要注意中药对肝的损伤作用

含有生物碱类、皂苷类、萜类、毒蛋白类、重金属类成分的中药易致急性肝损伤.中药对肝脏损伤的原因及机制较为复杂,可能与药物对肝脏的直接毒性或特异性体质有关.此外,中药炮制方法、给药途径、剂型、剂量、疗程及配伍不当也会引起药物性肝损伤.中药所致的药物性肝损伤的诊断主要依据用药史、发病的时间、过程和临床表现并排除其他因素.治疗可选用还原型谷胱甘肽、S-腺苷蛋氨酸、多烯磷脂酰胆碱、熊去氧胆酸、水飞蓟素等药物,重症可选择人工肝脏支持治疗.     

Effects of Accelerated Reading Rate on Processing Words' Syntactic Functions by Normal and Dyslexic Readers: Event Related Potentials Evidence

In the present study, the authors examined differences in brain activity, as measured by amplitudes and latencies of event related potentials (ERP) components, in Hebrew-speaking adult dyslexic and normal readers when processing sentence components with different grammatical functions. Participants were 20 dyslexic and 20 normally reading male college students aged 18–27 years. The authors examined the processing of normal word strings in word–by-word reading of sentences having subject-verb-object (SVO) syntactic structure in self- and fast-paced conditions. Data revealed that in both reading conditions, the N100 and P300 ERP components were sensitive to internal processes such as recognition of words' grammatical functions. However, the results revealed that fast-paced reading rate might affect this process, as was reflected in the systematic changes of amplitudes and latencies of both ERP components. In accelerated reading, a significant decrease of latencies and increase of amplitudes in dyslexics were shown. It was also found that influence of fast-paced reading rate was realized in the full usage of the word-order strategy in sentence processing. In turn, this fact confirmed the hypothesis concerning a syntactic processing “weakness” in dyslexia.     

Limb Segment Load Inhibits the Recovery of Soleus H-Reflex After Segmental Vibration in Humans

We investigated the effects of vertical vibration and compressive load on soleus H-reflex amplitude and postactivation depression. We hypothesized that, in the presence of a compressive load, limb vibration induces a longer suppression of soleus H-reflex. Eleven healthy adults received vibratory stimulation at a fixed frequency (30 Hz) over two loading conditions (0% and 50% of individual's body weight). H-reflex amplitude was depressed ～88% in both conditions during vibration. Cyclic application of compression after cessation of the vibration caused a persistent reduction in H-reflex excitability and postactivation depression for > 2.5 min. A combination of limb segment vibration and compression may offer a nonpharmacologic method to modulate spinal reflex excitability in people after CNS injury.     

Evaluating the effect of educational media exposure on aggression in early childhood

Preschool-aged children (M = 42.44 months-old, SD = 8.02) participated in a short-term longitudinal study investigating the effect of educational media exposure on social development (i.e., aggression and prosocial behavior) using multiple informants and methods. As predicted, educational media exposure significantly predicted increases in both observed and teacher reported relational aggression across time. Follow-up analyses showed that educational media exposure also significantly predicted increases in parent reported relational aggression across more than a two year period. Results replicate and extend prior research that has demonstrated links between educational media exposure and relational aggression, but not physical aggression, during early childhood.     

Social problem solving in early childhood: Developmental change and the influence of shyness

The purpose of this study was to examine developmental change and the influence of shyness on social problem-solving (SPS). At 24, 36, and 48 months, children (N = 570) were observed while interacting with an unfamiliar peer during an SPS task and at 24 months, maternal report of shyness was collected. Results showed that across the full sample, children displayed low but stable levels of withdrawn SPS and increasing levels of SPS competence over development. In addition, results showed multiple trajectories of withdrawn and competent SPS. Shyness was associated with high-increasing and high-decreasing withdrawn SPS trajectories compared with the low-increasing withdrawn SPS trajectory. Shyness was also associated with the low-increasing compared with the high-increasing SPS competence trajectory. Findings demonstrate the development of SPS competence over early childhood, and the influence of early shyness on this developmental course, with some shy children showing improvement in SPS skills and others continuing to show SPS difficulties over time.     

