Mindful Parenting and Emotion Socialization Practices: Concurrent and Longitudinal Associations

Caregivers play a crucial role in the socialization of youth emotion understanding, competence, and regulation, which are implicated in youth social and emotional health; however, there is less understanding of parental psychosocial or cognitive factors, like mindful parenting, that may be associated with the use of particular emotion socialization (ES) strategies. This study tests a model of the cross‐sectional and short‐term longitudinal associations between mindful parenting and supportive and nonsupportive ES strategies in a community sample of parents (N = 246; 63.8% mothers) of youth ranging from ages 3–12. Caregivers reported on mindful parenting and ES strategies at two time points 4 months apart. The structural equation model indicated that higher levels of mindful parenting are positively related to supportive ES responses and negatively related to nonsupportive ES responses both concurrently and over time. The longitudinal association between mindful parenting and nonsupportive, but not supportive, ES was marginally larger for fathers as compared to mothers. Given the documented impact of ES strategies on youth emotional and behavioral outcomes and interventions emerging to educate parents about how to provide a healthy emotional atmosphere, incorporating a focus on mindful parenting strategies may provide one pathway to increase supportive responses and decrease nonsupportive ones.     

初中生感知教师自主支持对学业倦怠的影响：基本心理需要、自主动机的中介作用

以自我决定理论为基础,使用修订的学习氛围量表、基本心理需要量表、学业调节问卷和学业倦怠问卷对613名初中生进行施测,探讨了初中生感知的教师自主支持、基本心理需要、自我决定动机和学业倦怠之间的关系。研究发现：（1）学生感知的教师自主支持与基本心理需要满足、自主动机呈显著正相关,基本心理需要满足、自主动机与学业倦怠水平呈显著负相关;（2）基本心理需要、自主动机可以单独作为中介变量在学生感知教师自主支持与学业倦怠之间起中介作用,基本心理需要-自主动机也可以形成中介链在学生感知教师自主支持与学业倦怠之间起中介作用。     

Contingent leadership and effectiveness of trauma resuscitation teams

This research investigated leadership and effectiveness of teams operating in a high-velocity environment, specifically trauma resuscitation teams. On the basis of the literature and their own ethnographic work, the authors proposed and tested a contingency model in which the influence of leadership on team effectiveness during trauma resuscitation differs according to the situation. Results indicated that empowering leadership was more effective when trauma severity was low and when team experience was high. Directive leadership was more effective when trauma severity was high or when the team was inexperienced. Findings also suggested that an empowering leader provided more learning opportunities than did a directive leader. The major contribution of this article is the linkage of leadership to team effectiveness, as moderated by relatively specific situational contingencies.     

Operant conditioning of an in vitro CNS-pneumostome preparation of Lymnaea

Operant conditioning of aerial respiratory behaviour and its consolidation into long-term memory in Lymnaea has been previously studied in both intact, freely moving snails and in in vitro preparations made from previously trained snails. Here, we show in previously untrained semi-intact in vitro Lymnaea preparations that aerial respiratory behaviour can also be operantly conditioned. Neither yoked control nor 'run-down' control procedures in these in vitro preparations result in an alteration of aerial respiratory behaviour. Memory in the operantly trained semi-intact preparations persists for at least 1h after training. Intracellular recordings made from RPeD1, one of the 3-CPG neurons and the neuron that initiates CPG activity; show that there are specific changes in central excitatory input to this neuron concurrent with learning and its consolidation into memory. In addition following the acquisition of learning and its consolidation into memory the ability of RPeD1 and VI/J neurons when depolarized to cause a pneumostome opening is significantly decreased. Thus, previously untrained in vitro semi-intact preparations can be used to study changes in neuronal activity in a neuron known to be both necessary for the behaviour and for memory formation.     

时间判断的视听通道效应的实验研究

该实验用视觉或听觉两种方式一次呈现两个时距,随机地指定其中的一个时距要求被试立即再现或延迟5秒再现。实验结果表明:①对短时距信息(1秒,1.5秒,2秒)的判断,听觉比视觉具有明显的优势,听觉的再现时距较精确,延迟对听觉的时间信息检测的破坏作用较小;而对长时距信息(10秒,11秒,12秒)的判断,却未发现听觉比视觉有优势现象。②通道效应的产生机制源于记忆的特点而不是感觉储存的特点。③对短时距的判断通常表现为正时间顺序误差,而对长时距的判断则表现为负时间顺序误差。     

受欺负中小学生的应对策略与干预措施

在中小学里,欺负是一种较为常见的不良行为,其应对策略的选择是影响学生是否容易受到欺负的重要因素之一。本文从应对策略的内涵、选择、影响应对策略成功的因素及国外对欺负行为的干预等方面的研究作了简要评述,并针对国内的欺负行为的现状提出若干建议。     

内隐自我正面偏见的机制及可变性

自我正面偏见是指对大多数个体来说, 其自我相关信息与正性情绪效价联系紧密, 个体倾向于把正面结果或特质归因于自我内部稳定的人格特征, 而认为负面结果或特质与自己的人格特征不相关。本项目从自我正面偏见的文化相对论与文化普遍论之争出发, 采用行为和认知神经科学技术, 试图证实集体主义文化下自我正面偏见的存在, 并对照外显自我正面偏见, 考察内隐层面上的自我正面偏见及其可变性, 探索抑郁个体的内隐自我相关信息加工的改善, 了解其大脑神经基础, 揭示内隐自我正面偏见的性质与特征, 验证和完善自我相关信息与情绪信息的功能加工层次模型。研究结果不仅有助于从内隐层面上了解自我与情绪的复杂关系, 而且还将对其神经基础做出重要探索, 更深入地解读中国人的自我的本质。     

权力、任务框架对自我和为他人决策时风险偏好的影响

采用情境回忆任务启动被试的权力,并引入收益和损失两种任务框架,综合考察权力高低、任务框架对自我决策和为他人决策时风险偏好的影响。结果表明:(1)在为他人决策中,启动高权力被试有更强的风险偏好,而自我决策中,高、低权力启动组被试风险偏好上无显著差异;(2)在为他人决策中,被试在收益框架和损失框架下的风险偏好差异不显著,而在自我决策中,损失框架下的风险偏好显著高于收益框架;(3)低权力启动的被试,在损失框架下,为他人决策的风险偏好要小于自我决策,而在收益框架下差异不显著;高权力启动的被试无论在收益框架还是损失框架,自我-他人风险决策都不存在显著差异。     

环境光照对情绪的影响及其作用机制

环境光照作为重要的授时因子, 对多种生理和心理功能存在广泛影响, 其对情绪的非视觉作用尤其引起研究者们的关注。研究发现, 环境光照的照度、色温和波长均是影响情绪的重要物理因素; 短光周期、夜间人工光以及持续光照/黑暗等异常光照模式则会导致情绪障碍; 光照的情绪效应还受到光照时长、时间点、个体特征、主观偏好及基因类型等的调节。光照作用于情绪的路径主要包括两个方面, 一方面视网膜中的内在光敏感神经节细胞将光信号投射至情绪调节相关脑区直接影响情绪; 另一方面光信号通过同步内部生理节律及其调节下的激素分泌、神经传递和睡眠间接影响情绪。未来研究考察短时光照的视觉功效时需要采用更客观多样化的情绪测量技术, 综合非视觉与视觉作用路径深入对比健康与情绪障碍群体的差异性。