注意偏向训练：起源、效果与机制

近年来注意偏向被证明是一些心理疾病产生、维持和复发的原因。因此, 注意偏向训练成为一种前景性的治疗方法, 对低自尊、焦虑障碍、物质成瘾有良好的干预效果。它可能作用于注意的晚期加工阶段, 通过调节 “自上而下”的注意系统来改变相关症状。干预效果的条件、机制与神经机制的探索应成为今后的研究方向。     

Reappraising faces: effects on accountability appraisals,self-reported valence,and pupil diameter

Many of our emotions arise in social contexts, as we interact with and learn about others. What is not yet clear, however, is how such emotions unfold when we either react to others or attempt to regulate our emotions. To address this issue, 30 healthy volunteers reacted to or reappraised positive or negative information that was paired with neutral faces. While they were doing this task, we assessed pupillary responses. We also asked participants to provide ratings of accountability and experienced emotion. Findings indicated that appraised accountability increased in response to emotional information, and changes in accountability were associated with commensurate changes in valence reports and increased pupil diameter. During reappraisal, accountability and emotion decreased, but pupil diameter increased. The findings highlight the importance of accountability appraisals during the generation and regulation of emotional reactions to others, while also documenting pupillary increases during emotional reactivity and regulation.     

干预-应答模式鉴别学习障碍的有效性及其调节因素:20年研究的元分析

本研究采用元分析方法探讨在学习障碍的鉴别中兴起的干预-应答（Response to Intervention,RTI）模式鉴别学习障碍内部亚组的有效性及其调节因素。通过系统检索1996-2015年的文献,获得了34项研究,包括6127名学生的45个样本、261个效应值。元分析结果表明,RTI模式可有效区分学习障碍风险儿童的内部亚组,对干预无应答和有应答的学生在学业成就、认知技能、行为等多方面存在系统、显著和持久的差异,但仍存在个体应答状态的进一步分化。RTI模式对于学习障碍风险儿童内部变异的区分效果受到干预对象、干预层次、干预时间、应答指标选择、测量方法和切分点等因素的影响。本元分析结果不仅为认识RTI模式鉴别学习障碍的有效性提供了进一步证据,更重要的是通过系列调节效应分析,为合理实施RTI模式鉴别学习障碍提供了直接依据。     

Initial Development of a Gendered-Racial Socialization Scale for African American College Women

As research exploring the racial-ethnic socialization practices of African American families continues to expand, scholars have argued for a more multidimensional approach in the measurement of racial-ethnic socialization that focuses on the influence that youths’ gender may have on the messages families provide. Although studies have used current racial-ethnic socialization measures to examine gender differences in the messages youth receive, these studies are limited in investigating intersectional messages that African American girls and women receive regarding racial and gender identities. The present preliminary study sought to address this inadequacy by developing the Gendered Racial-Ethnic Socialization Scale for Black Women (GRESS-BW), a scale that accounts for the unique messages African American young women receive regarding their intersectional identities. Utilizing a sample of 174 African American college women, Exploratory Factor Analysis indicated that the GRESS-BW consisted of 63 items with a 9-factor solution. There was strong internal consistency for the GRESS-BW factors and the total scale. GRESS-BW construct validity assessment revealed that several of the factors were significantly positively related to a racial-ethnic socialization scale. However, only two components were significantly related to a gender-role socialization measure. Clinical and research implications are discussed.     

