Neonatal exposure to novel environment enhances hippocampal-dependent memory function during infancy and adulthood

Early life experience affects behavior and brain mechanisms. Handling rats during the first three weeks in life can slow age-related cognitive decline (as measured by a hippocampal-dependent spatial learning task) and reduce age-related hippocampal neuron loss. It is not clear, however, whether this early environmental influence on learning is selective for old age or is more general, affecting cognitive development during infancy and young adulthood as well. We briefly exposed neonatal rats to a novel non-home environment for 3 min daily during the first three weeks of life (as a component of the handling method). We found that this brief early environmental manipulation resulted in enhanced hippocampal-dependent learning immediately after weaning and that this learning enhancement persisted into adulthood. These results suggest that subtle early life events can affect cognitive development in all developmental stages and that changes in neural mechanisms other than neuron number are likely to mediate the learning enhancement at multiple developmental stages.     

Race, culture, and psychotherapy: transference to minority therapists

We present observations on the use of racial and cultural stereotypes in psychoanalytic psychotherapy with patients from the majority culture and with those from minority backgrounds. Earlier work has centered on black/white patient dyads and has not taken other possible combinations into account. "Race" and "culture" have sometimes been used synonymously. Our clinical experience indicates that there is some overlap in the themes of transferences to us as members of different racial minorities. We note, however, that for the African-American therapist, projections are more often based on racial stereotypes, whereas for the Chinese-American therapist, projections are based more on cultural assumptions. When careful attention is paid to the manifestations of racial and cultural stereotyping, much can be learned about the patient's inner life, to the benefit of the analytic work.     

同事个性化契约对员工工作退缩行为的影响:基于公平理论的视角

个性化契约作为组织中一种非标准化的工作安排,以往研究较多关注其对契约获得者的积极效应,相对忽视了对未获得者的消极影响。鉴于此,本研究基于公平理论,探讨了同事个性化契约对员工工作退缩行为的影响及其内部机理。结果发现:同事个性化契约会引发员工的工作退缩行为,员工的心理契约违背在此过程中起部分中介作用;此外,员工与组织间较高的社会交换关系会削弱同事个性化契约对员工心理契约违背的正向影响。     

老年甲状腺结节的诊治经验

介绍笔者及科室老年甲状腺结节的诊治经验,对2003年1月至2009年12月期间共收治的144例年龄大于60岁的老年甲状腺结节患者进行分析和总结。老年甲状腺结节以多发为主;压迫症状、异物和不适感、继发性甲状腺功能亢进是老年甲状腺结节患者主要的手术指证;术中发现喉返神经和甲状旁腺有脂肪沉着;病理方面良性结节的钙化率较高;患者术后切口水肿比较明显;暂时性低钙血症的发生率较高;虽然术前麻醉ASA评分较低,但术后心肺并发症的发生率并未上升。老年甲状腺结节患者以全麻为宜,最好采用双甲近全切除术,这不仅可避免术后复发和再次手术率,更可减少甲状腺素制剂的用量,减少药物副作用。     

安德瑞·高兹哲学思想研究评述

对于中国学界来说,安德瑞·高兹(AndréGorz,1924—)绝对算不上是一个陌生的名字。早在1982年出版的《“西方马克思主义”》一书中,徐崇温先生就对高兹做过介绍,在他稍后的另一本著作《“西方马克思主义”论丛》(1989年)中,徐先生也有一篇专门介绍高兹思想的长文。并且,在一年后出版的由罗伯特·戈尔曼编的《“新马克思主义”传记辞典》的中译本中也有“高兹”这一词条,并有相关的论述。1990年出版的《马克思主义哲学史》(8卷本)中也有对高兹的论述。同年出版的李青宜先生的《“西方马克思主义”的当代资本主义理论》一书中用两节的篇幅对…     

社会应激对成年后进行群体隔离的大白鼠的行为的影响

本文观察了在成年后进行群体隔离的大白鼠与群居鼠在摄食、饮水、睡眠等方面的行为差异。着重观察了社会应激对成年后进行群体隔离的动物的行为的影响,以研究群体隔离时动物的年龄与过去生活经验是不是动物在社会应激时发生的行为改变的关键因素。 结果表明:群居与隔离两种环境对动物摄食、饮水和体重无明显影响,但隔离动物睡眠时间较群居动物短。即使在成年后进行群体隔离、社会应激对隔离动物的摄食、饮水、睡眠和攻击性行为的影响也比群居组明显。但进行群体隔离时动物的年龄和隔离前有较长时间的群居生活经验可大大减轻社会应激时行为反应的强度,也可使适应过程发生得快些。这说明早期环境和过去生活经验的重要性。社会应激影响饮水和摄食的方式随年龄而改变,年龄较大的群居鼠对社会应激的适应可能比年龄较轻的群居鼠差。     

