CDCC婴幼儿智能发育量表的编制

CDCC婴幼儿智能发育量表主要是根据Bayley量表结合我国儿童的实际情况编制而成的。本量表是评价0—3岁儿童智能发育的诊断性量表,用来评价和分析儿童的早期发展。因而它是优生优育和早期教育的一个有效工具。它既可以为儿童工作者,尤其是儿科、儿保工作者,儿童教育工作者以及广大的托幼保教工作人员在对儿童进行诊断、治疗和教育时作为依据,也可以用作研究工作者在研究影响儿童发育的因素(例如:遗传、营养、环境等因素)的一个诊断工具,提供比较确切的数据。     

盲人的时间水平方向隐喻的通道特异性

通过2个实验, 考察了感觉通道对盲人的时间水平方向隐喻的影响。实验1发现, 盲人只在动作水平上存在同阅读方向一致的时间水平方向隐喻, 对表征过去的词或句子按左键反应和对表征将来的词或句子按右键反应时更快, 表明盲人用于隐喻时间的空间信息是知觉性的。实验2比较了明眼人可视组被试和明眼人遮眼组被试的时间空间隐喻, 发现明眼人可视组被试只在动作水平上存在时间水平方向隐喻, 明眼人遮眼组被试只在刺激在右侧时呈现才出现动作水平的时间水平方向隐喻。综合分析表明, 盲人和明眼人可视组被试的反应更为接近, 表明盲人的时间空间隐喻未受听觉信息的影响。盲人通过运动通道获得的空间认知代偿了视觉通道信息的缺失。     

Expressing Second-order Sentences in Intuitionistic Dependence Logic

Intuitionistic dependence logic was introduced by Abramsky and Väänänen [1] as a variant of dependence logic under a general construction of Hodges’ (trump) team semantics. It was proven that there is a translation from intuitionistic dependence logic sentences into second order logic sentences. In this paper, we prove that the other direction is also true, therefore intuitionistic dependence logic is equivalent to second order logic on the level of sentences.     

非哺乳期乳腺炎的综合治疗

常见的非哺乳期乳腺炎主要包括浆细胞性乳腺炎和肉芽肿性小叶性乳腺炎,临床常见为肿块伴随炎症性表现,易反复发作并形成经久不愈的窦道或瘘管,目前还没有最佳的单一治疗方法,以外科手术为主的综合治疗仍是该类疾病治疗首选,本文就相关治疗进行探讨.     

Index to Volume 170

The number of only children in China has increased rapidly since the late 1970s, when the Chinese government advocated the “one-child-per-family” policy. This increase has caused much public concern about the healthy growth of the young generation. In this study the behavioral traits of Chinese, urban, only children were investigated. The participants were 444 children with siblings and 473 only children from Grades 1, 3, and 5 in Beijing primary schools. An inventory consisting of 27 items covering three behavioral traits was developed. The children were rated on the inventory by the principal teacher of the class. Factor analysis revealed three main factors: achievement motivation, interpersonal skills, and attitude toward manual labor. The only children exceeded the sibling children on achievement motivation. No differences were found between only children and sibling children on interpersonal skills and attitude toward manual labor. Gender differences were evident; girls consistently received higher ratings on achievement motivation and interpersonal skills. The possible underlying reasons for these differences are discussed.     

从张民觉到爱德华兹——写在2010年诺贝尔医学奖颁奖之后

记述了体外生殖技术发展过程中的两位先驱张民觉和罗伯特·爱德华兹的科研生涯,研究他们在取得成功的过程中所展现出来的科研品质以及两位的成果之间的相互联系.从伦理学角度思考他们遭受的道德抨击,从而阐述伦理学应该给试管婴儿的研究让步而加强控制其临床应用,以达到完善试管婴儿技术的伦理控制原则.     

“技术认识”解析

要阐明技术认识论的性质、内容和理论系统,必须从技术认识开始,这是研究技术认识论的基点。明确技术认识的一个前提是准确把握什么是技术,澄清技术认识与非技术认识的界限,以此为基础才能明确什么是技术认识。一、技术与技术认识     

The cost of serially chaining two cognitive operations

As Turing (1936, Proceedings of the London Mathematical Society) noted, a fundamental process in human cognition is to effect chained sequential operations in which the second operation requires an input from the preceding one. Although a great deal is known about the costs associated with 'independent' (unrelated) operations, e.g., from the classic psychological refractory period paradigm, far less is known about those operations to which Turing referred. We present the results of two behavioural experiments, where participants were required to perform two speeded sequential tasks that were either chained or independent. Both experiments reveal the reaction time cost of chaining, over and above classical dual-task serial costs. Moreover, the chaining operation significantly altered the distribution of reaction times relative to the Independent condition in terms of an increased mean and variance. These results are discussed in terms of the cognitive architecture underlying the serial chaining of cognitive operations.     

集体特大交通事故所致创伤后应激障碍症状的分析

评估经历两次撞击的集体特大交通事故中36名伤员1周内的创伤后应激障碍症状.以PCL-C为提纲,结合伤员自身、家属和同病房伤员的描述由评估者经过个体晤谈后完成评定.结果显示伤员最常见的症状是:创伤提示异常心理痛苦(83.33％),闯入性回忆(69.44％),回避创伤提示物品或境遇(66.67％),惊跳反应(63.89％),回避创伤相关思考(61.11％)和睡眠障碍(61.11％);63.89％的伤员PCL-C总分≥41;维吾尔族伤员创伤后应激障碍症状严重程度高于汉族伤员.     

The contribution of the Responsive Classroom Approach on children's academic achievement: Results from a three year longitudinal study

This paper reports the results of a quasi-experimental study on the contribution of the Responsive Classroom (RC) Approach to elementary school children's reading and math performance over one-, two-, and three-year periods. All children enrolled in six schools (3 intervention and 3 control schools in a single district) were the participants in the study. Children's test scores in math and reading were used as outcomes, and data on treatment fidelity were used to describe differences in use of RC practices between intervention and control schools. Findings showed that, after controlling for poverty and test scores from previous years, the RC Approach contributed to the gains in both reading and math, with math showing greater difference between the intervention and control schools. The contribution of the RC Approach appeared to be greater over a three-year period than over a one or two-year period. These findings provide early evidence for the positive contribution of the RC Approach to gains in academic achievement.