When are AIDS patients to blame for their disease? Effects of patients' sexual orientation and mode of transmission

This study examined three factors affecting college students' attributions of blame for an AIDS patient's disease: sexual orientation of the patient, mode of HIV transmission, and the sex of the subject. 148 subjects read one of six vignettes describing an hypothetical AIDS patient who was described as either an heterosexual or an homosexual man who contracted HIV through one of three avenues: blood transfusion, sexual contact, or IV drug use. The homosexual AIDS patient was considered more to blame for his illness than the heterosexual AIDS patient, but only when mode of transmission was sexual contact. In addition, mode of HIV transmission was a significant factor in attributions of responsibility, as the patient who contracted HIV through a blood transfusion was rated as less responsible than the patient who contracted HIV through sexual behavior or IV drug use. Women consistently rated the AIDS patient as less responsible than did men.     

Four pathways to young-adult smoking status: adolescent social-psychological antecedents in a midwestern community sample.

Evaluated the ability of social-psychological factors, measured in adolescence, to predict young-adult smoking outcomes. Results showed substantial continuity in the antecedents of adolescent and young-adult smoking but important discontinuities as well. Beliefs in the negative social consequences of smoking and beliefs about academic success and independence were important to adolescent but not to adult smoking. Conversely, beliefs in the negative health consequences of smoking were more important to adult smoking than to adolescent smoking. Results also showed an appreciable amount of smoking onset after the high school years, as well as an appreciable amount of adolescent smoking that did not persist into young adulthood. Antecedents of late-onset smoking and of nonpersistent smoking are described.     

Increasing participation and improving the quality of discussions in seventh-grade social studies classes

An experiment was conducted to evaluate procedures to improve classroom discussions in seventh-grade social studies classes. An increased number of students participated in discussions when rules were stated for discussions, students were praised for their contributions, the teacher restated or paraphrased students' contributions aloud or on the blackboard, the teacher planned an outline of discussion questions, student contributions to discussions were recorded and were used to determine part of the students' grades for the class, and discussion grades were publicly posted.The second part of the study focused on procedures designed to improve quality of classroom discussions. Students were taught to participate in discussions by providing reasons for their statements, comparisons between different points, or examples supporting their statements. As each type of contribution was taught, recorded, and counted toward part of the students' classroom grades, each type of contribution increased. Ratings of discussions by outside judges consisting of junior high school teachers, junior high school students, and persons experienced in conducting discussions, indicated that the training increased the overall quality of the discussions. Use of the quality training procedures, however, resulted in decreased levels of overall participation in discussion, a decrease that was reversed by the use of a group contingency for participation. Finally, the discussions after training seemed to be preferred by both the teacher and the students.     

Checking the reliability and validity of HSPQ profiles

Developed a scale designed to detect invalid response patterns on the High School Personality Questionnaire (HSPQ). Using a large sample of protocols drawn from the HSPQ standardization group, ten items were found to satisfy the necessary criterion for inclusion in the resulting "random" or "validity" (RV) scale. When applied to separate cross-validation groups of nearly 2,000 valid and randomly generated response protocols, RV was found to correctly classify 79% of the profiles. As a further test of the scale's utility, 100 profiles classified as valid and 100 classified as invalid were selected for comparison. In the invalid group, KR-20 reliabilities of the 14 trait scales were almost uniformly lowered, Also, for the invalid group the correlations among the trait scales were attenuated and altered to the extent that the underlying factor structure of the test was upset.     

The effects of conditioning and novelty on the rat's analgesic and pyretic responses to morphine

Six experiments with rat subjects investigated the role of conditioning in morphine tolerance. Concurrent assessments of body temperature and pain sensitivity were conducted. Experience with morphine produced tolerance to its analgesic effects but enhancement of its hyperthermic effects. Environmental novelty enhanced analgesia but not body temperature (Experiments 1 and 4). Under conditions in which a discriminated hyperthermic CR provided clear evidence that morphine-environment learning had developed, discriminated analgesic tolerance was not obtained (Experiments 2 and 3). Similarly, whereas placebo administrations extinguished the hyperthermic CR (Experiments 4 and 6), analgesic tolerance remained unaffected (Experiments 4, 5, and 6). These experiments suggest that the pyretic and analgesic systems are differentially sensitive to conditioning and the effects of novelty.     

北宋前期京外敕差住持制度研究

《勅赐十方灵岩寺碑》是唯一记载北宋前期佛教京外敕差住持选补程序的文献。京外敕差住持的选补制度及其配套的保荐制度既受当时世俗举荐制度、连坐法的影响,又影响南宋相关佛教制度。灵岩寺从甲乙制转变为十方制是北宋佛教转制的典型,也是山东佛教发展的一个标志,为南禅进入灵岩寺铺平了道路;朝廷对佛教事务管理更制度化,这是佛教中国化的结果。     

汉语阅读中词切分研究进展

词切分指读者在文本阅读过程中将词从句子或语篇中切分出来以促进文本阅读与加工的过程。本文对近20 年来汉语词切分研究成果总结发现:词间空格、词素特性、词意识、词汇预期均可作为词切分的依据; 汉语阅读存在词n和词n+1两种切分,两种切分过程中字词加工均遵循交互激活假设,切分词n过程中字词加工的交互激活特点表现为字词同等相互影响,切分词n+1过程中字词加工的交互激活特点更多表现为词汇加工影响字加工; 重叠歧义词切分遵循多重激活假设,其中被激活的单词之间的竞争机制符合竞争假设,左侧词汇在这一竞争中具有优势,此外,重叠歧义词的切分受到词频,语境的影响。