicate that integration was the most commonly adopted strategy among Chinese international students in Belgium, followed by separation, marginalization and assimilation. The results from three separate multiple regressions show that English proficiency, local language proficiency, prior adaptation experience and female were significant predictors of Chinese students’ social ties (i.e. host‐national ties, international ties and co‐national ties). The discriminant analysis identified host‐national ties, international ties, co‐national ties, local language proficiency and prior adaptation experience as important variables that can distinguish Chinese students’ acculturation strategies.     

Marginalized maximum a posteriori estimation for the four-parameter logistic model under a mixture modelling framework

The four-parameter logistic model (4PLM) has recently attracted much interest in various applications. Motivated by recent studies that re-express the four-parameter model as a mixture model with two levels of latent variables, this paper develops a new expectation–maximization (EM) algorithm for marginalized maximum a posteriori estimation of the 4PLM parameters. The mixture modelling framework of the 4PLM not only makes the proposed EM algorithm easier to implement in practice, but also provides a natural connection with popular cognitive diagnosis models. Simulation studies were conducted to show the good performance of the proposed estimation method and to investigate the impact of the additional upper asymptote parameter on the estimation of other parameters. Moreover, a real data set was analysed using the 4PLM to show its improved performance over the three-parameter logistic model.     

社会关系模型在心理研究中的应用

社会关系模型(SRM)将个体在双方关系中的行为和人际知觉的变异分解为个体和关系两个层次, 适用于研究行为和社会知觉的复杂性和多重性问题, 弥补传统心理学研究中缺乏生态效度的缺陷。SRM的研究设计包括循环设计和区组设计, 多种数据分析方法及相应软件可供研究者在处理成对互动关系数据时选择, SRM在心理学各分支领域有各自的应用特点、优点及问题。未来的研究应拓展SRM区组设计的应用、参数估计方法的进一步比较以及向多变量SRM分析转变。     

四种语音意识干预模式对小学生英文单词朗读作用的比较

采用前-后测对比组的准实验设计,将84名小学三年级学生分配到四种语音意识干预组,即:单纯的音素意识训练组、字母-音素意识二合一训练组、字母-音标-音素意识三合一训练组和字母-音标-反切意识三合一训练组,旨在比较四种语音意识干预模式对于小学三年级学生英语语音意识和英文单词朗读技能的作用。结果表明:(1)就音素合成与音素替换技能的训练而言,字母-音标-反切意识三合一训练模式,都会产生一定的优势;(2)四种语音意识干预模式,不仅能够显著地提高小学三年级学生的英文单词朗读技能,而且能够使他们将经过干预而获得的朗读技能迁移到陌生词的朗读之中;(3)虽然四种语音意识干预模式都能够显著地促进小学三年级学生的英文单词朗读技能,但是,字母-音素意识二合一训练模式的促进作用最大。