Embodied attention and word learning by toddlers

Many theories of early word learning begin with the uncertainty inherent to learning a word from its co-occurrence with a visual scene. However, the relevant visual scene for infant word learning is neither from the adult theorist's view nor the mature partner's view, but is rather from the learner's personal view. Here we show that when 18-month old infants interacted with objects in play with their parents, they created moments in which a single object was visually dominant. If parents named the object during these moments of bottom-up selectivity, later forced-choice tests showed that infants learned the name, but did not when naming occurred during a less visually selective moment. The momentary visual input for parents and toddlers was captured via head cameras placed low on each participant's forehead as parents played with and named objects for their infant. Frame-by-frame analyses of the head camera images at and around naming moments were conducted to determine the visual properties at input that were associated with learning. The analyses indicated that learning occurred when bottom-up visual information was clean and uncluttered. The sensory-motor behaviors of infants and parents were also analyzed to determine how their actions on the objects may have created these optimal visual moments for learning. The results are discussed with respect to early word learning, embodied attention, and the social role of parents in early word learning.     

The effects of functional group counseling on inspiring low-achieving students' self-worth and self-efficacy in Taiwan

In this study, we investigated the effects of functional group counseling on inspiring low achievers' self-worth and self-efficacy in Taiwan. Forty-three 10th grade low-achieving students volunteered as the Experimental Group to join a 24-week intervention, which integrated and utilized functional group counseling; another 51 10th grade low-achieving students volunteered to be Comparison Group I. In addition, 43 10th grade moderate or high academic achieving students volunteered to be Comparison Group II. All participants completed the Vocational School Student Questionnaire at the beginning and end of this study to measure their self-worth and self-efficacy. In addition, six target students (two boys and four girls) with the lowest total scores on self-worth or self-efficacy in the pretest were selected from the Experimental Group to be interviewed at the end of the intervention and observed weekly. Analyses of variance, analyses of covariance, and paired t-tests assessed the similarity and differences among groups. The initial findings were as follows: Experimental group students had significantly higher scores on self-efficacy and self-worth than both Comparison Group I and Group II students and functional group counseling was shown to significantly affect the low-achieving students. Qualitative results from interviews and observations were used for triangulation and consolidation of quantitative results. Implications of the study included the recommended use of functional group counseling with low-achieving students.     

TEACHING CHILDREN WITH AUTISM SPECTRUM DISORDER TO MAND FOR INFORMATION USING “WHICH?”

We examined a procedure consisting of a preference assessment, prompting, contrived conditioned establishing operations, and consequences for correct and incorrect responses for teaching children with autism to mand “which?” We used a modified multiple baseline design across 3 participants. All the children learned to mand “which?” Generalization occurred to the natural environment, to a novel activity, and to a novel container; the results were maintained over time.Key words: mand for information, verbal behavior, verbal operant, whichContrived motivating operations have been used to teach mands for information to children with autism, including the mands “what?” (e.g., Williams, Donley, & Keller, 2000), “where?” (e.g., Betz, Higbee, & Pollard, 2010; Lechago, Carr, Grow, Love, & Almason, 2010), and “who?” (e.g., Endicott & Higbee, 2007; Sundberg, Loeb, Hale, & Eigenheer, 2002). More recently, researchers have examined the effects of contriving establishing operations (CEOs) in four different ways to teach children with autism to acquire the mands “what?” (Marion, Martin, Yu, & Buhler, 2011; Roy-Wsiaki, Marion, Martin, & Yu, 2010) and “where?” (Marion, Martin, Yu, Buhler, & Kerr, in press). Like the mands “what?” and “where?,” the mand “which?” is a mand for information that gives the speaker the ability to gather specific information regarding an item (e.g., “Which book is mine?”). Given the dearth of research that has examined interventions to teach mands for information using “which?,” the purpose of the present study was to extend the work of Marion et al. (2011, in press) by contriving one of four CEOs for teaching the mand “which?” to children with autism, and to assess for generalization to the other CEOs, the natural environment, and over time.     

Chinese Christians in America: Attachment to God,Stress, and Well‐Being

This study examined whether attachment to God moderated the relation between perceived stress and well‐being (i.e., life satisfaction and positive affect) among 183 Chinese Christian international students and immigrants. Results showed significant main effects of (a) perceived stress on life satisfaction and (b) secure attachment to God and avoidant attachment to God on life satisfaction and positive affect. There was a significant interaction of perceived stress and avoidant attachment to God on life satisfaction. Specifically, high avoidant attachment to God exacerbated the association between perceived stress and life satisfaction, whereas low avoidant attachment to God buffered the association between perceived stress and life satisfaction.     

