Coping styles and personality: a biometric analysis

Previous research suggests that coping styles are modestly heritable and that this genetic influence is shared in large part with genetic influences on personality. To test this hypothesis, we estimated the heritable basis of the Coping Inventory for Stressful Situations in a sample of 91 monozygotic and 80 dizygotic twin pairs. Task-oriented, emotion-oriented, and social diversion coping styles were modestly heritable (h(2)=.17 to .20), whereas the use of distraction appeared to be influenced solely by environmental factors. Multivariate analyses showed that genetic contributions to coping styles were, at best, only modestly related to genetic contributions to personality (r=-.03 to .35). Environmental contributions to personality were unrelated to environmental factors in coping style. These results suggest that coping style is not merely a manifestation of basic personality traits but does support the possibility that the genetic factors in personality influences have a modest influence on an individual's preferred coping style or strength (e.g., rigidity vs flexibility).     

干扰子的激活、抑制及其加工时程

针对有关干扰子激活和抑制加工的时程研究存在的分歧,采用干扰效应和负启动效应双指标,探讨不同知觉负载水平下干扰子的激活和抑制及其加工时程问题。结果显示：在同一实验条件下采用干扰效应和负启动效应双指标可将干扰子加工过程分离为激活和抑制两个阶段;激活加工时程发生在选择性注意早期,抑制加工时程发生在选择性注意的早期至中期之间。这一结果与Lavie等的推测及认知神经科学研究成果均有异同。     

道德决策的机制及干预研究:自我相关性与风险水平的作用

现有的道德决策脑机制研究更多地关注了认知和情绪的交互作用,较少关注个体对"自我相关性"和"风险水平"信息的整合加工,更是忽视了帮助情境和伤害情境下道德决策的心理与脑机制的异同。因此,有必要通过行为、事件相关电位(ERP)和多模态脑功能成像(f MRI)等多种方法来系统考察帮助和伤害情境下自我相关性和风险水平交互影响道德决策的认知和神经机制,并进一步探讨共情训练对道德决策的干预作用。旨在揭示道德决策的时间进程和神经基础;探寻自我相关性与风险水平对道德决策的影响,及其在不同情境和共情水平下可能存在的变异;共情训练能否有效提升个体的道德决策水平。     

中国文化心理学视界下的音乐实质探究

从中国语言的词源上看,音乐中的"乐(yuè)"通快乐的"乐(lè)",它们都源自于"鼓",而鼓声能够令人兴奋、情绪激昂,因此,中国文化中的音乐的原初含义有"令人振奋、快乐"的声音和人在振奋、快乐时表达这种心情的声音两层意思。后来这两层含义延伸为"动情"即激发人的情感或心理感染和"传情"或"达情"即表达人的情感。基于此,创作好的音乐作品或评判一个音乐作品的好坏,要看它是否具有"言志"、"激励人或令人振奋"、"表达情感"和"培养或锻造人的积极情感或心理品质"的作用。     

Synelfin Regulation during the Critical Period for Song Learning in Normal and Isolated Juvenile Zebra Finches

Male zebra finches (Taeniopygia guttata) learn to sing during a critical period in adolescence. We previously described a presynaptic protein, synelfin, whose mRNA is increased early in this critical period in a brain nucleus specifically implicated in song learning, lateral MAN (lMAN). In the current study, in situ hybridization was used to map this change in gene expression to the subregion of lMAN that projects to the robust nucleus of the archistriatum (RA), the principal motor output of the telencephalic circuit that controls song production. Using confocal immunofluorescence microscopy, we detected numerous puncta of synelfin immunoreactivity that apparently represent presynaptic terminals from lMAN in the RA of young males. Synelfin immunoreactivity in RA declined abruptly between 40 and 45 days of age, a time of major synaptic reorganization in RA. This change did not occur until about 10 days after the decline in synelfin mRNA in cell bodies within lMAN, indicating a relatively slow turnover of the protein in presynaptic terminals and suggesting that some of the functional changes that occur during the critical period may arise from regulatory decisions that were initiated a week or more earlier. Depriving birds of tutoring did not halt or delay the decline of synelfin mRNA in lMAN. This change in gene expression must not be a consequence of early song learning, but may reflect an innate or programmed step in song circuit development.     

