The Effect of Order and Rate of Presentation of Stimuli Upon the Establishment of a Conditioned Discrimination

The modified interfering cue theory put forward by Fletcher et al. (2) to explain performance in the ambiguous cue problem (ACP) was examined. Eight-year-old children were first trained to acquire response tendencies to the individual cues of this problem. When presented subsequently with the problem, the children showed marked differences in the number and type of errors made. The results were interpreted as supporting the theory of Fletcher et al. It was also suggested that the cues with clear positive or negative values were employed by the subjects to limit or neutralize the interference caused by the ambiguous cue.     

Psychodynamic counselling in a university setting: A space for thinking together over emotional problems

Abstract

The authors describe their experience as psychoanalytically oriented psychotherapists at the Counselling Service for University Students of the Office for Student Affairs, Naples. In this service they have provided, for the last fourteen years, to any student who applies to it, up to four individual sessions, with the possibility of follow-up sessions, should the client ask for them after a few months. Both the procedure and the aims of the interventions are similar to those described by psychotherapists working at the Tavistock Clinic (Copley 1976; Salzberger-Wittenberg 1977) and the Brent Consultation Centre (Hurry 1986; Novick 1987) of London. The technique is an adjustment of the psychoanalytic one and the therapist undertakes a careful listening to the student's verbal and non-verbal communications. The main objective of the intervention is to enter into an alliance with the adult parts of the client in order to examine together his/her personal difficulties. A case report is presented, in order to exemplify both an emotional conflict which can interfere with academic success and the technique of the intervention.     

The World Council of Churches and churches in China: partnerships and diaconia

ABSTRACT

Between 1956 and 1991, Chinese church leaders, and Protestant churches active from the formation of the World Council of Churches, experienced a dramatic break in their relations with the international ecumenical movement. This paper will focus on the ecumenical relations between the WCC and the churches in China after 1978, when reforms and the opening up of the country under Deng Xiaoping provided new opportunities for the renewal of ties. The China Christian Council resumed its official ties with WCC in 1991 but between 1978 and 1991, new expressions and new modes of ecumenical relations had already emerged. Central to these ties were the upholding of the Three-Self Principles and the practice of the ‘ecumenical sharing of resources’ influenced by the outcome of the WCC’s El Escorial meeting (1987). These ‘post-colonial’ partnerships contributed substantially to making Christianity better appreciated in China and were important channels for the practice of ecumenism in a rapidly transforming China.     

Facilitating Local Implementation of Special Education Program Evaluation

The results of a project assessing the applicability of four program evaluation models is described. Survey data from districts documented an interest in local-level special education evaluation models. A training institute for local staff was therefore established to provide staff with competency in four evaluation models. Subsequently, the models were replicated in eight local sites from which representatives had expressed an interest in using the models. All sites completed evaluation planning and implementation activities. Findings suggest that each of the four models in the project can be used with minimal levels of outside assistance and can be readily adapted to local needs. However, each model places somewhat different demands on local staff; and some models may be more appropriate for particular evaluation purposes.     

猜谜作业中的ERP效应：基于催化范式的证据

运用ERP技术对个体猜谜任务下的顿悟和无顿悟的情况进行探索。结果发现,在300ms-500ms内,有顿悟比无顿悟引发了更负的N300-500成分,激活了大部分脑区;在600ms-1100ms内,有顿悟比无顿悟引发了更正的P600-1100成分,在中央区显示了最强激活。结果表明,N300-500可能反映了定势破除中的认知冲突,P600-1100可能反映了新异联系的形成。     

汉字识别的时间进程：来自字谜任务的ERP证据

通过“学习-测试-判断”的三阶段实验范型, 采用事件相关电位（ERP）技术探讨了猜谜任务中对谜底答案（单个汉字）识别的脑内时程动态变化。结果发现：语义识别与字形识别下,汉字刺激均诱发了明显的N1、P2和N2成分,其中语义识别下的P2波幅表现为更加正性,可能与汉字语义的早期加工有关;随后,300-400ms内,语义识别比字形识别诱发了一个更加正性的ERP成分,该成分可能属于P300成分,反映了对汉字语义的进一步整合加工;最后,500-600ms内,语义识别比字形识别同样诱发了一个更加正性的ERP成分,可能反     

Nationwide survey of contraceptive and sexually transmitted infection knowledge,attitudes and skills of university students in Portugal

Sexually transmitted infections and (STIs) unintended pregnancies are contemporary public health concerns. Understanding factors (e.g. knowledge, attitudes and skills) influencing sexual behaviours of university students are critical to develop targeted and tailored risk-reduction interventions for this vulnerable population. Thus, the goals of this study were to describe sexual behaviours and analyze differences between genders for sexual behaviours; to identify whether differences exist between genders and age groups regarding knowledge, attitudes and skills concerning contraceptive methods and STIs, and to evaluate the association of knowledge with attitudes and skills with sexual behaviour among university students in Portugal. The sample included 3278 students. Results show that the majority were sexually active and use condoms and oral contraceptives. In general, university students have high knowledge, positive attitudes and skills about contraception and STIs. Gender analyses indicated that women had greater knowledge, and more favourable attitudes, and higher skills toward contraceptive and STI preventive behaviour College students, in particular, face new challenges in sexual health and would benefit from more comprehensive education aimed at promoting healthy decision-making about family planning and STI prevention.     

人际间情绪预测过程中的样例锚定效应

以教师预测学生的情绪为例,考察人际间情绪预测中是否存在样例锚定效应。两个实验分别采取自由回忆和样例启动范式操纵样例锚,并请教师预测典型教育情境中学生的情绪反应。结果发现,样例中学生的情绪越强烈,教师预测学生的情绪也越强烈,预测的准确性越低。可见,在教师预测学生情绪这样的人际间情绪预测过程中,存在样例锚定效应,但只有典型的样例锚才能促进情绪预测的准确性。