Correction to: Intrapersonal and Interpersonal Sources of Resilience: Mechanisms of the Relationship Between Bullying Victimization and Mental Health Among Migrant Children in China

Applied Research in Quality of Life -     

Taiwanese immigrant mothers' childcare preferences: socialization for bicultural competency

This paper explores how middle-class Taiwanese immigrant mothers in the United States defined the benefits of placing their children in predominantly White American childcare centers instead of using more culturally familiar forms of care. From in-depth interviews with seven Taiwanese immigrant mothers, it was learned that they viewed these settings positively, even though their children were not in cultural environments that mirrored their homes and ethnic communities. Mothers explained that they purposefully chose this type of setting because 1) they desired to develop their children's social competency in U.S. society; 2) they perceived U.S. childcare settings as multicultural and accepting of diverse cultures even if they were in the minority; and 3) they were confident that their children's participation in their own Taiwanese ethnic community would ensure the maintenance of their children's ethnic identity and knowledge of their parents' culture. For these reasons, they did not seek out race matching or cultural congruity between childcare centers and their homes. Instead, mothers viewed the childcare center as part of their overall socialization strategy for developing their children's bicultural competency in both their heritage culture as well as U.S. society.     

关于不确定性与风险社会的沉思——从日本“3·11”大地震中的福岛核电站事故谈起

2011年3月11日,日本发生了9级特大地震,随后引发的海啸造成了更大危害,除了数额巨大的财产损失之外,更加让人震惊的是福岛第一核电站的一、三、二、四号机组先后发生爆炸,使日本和邻国一时间笼罩在令人恐怖的核阴云之下。这次突如其来的灾难,不仅让人想起历史上许多损失惨重的大地震,而且也让人想起1979年美国三里岛核泄露事件以及1986年乌克兰切尔诺贝利核灾难。     

How to measure post-error slowing: A confound and a simple solution

In many response time tasks, people slow down after they make an error. This phenomenon of post-error slowing (PES) is thought to reflect an increase in response caution, that is, a heightening of response thresholds in order to increase the probability of a correct response at the expense of response speed. In many empirical studies, PES is quantified as the difference in response time (RT) between post-error trials and post-correct trials. Here we demonstrate that this standard measurement method is prone to contamination by global fluctuations in performance over the course of an experiment. Diffusion model simulations show how global fluctuations in performance can cause either spurious detection of PES or masking of PES. Both confounds are highly undesirable and can be eliminated by a simple solution: quantify PES as the difference in RT between post-error trials and the associated pre-error trials. Experimental data are used as an empirical illustration.     

Neural correlates of feigned memory impairment are distinguishable from answering randomly and answering incorrectly: an fMRI and behavioral study

Previous functional magnetic resonance imaging (fMRI) studies have identified activation in the prefrontal-parietal-sub-cortical circuit during feigned memory impairment when comparing with truthful telling. Here, we used fMRI to determine whether neural activity can differentiate between answering correctly, answering randomly, answering incorrectly, and feigned memory impairment. In this study, 12 healthy subjects underwent block-design fMRI while they performed digit task of forced-choice format under four conditions: answering correctly, answering randomly, answering incorrectly, and simulated feigned memory impairment. There were three main results. First, six areas, including the left prefrontal cortex, the left superior temporal lobe, the right postcentral gyrus, the right superior parietal cortex, the right superior occipital cortex, and the right putamen, were significantly modulated by condition type. Second, for some areas, including the right superior parietal cortex, the right postcentral gyrus, the right superior occipital cortex, and the right putamen, brain activity was significantly greater in feigned memory impairment than answering randomly. Third, for the areas including the left prefrontal cortex and the right putamen, brain activity was significantly greater in feigned memory impairment than answering incorrectly. In contrast, for the left superior temporal lobe, brain activity was significantly greater in answering incorrectly than feigned memory impairment. The results suggest that neural correlates of feigned memory impairment are distinguishable from answering randomly and answering incorrectly in healthy subjects.     

Alerting and orienting of attention without visual awareness

Two types of the attentional network, alerting and orienting, help organisms respond to environmental events for survival in the temporal and spatial dimensions, respectively. Here, we applied chromatic flicker beyond the critical fusion frequency to address whether awareness was necessary for activation of the two attentional networks. We found that high-frequency chromatic flicker, despite its failure to reach awareness, produced the alerting and orienting effects, supporting the dissociation between attention and awareness. Furthermore, as the flicker frequency increased, the orienting effect attenuated whereas the alerting effect remained unchanged. According to the systematic decline in temporal frequency sensitivity across the visual hierarchy, this finding suggests that unconscious alerting might be associated with activity in earlier visual areas than unconscious orienting. Since high-frequency flicker has been demonstrated to only activate early visual cortex, we suppose that neural activation in early visual areas might be sufficient to activate the two attentional networks.     

情感触摸对心理健康的影响及应用

情感触摸指那些用来表达爱、关心、欣赏等感情或者被认为传递了这类信息的触摸行为。触摸愉悦感的产生与存在于人类多毛皮肤中名为C触觉的一组低阈值机械感受传入神经有关。早期经验和社会文化因素共同塑造了个体的触摸体验模式,积极的体验模式能够增强社会联系,促进亲密关系,触摸回避则与某些心理障碍有关。情感触摸具有治疗功能,但在心理治疗领域的应用涉及伦理问题,中介触摸和替代触摸可以作为解决触摸回避和伦理问题的新方法。     

小学一年级数学新教材插图效果的眼动研究

采用2×3两因素混合实验设计,使用美国应用科学实验室（ASL）生产的EVM3200型眼动仪,对小学一年级学生阅读配有不同背景插图应用题的阅读理解指标和眼动指标进行考察。结果表明：无论应用题难易,学生对有背景插图的阅读理解优于对无背景插图的理解;复杂的插图背景有利于学生理解较难应用题;简单的插图背景有利于学生理解较容易应用题;眼动实验结果表明,小学一年级数学新教材插图效果较好