从哲学的角度探讨广义流行病学概念发展

应用辩证逻辑、形式逻辑方法;借鉴诸多学科相关理论的新成果;结合流行病学发展历史与现状;探讨了流行病学概念新发展.研究结果表明;广义流行病学是一门揭示公众卫生问题的发生、发展与分布规律;分析问题与因素间关联的有无、性质及强度;研究应对策略、措施的有效性、安全性、经济性和可接受性;总结完善流行病学理论体系的科学.     

药学监护中的人文关怀对推动合理用药的影响与思考

药物是治疗疾病的物质基础,要真正做到药到病除,合理用药才是关键.对患者进行药学监护是现代医院药学发展的新趋势,在药学监护的基础上进行必要的人文关怀目的就是为了更好的推动合理用药.药学监护中的人文关怀可以明显提高患者的用药依从性,从而减少药物不良反应(ADR)推动合理用药,对提高医院的整体医疗质量具有重大意义.     

瑞格列奈联合甘精胰岛素治疗2型糖尿病合并慢性肾功能不全疗效观察

探讨甘精胰岛素联合瑞格列奈治疗2型糖尿病合并慢性肾功能不全的疗效.40例2型糖尿病患者采用甘精胰岛素和瑞格列奈联合治疗12周后患者血糖,肾功能和蛋白尿水平较对照组显著下降,治疗效果显著,值得临床推广使用.     

不同定义平行测验等值的群体不变性

群体不变性是等值的一个重要假设,即对不同的考生子群体等值函数一致。本研究对不同平行测验定义下线性等值的群体不变性进行了理论分析和模拟研究,模拟研究REMSD指标通过六种不同加权方式计算。结果显示,严格平行测验在信度较低时REMSD指标更大;子群体均值差异和信度差异对REMSD的影响存在明显的交互作用;REMSD指标在期望权重等权下的最大,在分数权重采用子群体比例加权最小。最后对结果进行了讨论,对REMSD权重使用及进一步研究给出了建议。     

Disruption of memory reconsolidation impairs storage of other, non-reactivated memory

Two hypotheses were tested in this study. First, blockade of neural activity by lidocaine immediately following the retrieval of a memory may impair the reconsolidation and subsequent expression of that memory. Second, a non-retrieved memory would not be affected by this lidocaine treatment. Since the basolateral nucleus of the amygdala (BLA) is involved in emotion-related memory, an intra-BLA lidocaine infusion was used immediately after the retrieval of two emotion-related memories, the step-through passive avoidance response (PA) and cocaine-induced conditioned place preference (CPP). Intra-BLA lidocaine infusion immediately after cocaine-induced CPP retrieval diminished CPP magnitude in retests. However, intra-BLA lidocaine infusion alone did not affect cocaine-induced CPP performance. Intra-BLA lidocaine infusion immediately after PA retrieval decreased PA performance in retests. Omission of PA retrieval procedure, intra-BLA lidocaine infusion did not affect subsequent PA performance. Surprisingly, intra-BLA lidocaine infusion immediately following the retrieval of PA or cocaine-induced CPP diminished both PA and cocaine-induced CPP performance in the retests. Finally, Fos-staining results revealed that a number of BLA neurons were activated by the retrieval of both cocaine-induced CPP and PA. We conclude that inactivation of neural activity in BLA immediately following retrieval of a fear or cocaine-conditioned memory can impair subsequent expression of both memories. More importantly, retrieval of a memory does not seem to be an absolute condition for rapidly changing the memory.     

青少年多维自我控制量表的编制及信效度检验

编制与多维自我控制理论相适应的,用于测量中国青少年多维自我控制的量表并检验其信、效度。通过查阅文献、专家评估等方式形成初测问卷; 以初中生和高中生为被试,选取1424名被试进行初测,681名被试正式施测。主动性自我控制量表包含情绪调节、目标维持和自我控制策略3个维度,抑制性自我控制量表包含注意力控制、冲动控制和情绪控制3个维度。两个量表均具有良好的结构效度、效标关联效度和信度。综上所述,青少年多维自我控制量表中的主动性、抑制性自我控制量表均符合测量学标准,可用于评估中国青少年的自我控制能力。