大学生人际关系困扰与主观幸福感的关系研究

采用《人际关系综合诊断量表》和《主观幸福感量表》对467名大学生进行测试,旨在探讨大学生人际关系困扰与主观幸福感的状况及其关系.结果表明:(1)大学生的人际交谈困扰存在地域和独生/非独生子女的交互作用,城市的独生子女大学生人际交谈困扰最低;在与异性交往困扰方面,来自乡镇的大学生和非独生子女的大学生有较大的困扰.(2)生活满意度和积极情感存在着地域和独生/非独生子女的交互作用,城市的独生子女大学生生活满意度和积极情感最高,乡镇的独生子女大学生生活满意度和积极情感最低.(3)人际关系困扰四个维度对主观幸福感的不同成份有不同的预测作用,人际交友困扰、人际交谈困扰和与异性交往困扰对生活满意度有预测作用,而人际交友困扰、人际交谈困扰和待人接物困扰三个维度对积极情感和消极情感有预测作用.     

Context specificity of operant discriminative performance in pigeons: II. Necessary and sufficient conditions

Six experiments were performed to explore the necessary and sufficient conditions for producing context specificity of discriminative operant performance in pigeons. In Experiment 1, pigeons learned a successive discrimination (red S+/blue S−) in two chambers that had a particular odor present and between which they were frequently switched. The birds subsequently learned the reversal (blue S+/ red S−) in one of these chambers with a different odor present. When switched to the alternative chamber, although the odor and the reinforcement contingency were still appropriate to the reversal, performance appropriate to the original discrimination recurred in subjects for which the houselights were on during training and testing but not for those for which the houselights were off. This indicated the importance of visual contextual cues in producing context specificity. Experiment 2 showed that the frequent switching between boxes in initial training was of no consequence, presumably because the apparatus cues were highly salient to the subjects. Experiment 3 showed significantly less context specificity when odor cues were omitted. Experiment 4 showed that simply using a different reinforced stimulus in each phase of training was ineffective in producing context specificity. Experiment 5 showed that the generalization test procedure used in Experiment 4 was sensitive to context specificity when discrimination-reversal training was used with different odors in the two training phases. Experiment 6 replicated the results of Experiment 4, but then showed that when different odors accompanied the two training phases, context specificity was obtained with the single-stimulus paradigm. Thus in both single-stimulus and discrimination-reversal paradigms, redundant odor cues potentiated learning about apparatus cues.     

西方心育教学模式评介

本文探讨了心育与心育教学模式的意义 ;着重介绍了西方几种有代表性的心育教学模式 ,即布鲁纳的发现教学法、威廉姆斯的创造与情意教学模式、开放教室的教学模式与勒温的敏感性训练等 ;并与传统教学模式相比较 ,分析了西方心育教学模式的主要特征     

李时珍对鬼神迷信的批判(下)

3.揭露旁门、禁忌、避邪 道教不仅宣扬服食成仙,还推行一些"禁忌"、 "避邪"等鬼神迷信"法术"。有的淫道、妖僧,往 往凭术售奸,欺骗和坑害人民群众。李氏对此,亦 一一予以揭露和批判。 关于道士采阴。有一道派,盛行采阴邪术,甚 至窃取童女初行经水服食。李氏对此丑行揭露说: "今有方士邪术,鼓弄愚人,以法取童女初行 经水服食,谓之先天红铅,巧立名色,多方配合, 谓《参同契》之金华,《悟真篇》之首经,皆此物     

Visual working memory enhances target discrimination accuracy with single-item displays

The maintenance of information in visual working memory has been shown to bias the concurrent processing in favor of matching visual input. The present study aimed to examine whether this bias can act at an early stage of processing to enhance target feature perception in single-item displays. Participants were sequentially presented with two distinct colored stimuli as memory samples and a retro-cue indicating which of the two samples should be maintained for subsequent memory test. During the retention interval, they had to discriminate the gap orientation of a Landolt target presented through a single visual stimulus that could match one or neither of the two samples. Across two experiments, we consistently found that discrimination performance was more accurate when the Landolt target was situated within a stimulus that matched the sample being retained in visual working memory, as compared with when the target was not. This effect cannot be attributed to the mechanism of passive priming, because we failed to observe priming effects when the stimulus containing the target matched the sample that was retro-cued to be irrelevant to the working memory task, as compared to when the stimulus matched neither sample. Given the fact that target stimuli were presented in single-item displays wherein external noise was precluded, the present findings demonstrate that the working memory bias of visual attention operating in the absence of stimulus competition facilitates early perceptual processing at the attended location via signal enhancement.

     

综合医院抑郁症和神经症诊疗决策的思考

抑郁症和神经症是一种慢性易复发性精神疾病,发病率高,疾病负担重,多数患者都就诊于综合医院非精神专科,而目前的现状是综合医院的各科医生对此类疾病的识别率低、治疗率低,患者依从性差。结合临床提出了关于综合医院如何提高抑郁症和神经症的识别率,医生在精神疾病诊疗中应注意的问题以及如何提高患者治疗依从性等临床亟待解决的问题。     

急诊医学中的人文关怀

人文关怀是对人、人类社会的生存和发展、命运和前途的关心,是对人性和人权的尊重和保护,是对人独立思想和人格的容许与提倡.随着医学模式的转变和急诊医学的发展和完善,越来越需要重视对病人的人文关怀,也就是对病人人权和人格的重视.在急诊医学教学当中,不但要传授相关的专业知识,而且需要将人文关怀的理念贯穿于教学始终,培养医学生人文关怀的素养,教师同时要重视医学生自身对人文关怀的需求.     

Unconscious reward facilitates motion perceptual learning

Reward signal plays an important role in guiding human learning behaviour. Recent studies have provided evidence that reward signal modulates perceptual learning of basic visual features. Typically, the reward effects on perceptual learning were accompanied with consciously presented reward during the learning process. However, whether an unconsciously presented reward signal that minimizes the contribution of attentional and motivational factors can facilitate perceptual learning remains less well understood. We trained human subjects on a visual motion detection task and subliminally delivered a monetary reward for correct response during the training. The results showed significantly larger learning effect for high reward-associated motion direction than low reward-associated motion direction. Importantly, subjects could neither discriminate the relative values of the subliminal monetary reward nor correctly report the reward-direction contingencies. Our findings suggest that reward signal plays an important modulatory role in perceptual learning even if the magnitude of the reward was not consciously perceived.     

虚拟环境中的心理教育

虚拟技术和网络技术不仅为感觉通道提供了新的刺激呈现方式,而且也了为心理活动提供了新的活动空间和活动方式。各心理机能与虚拟环境之间形成了不同的主导性心理活动层面,具有不同的心理教育任务和目标。实现虚拟环境下的心理教育目标需要多元方法体系和工程体系的支持。     

采用自由分类的方法探析汉族的人格结构

采用自由分类和多维标度的方法,分析了582名汉族被试的人格结构。结果表明,汉族拥有“积极/消极”、“性格/气质”和“外倾/内倾”这三种人格结构维度。