发展性阅读障碍与脑异常的因果关系:研究范式及发现

关于阅读障碍神经机制的研究已经有很多,但到目前为止,研究者仍不完全清楚,阅读障碍者脑区的异常,究竟是阅读障碍的原因还是结果。研究者发展出不同的研究范式来探究此问题,包括学龄前研究、双对照组研究、纵向研究等。文中综述了这些研究范式各具的优势、不足和研究结果之间的一致性,并分析了确认因果关系之所以困难的原因。在此基础上,提出如下建议：（1）细致区分阅读障碍的亚类型;（2）以成熟和完善的阅读认知-神经模型为指导;（3）通过不同的研究范式进行交叉印证;（4）综合考虑脑的动态发展变化特点,和基因、环境、经验的作用等多种因素的影响。     

既无“天谴”，亦无“天佑”

人们在面对不可抗拒的巨大的自然灾害时,总有一种无奈和无助之感,这时社会上最易出现各种迷信说法。“天谴”说和“天佑”说可以算是很有代表性的言论。到底如何看待自然灾害,它们与“天谴”和“天佑”有何关系？本方将从历史和文化及无神论的角度对上述问题进行分析。     

时距知觉中的情绪效应

情绪极易影响时距知觉,致使主观时距偏离客观时距。新近研究者们结合日趋成熟的标量计时模型及神经学相关依据,并通过采用标准化情绪诱发材料的实验研究,较为系统地解释了情绪的生理唤醒和注意唤醒两种成分各自对内部计时机制造成的干扰效应。研究发现,两种效应中前者会加长主观时距而后者会使其缩短,且分别有不同的发生特点。该文在介绍国内外关于时距知觉中的情绪效应的新近研究基础上,提出应从探索两种效应的分离方法、考虑记忆效应因素以及增加实验自变量的数目和取值水平三个方面来开展进一步的研究     

空间场景表征中的参照系选取

被试在矩形房间中从两个不同的观察点学习物体场景并在多个朝向上对物体形成的空间关系进行判断,通过控制场景中物体主要内在轴相对于环境结构（房间和地毯）的方向和被试的学习顺序,探讨被试在场景空间表征中采用何种参照系和参照系选取时的影响因素。两个实验结果发现：（1）内在参照系（intrinsic reference systems）和环境参照系均可以用于物体场景的表征,两类参照系之间的关系却是影响被试物体场景表征时参照系选取的重要因素,即当内在参照系与环境参照系方向一致时,被试无论从哪个朝向学习,都选择从垂直于内在参照系和环境参照系的朝向进行表征。反之,当二者方向不一致时,表征时参照系的选择取决于被试的学习经历;（2）无论内在参照系与环境参照系方向是否一致,物体场景本身内在结构的规则性都能够促进空间记忆,即内在结构的规则性既有助于准确编码物体的相对位置,也有助于提高空间关系判断的准确性。     

金属蛋白酶-9(MMP-9)及其组织抑制物-1(TIMP-1)在胰腺癌中的表达

探讨MMP-9和TIMP-1在胰腺癌癌细胞及间质的表达与胰腺癌分化程度、分期之间的关系.采用免疫组织化学方法,检测MMP-9和TIMP-1在胰腺癌细胞及间质细胞的表达.MMP-9在胰腺癌细胞和间质组织中均有表达.TlMP-1主要表达在胰腺癌细胞中.MMP-9在胰腺癌间质细胞中的表达高于胰腺癌癌旁组织间质细胞,与胰腺癌的病理分级、分期呈正相关.结论认为MMP-9在胰腺癌间质细胞的表达可能参与胰腺癌的浸润和转移,对预后判断、诊断及治疗具有一定的意义.     

汉语儿童英语口语词汇与阅读学习的关系

以120名四、五年级小学儿童为被试,探讨汉语儿童英语口语词汇与阅读学习的关系,并检验了英语语音意识在其中的中介作用。结果表明:(1)汉语儿童的英语口语词汇与阅读学习之间存在密切关系。控制一般认知能力和母语口语词汇的影响后,英语口语词汇对阅读学习仍具有显著的预测作用。其中,英语口语词汇产生对于英语单词认读的预测作用更重要,英语口语词汇理解则对英语单词理解的预测作用更重要。(2)英语口语词汇产生既可以直接作用于英语单词认读、理解和假词拼读,也部分通过英语语音意识的中介间接作用于英语阅读;英语口语词汇理解对英语单词理解也具有直接作用,并部分地通过英语语音意识的中介发挥间接作用