How do group meetings make a community Therapeutic?

Summary Following an abrupt shift from a therapeutic community with emphasis on group meetings to a hierarchical medical model on a mental hospital floor, disturbed patients required extensive individual nursing care. This increased work load for the nursing staff resulted in admissions having to be limited to the rare cases who needed little or no nursing care. As patients were discharged, the vacancy rate went up to approximately 20% for a week and remained high for another two weeks. Nursing staff-patient relations deteriorated.Subsequently, it was possible to resume the emphasis on the groups of a therapeutic community and to observe the contrast. The experience showed how groups can effect and support a therapeutic community. It clarified some of the mechanisms by which groups positively affected disturbed patients. Some mechanisms by which the staff, community, and group meetings favorably influenced the nursing staff-patient relationship and intrastaff communications became clear also.     

自身得失对朋友博弈结果评价的影响：来自ERPs的证据

本研究通过经典的金钱博弈任务, 以FRN和P300为反应指标, 探讨了自身获益或损失对朋友结果评价分别会产生何种影响, 以及这种影响模式是如何受到个体自我建构方式调节的。结果发现, 在自身获益条件下, 观看朋友损益之间的FRN和P300差异不再存在; 在自身损失条件下, 虽然观看朋友输赢之间的P300差异消失了, 但FRN差异依然显著。不仅如此, 无论自身得失, 独立型自我建构启动组在观看朋友损益上的FRN差异均不再显著, 但在自身获益后看到朋友损失能激发更强的P300波幅。本研究结果表明：(1) 对朋友的结果评价模式并非固定不变, 而是会随个体自身所处得失境遇的不同而有所区别; (2) 相对于互依型自我建构启动组, 独立型自我建构启动组在面对朋友的得失时表现得更为冷漠并更具竞争性。     

Teachers’ Perceptions of Students’ Creativity in China’s Classrooms: The Role of Students’ Academic Achievement and Misbehaviors

Teachers can be biased, especially toward low achievers and students with behavioral issues. However, creative students often appear to be disruptive in the classroom, and many of them struggle academically. The purpose of the present study was to examine the extent to which teachers’ perceptions of students’ creativity is associated with students’ academic achievement and classroom (mis)behaviors, as well as to examine the interaction between these two factors. Three hundred and fifty‐four eighth‐grade students selected from five middle schools in China participated in this study. Using achievement scores, peer nominations, a divergent thinking test, a self‐rated ideational behavior scale, and teacher ratings, the present study found that, whereas creativity has no significant relationship with teachers’ perceptions, academic achievements and misbehavior are significantly associated within structors’ perceptions. The achievement bias resulted in the underestimation of low achievers’ creativity, even when the low achievers were highly creative. More nuances emerged when student misbehaviors were considered. Specifically, misbehaving low achievers’ originality was further underestimated even when they were highly original. In contrast, teachers overestimated well‐behaved high achievers’ creativity, even when the students comprised the lowest creativity group. The results are further discussed from a socio‐cultural perspective.     

人们何以能够“舍生取义”?基于保护性价值观认知神经机制的解释

保护性价值观是一种拒绝与其他任何价值相互交易, 尤其拒绝与经济价值进行交易的观念。近些年来的认知神经科学研究证据表明, 人们之所以可以为了坚守保护性价值观, 表现出“舍生取义”的行为(如对抗利益诱惑甚至放弃生命), 一方面在于保护性价值观是以一种道义主义的绝对规则方式进行表征和建构的, 这使得人们较少进行利弊权衡; 另一方面, 由于保护性价值观与自我和道德认同过程紧密相关, 使得其被主观赋予了最高价值。未来研究中, 可以在借鉴保护性价值观的研究范式基础上, 开展对中国人核心价值观的实证研究探讨, 关注其文化差异问题, 并进行正确价值观的干预和正确引导的应用实践研究。     

年老化对中文阅读眼动控制的影响:来自词长和语境预测性效应的证据

本研究通过对比老年与青年人在阅读中词长、词频和语境预测性效应上的差异,探讨中文阅读中眼动控制的年老化问题。结果发现:(1)词长的年龄主效应显著,注视时间和首次注视位置指标上年龄与词长的交互作用显著;(2)在注视时间指标上发现了显著的词频和语境预测性效应,年龄与语境预测性之间交互作用显著。综合而言,中文阅读中老年读者的词长效应和语境预测性效应不同于青年读者,由此可见,视觉功能和词汇加工功能衰退都是中文阅读眼动控制年老化的诱发原因。     

The role of epistemic and social characteristics in children’s selective trust: Three meta‐analyses

Over the last 15 years, researchers have been increasingly interested in understanding the nature and development of children’s selective trust. Three meta‐analyses were conducted on a total of 51 unique studies (88 experiments) to provide a quantitative overview of 3‐ to 6‐year‐old children’s selective trust in an informant based on the informant’s epistemic or social characteristics, and to examine the relation between age and children’s selective trust decisions. The first and second meta‐analyses found that children displayed medium‐to‐large pooled effects in favor of trusting the informant who was knowledgeable or the informant with positive social characteristics. Moderator analyses revealed that 4‐year‐olds were more likely to endorse knowledgeable informants than 3‐year‐olds. The third meta‐analysis examined cases where two informants simultaneously differed in their epistemic and social characteristics. The results revealed that 3‐year‐old children did not selectively endorse informants who were more knowledgeable but had negative social characteristics over informants who were less knowledgeable but had positive social characteristics. However, 4‐ to 6‐year‐olds consistently prioritized epistemic cues over social characteristics when deciding who to trust. Together, these meta‐analyses suggest that epistemic and social characteristics are both valuable to children when they evaluate the reliability of informants. Moreover, with age, children place greater value on epistemic characteristics when deciding whether to endorse an informant’s testimony. Implications for the development of epistemic trust and the design of studies of children’s selective trust are discussed.     

孤独症谱系障碍者视觉定向与视觉搜索的特点及神经机制

定向网络是注意网络的重要组成部分, 主要包括视觉定向与视觉搜索两大任务。对于这两大注意任务, 正常个体在神经机制上存在较大的重叠, 然而, 孤独症个体却表现出截然相反的行为证据。研究者从非社会信息的注意视角发现, 一般而言, 在视觉定向上, 孤独症个体注意转移不存在缺陷, 而注意脱离存在困难, 但该结论仍有争议; 在视觉搜索上, 孤独症个体存在视觉搜索优势, 但该优势发生的阶段及原因仍需进一步探究。未来研究应进一步考察孤独症个体在视觉定向任务中左右视野的不对称性、视觉搜索优势的内在机制及两大注意任务之间的相互关系。     

价值观的稳定性与可变性：基于认知神经科学的视角

价值观的稳定性和可变性一直是该领域争论的焦点所在。近些年来, 研究者开始从认知神经科学的角度来探讨导致价值观稳定性差异的机制问题。已有的神经反应证据表明, 当某种价值观是基于道义主义的绝对规则来进行认知建构的, 或与自我概念在表征上存在一致性时, 其更倾向于保持稳定的状态; 若非如此, 便可能会在外界影响(如他人劝说)下发生重要程度上的改变。未来需要进一步丰富和完善认识价值观稳定性与可变性关系的认知神经加工模型, 并探索价值观长效改变背后的认知神经机制, 以促进理论研究在价值观教育中的实践和应用。