国内城市社区健康教育和健康促进研究

分析了我国城市化加速发展过程中出现的城市社区健康问题及其影响因素.在对社区健康教育与健康促进的作用和意义进行探讨的基础上,提出解决这些城市健康问题的根本途径是城市社区健康教育与健康促进策略,并针对我国城市社区健康教育与健康促进的研究和发展现状提出对策建议.     

关于动力系统中自我强化和学生期待对学习效率影响的实验研究

本实验考察了在教学活动中,动力系统中自我强化和学生期待两因素与中学生学习效率的关系。结果表明：在其它教学条件相同的情况下,适当地、适时地满足学生期待对初中生学习效率的提高有较明显的作用,而对高中学生则作用不明显;对中学生进行自我强化的训练,有助于高中生学习效率的提高,而对初中生学习效率的作用则不明显;实验中未出现交互作用。     

Stability and change in work values: A meta-analysis of longitudinal studies

A meta-analysis of longitudinal studies was conducted to investigate stability and change in work values across the life span. Both rank-order stability and mean-level change were investigated using an integrative classification for intrinsic, extrinsic, social and status work values (Ross, Schwartz, & Surkis, 1999). Results of rank-order stability indicated that work values were stable individual differences (ρ = .62). The stability level was lowest during college years (18–22 years old) and highest after entering the workforce (22 years old and later). Work values were more stable than personality traits across all age categories, whereas not as stable as vocational interests during college years and adulthood. Baby Boomers were found to possess a higher level of rank-order stability as compared to Generation X. Mean-level results showed that during college years (18–22 years old), the population as a whole attached more importance to intrinsic values while deemphasizing all the remaining values; during the initial entry of the workforce (22–26 years old), only extrinsic values showed an increase in importance while all the other values decreased; later on after adulthood years (26 years and after), besides the continuous increase of extrinsic values, there was also a dramatic increase in status values. Theoretical and practical implications were discussed.     

多因素特质内隐联想测验(MFT-IAT)在多维度自我概念内隐测量中的应用

运用多因素特质内隐联想测验(MFT-IAT),对田纳西自我概念五个维度的内隐效应进行了测量。结果表明:(1)田纳西自我概念五个维度均表现出了显著的内隐效应,自我概念的内隐效应表现为与他人相比,个体与积极词语的联结更为紧密;(2)MFT-IAT可以有效地测量多维度自我概念的内隐效应。     

Anxiety and Depression Symptoms in Children with Asperger Syndrome Compared with Attention-Deficit/Hyperactivity Disorder and Depressive Disorder

The objective of this study was to examine (a) anxiety and depression symptoms in children with Asperger syndrome (AS) compared to children with attention-deficit/hyperactivity disorder (ADHD) and children with depressive disorder; (b) parental anxiety and depressive symptoms in the three groups; and (c) the association between the anxiety and depression symptoms of children and their parents. The emotional and behavioral problems of 56 children with AS (48 boys, 8 girls, mean age, 9.39 ± 2.01 years) were compared with 56 ADHD children and 56 depressive disorder children, matched for age and sex. Their parents’ anxiety and depression symptoms were also compared. Trait-anxiety and internalizing problems in AS children were higher than those in ADHD children and as high as those in depressive disorder children (F = 8.83, p < 0.001 and F = 8.21, p < 0.001). Parents’ anxiety and depression symptoms did not differ among the three groups, but correlations between maternal anxiety and depression and children’s emotional and behavioral problems were most prominent in the AS group. We suggest that the assessment and treatment of children with AS should involve detailed assessment, possible concomitant treatment for comorbid anxiety and depression, and parental education about the effect of parental emotional states on children.