Analysis of the elements of attention: A neuropsychological approach

A model for conceptualizing the components or elements of attention is presented. The model substitutes for the diffuse and global concept of attention a group of four processes and links them to a putative system of cerebral structures. Data in support of the model are presented; they are derived from neuropsychological test scores obtained from two samples, the first consisting of 203 adult neuropsychiatric patients and normal control subjects, and the second, an epidemiologically-based sample of 435 elementary school children. Principal components analyses of test scores from these two populations yielded similar results: a set of independent elements of attention that are assayed by different tests. This work presents a heuristic for clinical research in which the measurement of attention is essential.     

The role of the psychologist expert witness: Provider of perspective and input

The definition and role of the expert witness is reviewed. Two conceptual systems for viewing the world, the scientific method and the adversarial system, are compared. The reconciliation and integration of these two discrepant systems are discussed in terms of input versus outcome. The rules of evidence, as well as problems of communication between the systems, are reviewed with the aim of providing expert witnesses with a better understanding of effective testimony. Finally, collaboration between the two systems is called for in order to provide guidelines for both neuropsychologists and attorneys.     

The life and times of PSI

This paper describes the essential features of the personalized system of instruction (PSI). Results from outcome research examining the effectiveness of PSI-based courses relative to traditional methods provide unequivocal support for the superiority of PSI. Parametric studies, or component analyses, show that the mastery requirement, immediate performance feedback, and review units are the key features underlying high quality student performances in PSI courses. The use of student proctors as peer-tutors, optional lectures, and selfpacing do not, in and of themselves, appear to be vital to student success in PSI courses. Despite its superiority, PSI has not supplanted traditional methods as the dominant pedagogical system in higher education. Difficulties inherent in overcoming the inertia of the lecture within our established instructional system, the implications of PSI for that system, and the Zeitgeist that permeates educational reform are the major obstacles to widespread adoption of PSI.     

亲子沟通观察研究的编码方案及其整合

在亲子沟通观察研究中对观察资料的编码和分析方法有许多种,文章介绍了行为类型编码、行为序列编码、言语内容编码、沟通结构编码等四类主流编码方案,并评析了每种方案的特点和应用背景;最后,指出未来亲子沟通研究编码方案的整合可以考虑如下三个思路:在行为分类基础上进行言语内容分析、从行为序列中发现沟通模式、一般趋势描述和典型个案分析相结合。     

语言理解中情绪的动态模拟

采用混合实验设计, 句子-图片匹配范式和动态过程再现范式, 以包含静态情绪和动态变化情绪信息的句子为实验材料, 以被试对图片的反应时间为因变量指标, 通过不同时间间隔的设置以及不同的实验程序, 探讨了语言理解中静态情绪和动态情绪的心理模拟及其时间进程。结果表明：(1)被试对情绪的心理模拟与句中的语言描述一致, 情绪语境能够激活被试的经验模拟。(2)被试在句子理解加工的初期就能迅速、即时地模拟静态情绪信息, 且这种模拟具有一定的稳定性和持久性。(3)被试可以对动态变化的情绪进行动态的心理模拟, 不过这种模拟所需的时间要长, 是在句子理解加工的后期完成的。被试对不同情绪变化方向的句子模拟受到原情绪状态的影响, 当阅读由消极情绪向积极情绪变化的句子时, 由于被试固着于原来的消极情绪而发生了模拟积极情绪的困难。     

低阶层者的系统合理化水平更高吗?——基于社会认知视角的考察

系统合理化理论曾提出,低阶层者比高阶层者具有更高的系统合理化水平,即更认可社会体系的合理性、更支持当前社会系统。但这一论断一直存在争议。研究引入社会认知视角,考察低阶层与高阶层者系统合理化水平的差异及其机制。两个分研究得到了共同的结果:(1)低阶层者的系统合理化水平显著低于高阶层者;(2)这一差异是通过贫富归因的中介作用实现的,低阶层者系统合理化水平较低是基于其更少地认为社会贫富差距是由个人内部因素所致;(3)这一中介作用会受到个体控制感水平的调节,当控制感较低时,上述中介作用成立;但当控制感较高时,低阶层会弥合与高阶层贫富归因的差异,中介模型不成立。这些结果支持并发展了系统合理化的认知途径解释和阶层社会认知理论这两个立足于社会认知的理论观点,显示了认知因素在此问题中的重要作用,构建了更整合的阶层—归因—合理化的逻辑,并考虑了其边界因素,对于了解低阶层者的社会心态及其形成机制,包括如何改变此状况,均有一定的现实启示意义。     

美国高等临床药学教育体系宏观结构变迁研究（1965年～2015年）

研究了1965年~2015年美国高等临床药学教育体系的层次结构、形式结构和分布结构等宏观结构的变迁情况。从临床药学实践、药师动态短缺、产业结构基础、办学经费来源、人口地理分布等方面,对半个世纪以来美国临床药学教育体系宏观结构变迁情况进行归因分析。在总结并肯定美国高等临床药学教育体系极高的市场敏感性和较强的结构优化灵活性的同时,探讨了美国高等临床药学教育体系宏观结构变迁过程中需要注意的问题。     

Empirical Priors in Polytomous Computerized Adaptive Tests: Risks and Rewards in Clinical Settings

The use of empirical prior information about participants has been shown to substantially improve the efficiency of computerized adaptive tests (CATs) in educational settings. However, it is unclear how these results translate to clinical settings, where small item banks with highly informative polytomous items often lead to very short CATs. We explored the risks and rewards of using prior information in CAT in two simulation studies, rooted in applied clinical examples. In the first simulation, prior precision and bias in the prior location were manipulated independently. Our results show that a precise personalized prior can meaningfully increase CAT efficiency. However, this reward comes with the potential risk of overconfidence in wrong empirical information (i.e., using a precise severely biased prior), which can lead to unnecessarily long tests, or severely biased estimates. The latter risk can be mitigated by setting a minimum number of items that are to be administered during the CAT, or by setting a less precise prior; be it at the expense of canceling out any efficiency gains. The second simulation, with more realistic bias and precision combinations in the empirical prior, places the prevalence of the potential risks in context. With similar estimation bias, an empirical prior reduced CAT test length, compared to a standard normal prior, in 68% of cases, by a median of 20%; while test length increased in only 3% of cases. The use of prior information in CAT seems to be a feasible and simple method to reduce test burden for patients and clinical practitioners alike.     

人体生物医学研究中受试者权益保护对策

在人体生物医学研究日益发达的今天,受试者权益保护问题逐渐浮出水面。目前我国对受试者的保护主要依赖于知情同意书和伦理委员会,关于受试者权益保护的规范性文件存在层级低、不系统和不完整等问题。建立专门的受试者保护法,完善受试者权益保护相关制度迫在眉睫。研究认为,制定专门的人体生物医学研究受试者权益保护法律,完善伦理委员会制度,推行强制保险以及救济金制度,建立严格的责任体系、开展积极的社会教育是受试者权益保护的基本对策。