A standardised database of Chinese emotional film clips

Film clips are widely used in emotion research due to their relatively high ecological validity. Although researchers have established various film clip sets for different cultures, the few that exist related to Chinese culture do not adequately address positive emotions. The main purposes of the present study were to establish a standardised database of Chinese emotional film clips that could elicit more categories of reported positive emotions compared to the existing databases and to expand the available film clips that can be used as neutral materials. Two experiments were conducted to construct the database. In experiment 1, 111 film clips were selected from more than one thousand Chinese movies for preliminary screening. After 315 participants viewed and evaluated these film clips, 39 excerpts were selected for further validation. In experiment 2, 147 participants watched and rated these 39 film clips, as well as another 8 excerpts chosen from the existing databases, to compare their validity. Eventually, 22 film excerpts that successfully evoked three positive emotions (joy, amusement, and tenderness), four negative emotions (moral disgust, anger, fear, and sadness), and neutrality formed the standardised database of Chinese emotional film clips.     

体育锻炼促进认知功能的脑机制

不同类型的体育锻炼对各种群体的多种认知功能均具有促进作用, 而相关的生理机制也在不同水平得到研究。在微观水平, 体育锻炼有利于脑细胞的营养供给和能量代谢, 并且能促进神经元的存活和突触生成。在宏观水平, 体育锻炼不仅能够提升海马和小脑等脑结构的体积, 还影响脑区激活水平和脑区间功能连接。值得注意的是, 体育锻炼对认知的促进效应受到诸多因素的影响, 比如个体差异、时间, 以及体育锻炼和认知刺激的相互作用等, 这些影响因素也为在两个水平上系统地阐明体育锻炼促进认知的脑机制提供了新的视角。     

情绪对不同外倾水平个体行为抑制的影响

采用双选择oddball实验范式与事件相关电位（ERP）技术,探讨了情绪对行为抑制的影响以及外倾性的调节作用。行为数据发现,相比标准刺激,被试对偏差刺激的反应时显著更慢,证明实验成功诱发了行为抑制效应。在内倾组,负性刺激下偏差与标准刺激反应时差值显著长于正性刺激条件,而在外倾组无显著差异。脑电数据发现,在N2成分上,内倾组在正性情绪下的波幅显著小于负性和中性情绪,而在外倾组,不同情绪下的波幅不存在显著差异。在P3成分上,内倾组在正性情绪下的波幅显著大于负性和中性情绪,相反,外倾组在负性情绪下的波幅显著大于正性和中性情绪。结果表明,情绪对行为抑制的影响受到了个体外倾性水平的调节。     

自闭症谱系障碍者抑制控制的影响因素及神经机制

自闭症谱系障碍(ASD)是一种起源于儿童期的神经发育障碍, ASD的重复刻板行为与其抑制控制发展有密切关系。使用Go/No-go、Flanker及Stroop等范式的研究发现, ASD者抑制控制受损主要表现为反应抑制和干扰抑制能力存在缺陷; 其主要影响因素是任务状态、被试年龄及取样; 涉及的脑区和脑网络集中在前额皮层、前扣带回和基底神经节; 涉及的基因集中在谷氨酸盐、γ-氨基丁酸与5-羟色胺三种神经递质。未来应从脑机制研究入手, 综合考虑任务状态、个体特征对研究结果造成的影响, 并着力开发更有效的干预模式。     

信任的心理和神经生理机制

信任是建立在对他人的意向或行为的积极预期基础上而敢于托付（愿意承受风险）的一种心理状态。心理学家以及组织管理学家通过对信任发展的研究提出了信任发展的二元互动模型、理性选择模型、动机归因模型和可信赖程度--合作双螺旋模型。背叛行为会对信任关系的建立与发展带来永久性的伤害。已有的关于信任的神经生理机制的研究表明：人们所表现出的信任行为与其催产素水平密切相关,而且信任与背纹状体、前脑岛以及处理奖赏信息相关的脑区--伏隔核、尾状核、腹内侧额叶/前额脑区底部和侧前扣带皮层--的活动相关联。尽管目前关于信任的研究已经取得了很大进展,但是要解开信任的心理机制及其神经生理机制之谜,还需要进一步的研究。     

