工作与德性

在社会公共生活日益扩张的今天,工作伦理成为社会价值的源点。工作伦理因其可操作性的践行力,命令性的强制力和广泛的辐射力使其强化了员工的责任意识、营造了良好的社会道德环境并改变着员工的道德思维、养成着良好的德性修养。加强工作伦理建设是社会道德改善的最有效途径。     

An Intensive Outpatient Program for Veterans With Posttraumatic Stress Disorder and Traumatic Brain Injury

Post-9/11 service members may return from military service with a complicated set of symptoms and conditions, such as posttraumatic stress disorder (PTSD), depression, substance misuse, and traumatic brain injury (TBI), that interfere with reintegration and impair functioning. Although evidence-based treatments that facilitate recovery exist, their successful delivery at a sufficient dose is limited. Barriers to accessing treatment combined with challenges compiling a comprehensive treatment team further delay delivery of effective evidence-based care for PTSD, TBI, and co-occurring mental health conditions. This paper describes the development of a comprehensive, multidisciplinary, 2-week intensive day program for post-9/11 veterans with complex mental health concerns. The treatment program combines skill building groups, family education, and integrative health approaches with evidence-based individual PTSD or TBI care. Initial results from the first 132 participants were notable for a 97% completion rate, as well as statistically significant and clinically meaningful reductions in PTSD, neurobehavioral, and depression symptom severity for the 107 veterans who completed the PTSD track and the 21 who completed the TBI track. These data suggest the intensive program approach is an effective, well-tolerated model of treatment for post-9/11 veterans with PTSD and/or TBI. Future controlled studies should examine the effectiveness of this intensive model compared to standard evidence-based therapy delivery, as well as longitudinal outcomes.     

The resilience status of Chinese left-behind children in rural areas: a meta-analysis

The resilience has become the main trend of the left-behind children's (LBC) mental health research. To evaluate the resilience status of Chinese LBC in rural areas, a meta-analysis was performed. Relevant studies were identified using electronic databases from 1990 to 2017. Pooled weighted mean difference (WMD) and 95% confidence interval (95% CI) were calculated with fixed and random effects models. A total of 14 cross-sectional studies with 9777 individuals were included in this meta-analysis. The results showed there was significant difference in the aspects of family support and RSCA (Resilience Scale for Chinese Adolescents) total score between LBC and non-left-behind children (NLBC). After stratification subgroup, significant difference in RSCA total score was also found in subgroup with sample size ≥700 and target population (LBC) between LBC and NLBC. In addition, there was no significant difference in resilience of male and female among LBC (P >0.05). We also found RSCA total score of LBC whose one parents migratingwere higher than both parents (P <0.05) and the time of parental migration (≤2 years) were higher than others (>2 years). In conclusion, more attention should be paid to the LBC, especially both parents migrating or parental migration (>2 years).     

Perceptual processing affects conceptual processing

According to the Perceptual Symbols Theory of cognition ( Barsalou, 1999 ), modality-specific simulations underlie the representation of concepts. A strong prediction of this view is that perceptual processing affects conceptual processing. In this study, participants performed a perceptual detection task and a conceptual property-verification task in alternation. Responses on the property-verification task were slower for those trials that were preceded by a perceptual trial in a different modality than for those that were preceded by a perceptual trial in the same modality. This finding of a modality-switch effect across perceptual processing and conceptual processing supports the hypothesis that perceptual and conceptual representations are partially based on the same systems.     

马克思主义中国化的出场路径——重读《实践论》

重大历史时刻的高度重合往往映现着某种深刻的辩证结果.今年,<实践论>发表已逾70年,改革开放已历30周年.70年沧桑、30年辉煌,其中贯穿着一条主线:经过革命、建设、改革与发展历史的反复验证,马克思主义中国化的出场路径反复凸现:一切从实际出发是马克思主义中国化的现实出发点;从自主的实践出发科学地理解马克思主义文本的意义,促进两者的思想结合是后发展国家探索真理的基本道路;展开积极的思想对话、营造民主氛围是造就马克思主义理论创新、与时俱进的基本条件.     

Building on the Data and Adding to the Discussion: The Experiences and Outcomes of Students with Emotional Disturbance

The purpose of this article is to add to the discussion regarding identification of students with emotional and behavioral disorders (EBD). In addition, the article discusses services that students with EBD receive and their outcomes. The article reviews data from several national longitudinal studies to present a comprehensive picture of issues pertinent to this group of students. Unfortunately, outcomes for these students continue to be dismal. The article concludes with a discussion of areas for further consideration and attention.     

Young infants' actions reveal their developing knowledge of support variables: converging evidence for violation-of-expectation findings

Violation-of-expectation (VOE) tasks have revealed substantial developments in young infants' knowledge about support events: by 5.5 months, infants expect an object to fall when released against but not on a surface; and by 6.5 months, infants expect an object to fall when released with 15% but not 100% of its bottom on a surface. Here we investigated whether action tasks would reveal the same developmental pattern. Consistent with VOE reports, 5.5- and 6.5-month-old infants were more likely to reach for a toy that rested on as opposed to against a surface; and 6.5- but not 5.5-month-olds were more likely to reach for a toy with 100% as opposed to 15% of its bottom on a surface. Infants at each age thus used their support knowledge to determine whether the toys were likely to be retrievable or to be attached to adjacent surfaces and hence irretrievable. These and control findings extend recent evidence that developmental patterns observed in VOE tasks also hold in action tasks, and as such provide further support for the view that VOE and action tasks tap the same physical knowledge.     

教学效能感与教师工作压力及工作倦怠的关系

采用问卷法对728名中学教师的工作压力、教学效能感对其工作倦怠的影响进行研究,结果发现:工作压力不仅直接导致工作倦怠,还通过影响教师的教学效能感从而导致工作倦怠;教学效能感是工作压力和工作倦怠之间的部分中介.作用路径为:工作压力直接和通过降低一般教学效能感导致情绪衰竭,工作压力直接和通过降低一般教学效能感与个人教学效能感导致人格解体,工作压力通过降低个人教学效能感导致成就感低.     

Measuring an Individual's Tendency to Take Risks: The Risk Propensity Scale1

A new, short, and easily administered Risk Propensity Scale (RPS) is introduced that measures general risk‐taking tendencies. This paper investigates the reliability and discriminant validity of the RPS. The RPS provided scores that yielded a good internal reliability coefficient and adequate test–retest reliability, and the scores correlated moderately to well with those of the Everyday Risk Inventory and the short Sensation‐Seeking Scale. The correlation with the scores from other scales (Need for Cognition scale, Need for Structure scale, and 2 self‐esteem scales) was low to moderate, indicating good discriminant validity. The findings are discussed in relation to risk‐perception research using gambling experiments and in relation to their usefulness for risky decision‐making research.     

Can infants be "taught" to attend to a new physical variable in an event category? The case of height in covering events

As they observe or produce events, infants identify variables that help them predict outcomes in each category of events. How do infants identify a new variable? An explanation-based learning (EBL) account suggests three essential steps: (1) observing contrastive outcomes relevant to the variable; (2) discovering the conditions associated with these outcomes; and (3) generating an explanation for the condition-outcome regularity discovered. In Experiments 1-3, 9-month-old infants watched events designed to "teach" them the variable height in covering events. After watching these events, designed in accord with the EBL account, the infants detected a height violation in a covering event, three months earlier than they ordinarily would have. In Experiments 4-6, the "teaching" events were modified to remove one of the EBL steps, and the infants no longer detected the height violation. The present findings thus support the EBL account and help specify the processes by which infants acquire their physical knowledge.