差异蛋白质组学研究与应用进展

差异蛋白质组学是蛋白质组学的一种重要研究策略,着重于比较不同生物体在不同时刻或状态下蛋白质表达的变化,在目前技术背景下有重要的现实意义.将近年来新发展的差异蛋白组学技术,如激光捕获微切割、蛋白芯片及蛋白质定量研究方面等的技术和差异蛋白组学应用进展进行总结.     

发扬中医药学要从医学教育中找良方

以学习应用中医25年的亲身经历,指出中医存在先天不足、后天失养等问题,提出应将中医教育纳入我国医学教育基础体系,从源头上打破中医、西医人为的界限,造就一大批兼容中、西医的医学生,才能使中医药学真正发扬光大。     

大学生知识价值观的实证研究

该研究从理论上界定了知识价值观及其基本成分(即知识价值目标、知识价值评价和知识价值手段)。运用设计的《大学生知识价值观调查表》,对2043名大学生进行了调查。结果显示,大学生在知识价值目标、知识价值评价和知识价值手段三方面都呈现出年级、性别和专业的差异。     

国有企业与民营企业员工工作价值观的比较研究

采用修订后的工作价值观调查表对我国大陆6省市的257名国有企业员工和219名民营企业员工进行了调查。结果表明,国有企业员工的工作价值观在舒适与安全维度上显著高于民营企业员工;在能力与成长维度上显著低于民营企业员工;在地位与独立维度上二者差异不显著。     

我国大学生在关爱价值观者特征上的公众观

在开放式预调查基础上,对452名大学各专业学生进行调查研究。结果表明:我国大学生认为善良、真诚、有爱心、不歧视残障者、宽容、设身处地、尊重7项是关爱价值观者最应该具有的特征;个人修养、利他助人、处事交往、外表印象、内在气质、尊重宽容、奉献与责任是关爱价值观者的7个品质因素,其中个人修养的品质因素最为突出;对这些品质因素,男女大学生看法没有明显差异,对某些品质因素城乡大学生、不同专业大学生有明显不同的看法。     

Qualitative research in psychology: Attitudes of psychology students and academic staff

Qualitative research is experiencing a resurgence within the field of psychology. This study aimed to explore the range of attitudes towards qualitative research in psychology held by students and academics, using the model of attitudes by Eagly and Chaiken as a framework. Twenty‐one psychology students and academics were interviewed about their attitudes towards qualitative research. Interviews were transcribed and analysed using thematic analysis. While qualitative research was described as inherent to the psychology profession and useful for generating rich data, some participants felt that this approach was not well respected or considered as legitimate as quantitative methods. Reflecting common misperceptions about qualitative research, participants also expressed concerns that qualitative research was too subjective and had limited generalisability. Furthermore, some participants felt that they lacked the skills and confidence necessary to conduct qualitative research. Large investments in time and resources were identified as barriers to undertaking qualitative research. Identifying attitudes towards qualitative research provides a basis for future work in dispelling myths, promoting attitudinal change and increasing both the use and teaching of qualitative approaches in psychology.     

Personal values and academic achievement

Using data from two studies, we investigate the role of basic values in predicting academic achievement. We focus on self-direction and conformity, two-value domains that have been neglected or understudied in earlier research on academic success. In line with the refined value theory, we split self-direction into independence of thought and of action, and conformity into compliance with rules and formal obligations (Rules), and avoidance of upsetting others (Interpersonal). We obtained grades as measures of academic achievement in two samples of Italian high-school students. In Study 1 (n = 234), we measured values with the PVQ-40 and academic motivation. In Study 2 (n = 215), we measured values with the PVQ-RR and both attendance rates and classroom conduct. Results: Both self-direction–thought and conformity–rules correlated with higher grades. These two values related to grades through a different path. Self-direction thought promoted grades through autonomous forms of academic motivation. Conformity rules promoted grades through better teachers’ evaluations of students’ classroom behaviour. Self-direction–action and conformity–interpersonal were unrelated to grades. Regarding the other values, hedonism and stimulation related negatively to grades. Theoretical and practical implications of results are discussed.     

儒家思想对于现代心理咨询的启示

儒家思想曾居中国传统文化主导地位。鉴于文化的传承性和对心理健康作用的必然性,儒家思想的心理咨询价值应当充分关注。文章强调,不宜刻板化否定儒家思想的心理咨询价值。基于心理咨询的常见问题,文章初步讨论了儒家思想对心理咨询可能有贡献的9个领域：人生意义、应对、生死教育、哀伤辅导、心理调节、人际认知、社会生活技能、人格发展、心理咨询技术等。进而,讨论了以儒家思想为资源,以心理学为目的,通过整理和发现、发展、操作化和验证等环节,构建儒家心理咨询学说的方法论问题     

Rational Actions and the Integration of Knowledge

Summary  The paper emphasizes the role of knowledge dimensions of an action which could be regarded as rational. Rational action usually results of specific decision – making process including selection, evaluation and acceptance of a preferred alternative. This process should integrate not only various types of knowledge but also the interdisciplinary or interdepartmental knowledge integration. The integration of knowledge may cover various forms, especially integration of knowledge relating to different domains, of different quality, of knowledge connected with different goal-orientations. The paper stresses the role of the hitherto known and recognized alternatives. The integration procedures should also include the integration of various spheres and types of knowledge with accepted and justified systems of values.     

Work values system development during adolescence

Work values stability, change, and development can be appreciably reduced to a living system model [Ford, D. H. (1994). Humans as self-constructing living systems: A developmental perspective on behavior and personality (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates]. This theoretical model includes discrepancy-reducing and cohesion-amplifying mechanisms that interact to govern the change in standard- and goal-oriented work values over time [Boldero, J., & Francis, J. (2002). Goals, standards, and the self: reference values serving different functions. Personality and Social Psychology Review, 6(3), 232-241]. Employing longitudinal data from a sample of adolescents (n = 1010) spanning the 9th through the 12th grades, the results demonstrate that the value system develops in a theoretically predictable fashion during the adolescent period. Discrepancy reduction and cohesion mechanisms interact to either maintain or increase the integrity of and harmony between standard-oriented values associated with high school part-time work experiences and goal-oriented work values related to anticipated career-oriented work during adulthood. Exploratory analyses suggest that adolescents’ educational expectations influence the relative salience of standard- and goal-oriented work values and the discrepancy reduction process linking the two over time.