青少年学生焦虑敏感与睡眠质量的关系及其内在机制

采用中学生、大学生焦虑敏感问卷和匹兹堡睡眠质量指数量表(PSQI),分别对1011名中学生和607名大学生进行调查。结果显示高焦虑敏感学生的PSQI总分显著高于低焦虑敏感学生,焦虑敏感及其三个因子与PSQI的相关都是中效应,焦虑敏感对青少年学生睡眠质量指数具有显著的正向预测作用,焦虑敏感水平越高,其睡眠质量越差。焦虑敏感可能以应激事件和健康问题作为致敏源,以焦虑等负性情绪作为敏感内容,在消极自动认知觉察与思维的介入下,进一步放大对有关负性情绪的感受与体验,从而影响青少年学生的睡眠质量。     

免费师范生的教师职业认同与学习动机及学业成就的关系研究

研究以714名免费师范生为被试,采用问卷测量法,考察了其教师职业认同状况、内部和外部学习动机特点,以及教师职业认同、学习动机和学业成就之间的关系。结果发现:(1)在教师职业认同上,免费师范生对教师职业的内在价值认同显著高于外在价值认同,外在价值认同显著高于意志行为认同,职业认同的总体情况略高于中等水平,还有一定的提升空间;(2)内部学习动机比较积极,且显著高于外部学习动机;(3)教师职业认同和学习动机、学习动机和学业成就之间均存在显著的正相关,且教师职业认同对学业成就有稳定的预测力;(4)外部学习动机在教师职业认同和学业成就之间起了部分中介的作用。     

Comorbidity of substance dependence and depression: role of life stress and self-efficacy in sustaining abstinence.

The authors examined life stress and self-efficacy as predictors of time to relapse for 113 adults with comorbid major depressive disorder and alcohol and/or substance dependence in a randomized clinical trial comparing 2 psychotherapy interventions (integrated cognitive- behavioral therapy and 12-step facilitation therapy). Life stress, self-efficacy, and substance use were assessed at treatment entry, 12 weeks (mid-treatment), and 24 weeks (end of treatment). Time to relapse was defined as the number of days from treatment initiation until first alcohol and/or drug use. Half of the sample relapsed within the study period of 24 weeks. There was no significant difference between treatment groups. Individuals experiencing life stressors were more likely to relapse early than those not experiencing life stressors. Lower self-efficacy also predicted earlier relapse. Chronic stress levels and self-efficacy were stable across time for most individuals. In contrast, acute stress events occurred at differing times, and survival analyses provided evidence of heightened relapse risk in the month following acute stressors. The interaction of self-efficacy and life stress was not significant. The results highlight the significance of life stress and self-efficacy as predictors of early relapse.     

Chinese children excel on novel mathematics problems even before elementary school

ABSTRACT— Kindergartners in China showed greater numerical knowledge than their age peers in the United States, not only when tested with arithmetic problems, which Chinese parents present to their children more often than U.S. parents do, but also when tested with number-line estimation problems, which were novel to the children in both countries. The Chinese kindergartners' number-line estimates were comparable to those of U.S. children 1 to 2 years more advanced in school. Individual differences in arithmetic and number-line-estimation performance were positively correlated within each country. These results indicate that performance differences between Chinese and U.S. children on both practiced and unpracticed mathematical tasks are substantial even before the children begin elementary school.     

Role of visual-perceptual skills (non-motor) in children with developmental coordination disorder

The purposes of this study were to examine test-retest reliability of the Test of Visual-Perceptual Skills (Non-Motor)-Revised (TVPS-R), to explore motor-free visual-perceptual skills, and to categorize subtypes thereof in children with developmental coordination disorder (DCD). One hundred and seventy-eight children, aged 9 and 10 years, identified as having DCD with the Movement Assessment Battery for Children (M-ABC), were assessed, along with 200 typically developing children. The results showed good test-retest reliability for the total perceptual quotient scores of the TVPS-R, but not for all subtests. Children with DCD performed significantly poorer compared to typically developing children on the visual-perceptual test, but the deficits were not common to all children with DCD. This study supported the stance that we should consider the heterogeneous characteristics of children with DCD when designing experimental studies or developing educational interventions.