Understanding how children's engagement and teachers' interactions combine to predict school readiness

This study examined the quality of preschool classroom experiences through the combination of children's individual patterns of engagement and teachers' classroom-level interactions in predicting children's gains in school readiness. A sample of 605 children and 309 teachers participated. The quality of children's engagement and teacher interactions was directly observed in the classroom, and direct assessments of children's school readiness skills were obtained in the fall and again in the spring. Latent profile analysis was used to examine children's patterns of engagement with teachers, peers, and tasks. Children's engagement and the quality of teacher interactions were associated with gains in school readiness skills. The effect of children's individual classroom engagement on their expressive vocabulary was moderated by classroom-level teacher interactions. The results suggest that when teachers engage in highly responsive interactions across the children in their classrooms, children may develop more equitable school readiness skills regardless of their individual engagement patterns.     

Preschoolers’ emotion knowledge: Self-regulatory foundations,and predictions of early school success

Preschoolers (N=322 in preschool, 100 in kindergarten) were assessed longitudinally to examine the self-regulatory roots of emotion knowledge (labelling and situation) and the contributions of emotion knowledge to early school adjustment (i.e., including social, motivational, and behavioural indices), as well as moderation by age, gender, and risk. Age, gender, and risk differences in emotion knowledge were also examined. Emotion knowledge skills were found to be more advanced in older children and those not at economic risk, and in those with higher levels of self-regulation. Overall, the results support the role of emotion knowledge in early school adjustment and academic success even with gender, age, and risk covaried, especially for boys, older preschoolers, and those at economic risk.     

Executive functions and social skills in survivors of pediatric brain tumor

Medical advances have resulted in increased survival rates for children with brain tumors. Consequently, issues related to survivorship have become more critical. The use of multimodal treatment, in particular cranial radiation therapy, has been associated with subsequent cognitive decline. Specifically, deficits in executive functions have been reported in survivors of various types of pediatric brain tumor. Survivors are left with difficulties, particularly in self-monitoring, initiation, inhibition, and planning, to name a few. Another domain in which survivors of pediatric brain tumor have been reported to show difficulty is that of social skills. Parents, teachers, and survivors themselves have reported decreased social functioning following treatment. Deficits in executive functions and social skills are likely interrelated in this population, as executive skills are needed to navigate various aspects of social interaction; however, this has yet to be studied empirically. Twenty-four survivors of pediatric brain tumor were assessed using a computerized task of executive functions, as well as paper-and-pencil measures of social skills and real-world executive skills. Social functioning was related to a specific aspect of executive functions, that is, the survivors' variability in response time, such that inconsistent responding was associated with better parent-reported and survivor-reported social skills, independent of intellectual abilities. Additionally, parent-reported real-world global executive abilities predicted parent-reported social skills. The implications of these findings for social skills interventions and future research are discussed.     

‘My mother messed with me’ The legacy of abuse by his mother for a 10-year-old boy

This paper seeks to explore some of the effects of abuse by a mother on her very young son. It considers how the primitive capacity for coping with anxiety by splitting and projection has been rendered ineffectual, and how the structures that have evolved to compensate have profoundly affected the boy's emotional and mental capacities. In the first fifteen months of therapy, the boy has begun to make some tentative moves towards effective splitting and projection, with its hope of healthier growth. This hope is hard for him to bear, involving, as it must, searing depressive pain. There is consequently a powerful pull towards a pathological organization where omnipotence and omniscience offer, disastrously, an exciting and pain-free alternative. The boy's therapy and his therapist are exposed to the full impact of the omnipotent onslaught, and evolving ways of bearing this and continuing to think was not only essential for survival but, also, a major tool of the therapy.