3-6岁幼儿在分类实验中概括能力的发展

本研究通过设计不同性质的分类实验,探讨3-6岁幼儿抽象概括能力的发展。我们根据年龄将幼儿分为四个组,每组80人,共320人。通过实验获得以下几点。①幼儿在各种不同性质的分类实验中可表现为四级不同的水平,如从根据表面的个别特征进行分类发展到根据内部的本质特征进行分类,从一维角度的分类发展到从两维角度来分类等。⑦达到各个水平的年龄不是截然划分的,而是互相交织的,随着年龄的增加,低级水平的人数不断减少,高级水平的人数不断增加。所以年龄阶段之间既有质的变化,又有量的变化。③对于不同性质的分类材料,各年龄所达到的概括水平也不同,分类材料的难度越大,概括水平越低。④儿童概括水平的高低受教育条件的影响。     

Found in Translation: Late Bilinguals Do Automatically Activate Their Native Language When They Are Not Using It

In their paper “Do Bilinguals Automatically Activate Their Native Language When They Are Not Using it?”, Costa, Pannunzi, Deco, and Pickering (Cognitive Science, 2017) proposed a reinterpretation of Thierry and Wu's (2004, 2007) finding of native language‐based (Chinese, L1) ERP effects when they tested Chinese–English late bilinguals exclusively in their second language (English, L2). Using simulations in a six‐node Hebbian learning model (three L1 nodes, three L2 nodes), Costa et al. suggested that form overlaps in L1 between otherwise unrelated words create a persistent relationship between their L2 translations. In this scenario, words in the nascent L2 lexicon overlapping in their L1 translations would become linked during learning because of the form overlap in L1; once the L2 words are learned, the direct link between them would be sufficient to generate robust, apparently “L1‐mediated” priming without requiring any activation of L1 translations. Costa et al. contend that links between L2 words remain beyond the learning phase, even after links to L1 representations have been severed, and thus that their model affords an alternative account to (but not a rebuttal of) Thierry and Wu's claim of language non‐selective activation—or automatic activation of translation equivalents—in late bilinguals. In this response, we build on Costa et al.'s original simulation code, showing that it can only reproduce L1‐independent priming when implementing the L1 disconnection in their particular way. By contrast, when severing inter‐language connections bidirectionally, their model fails to retain any sizeable influence of L1 form overlap on L2 activations. The model is not the theory, however, and we discuss several issues that would need to be addressed in further attempts to model language non‐selective activation in late bilinguals.     

山东省老年护理专业现状调查分析及对策

调查分析了山东省老年护理专业的现状;发现从业人员存在着人数偏少、年龄偏大、职称偏低、专业知识和技能亟需提高及单位对老年专科护士重视不足等问题;需要通过制定老年护理保障制度、完善老年专科护士岗位设置、加快培养老年护理专业人才、建立健全从业人员岗位培训制度等措施促进老年护理事业健康发展.     

Dopamine D1 receptors are responsible for stress-induced emotional memory deficit in mice

It is established that stress impairs spatial learning and memory via the hypothalamus-pituitary-adrenal axis response. Dopamine D1 receptors were also shown to be responsible for a stress-induced deficit of working memory. However, whether stress affects the subsequent emotional learning and memory is not elucidated yet. Here, we employed the well-established one-trial step-through task to study the effect of an acute psychological stress (induced by tail hanging for 5, 10, or 20?min) on emotional learning and memory, and the possible mechanisms as well. We demonstrated that tail hanging induced an obvious stress response. Either an acute tail-hanging stress or a single dose of intraperitoneally injected dopamine D1 receptor antagonist (SCH23390) significantly decreased the step-through latency in the one-trial step-through task. However, SCH23390 prevented the acute tail-hanging stress-induced decrease in the step-through latency. In addition, the effects of tail-hanging stress and/or SCH23390 on the changes in step-through latency were not through non-memory factors such as nociceptive perception and motor function. Our data indicate that the hyperactivation of dopamine D1 receptors mediated the stress-induced deficit of emotional learning and memory. This study may have clinical significance given that psychological stress is considered to play a role in susceptibility to some mental diseases such as depression and post-traumatic stress disorder.