Collaborative Communication Between Psychologists and Primary Care Providers

Psychologists frequently collaborate in the care of patients managed in primary care. Communication with a patient’s primary care team is important to ensure coordination and continuity of care. The communication is far from seamless. Although The Health Information Privacy and Portability Act (HIPPA) is designed to promote sharing of clinical information while protecting patient confidentiality, unique problems arise when mental health records are included. Mental health records are subject to different regulations to protect the patient’s confidentiality. Thus, what is communicated and how it will be accomplished are challenges. Further, psychologists and primary care providers often view documentation differently, resulting in different styles of documenting that may also impede coordinated care. Increasingly, health care systems are moving toward electronic medical records, creating greater opportunities for an integrated record. Improved communication through the record can keep other providers abreast of the mental health care being provided as well as suggestions they can use to reinforce the mental health care treatment plan.     

年幼儿童人物画结构变化及其影响因素

儿童人物画突出的结构特点是比例不协调。该研究考察了三百多名４．５－６．５岁幼儿的人物画,发现４．５岁到６．５岁幼儿自由画人躯干面积和头的面积的比值平均为１．３０,头的面积稍小于躯干的面积;自由画人躯干与头的面积的比值在４．５到６．５岁之间,变化曲线呈“Ｎ＂字形;这一比值的变化是和幼儿对于人体结构的认知发展有关的;临摹标准比例范画对于幼儿人物画的结构有显著影响,但是除了４．５－５岁之外,临摹画人与自由画人躯干／头的比值变化趋势基本一致;改变绘画顺序以及身体部位的功能性夸大对于幼儿人物画结构都有显著影响。     

以中节指动脉弓为蒂逆行指动脉岛状皮瓣修复指端缺损

观察以中节指动脉弓为蒂逆行指动脉岛状皮瓣修复指端缺损的临床效果。对24例指端缺损的患者实行以中节指动脉弓为蒂逆行指动脉岛状皮瓣修复术。结果24例患者皮瓣全部成活,术后随访3个月~6个月,手指功能恢复良好。该手术操作简便,术后功能外观好,是修复指端特别是指腹皮肤软组织缺损的首选手术方法。     

画对儿童错误记忆影响的研究

用包括六个离奇的生活事件与六个填充事件对儿童进行测试,三个年龄组的结果表明:画组的儿童与没有画组的儿童相比,更容易说离奇的生活事件发生过,三个年龄组各自的结果没有出现未画事件的显著差异,但在三个年龄组各自的平均数检验中,发现了没有画的离奇生活事件在实验组后测中增长了,画的访谈技术不仅能提高儿童对事件的正确回忆量,同时也可导致错误量的增加。     

5～9岁儿童极限概念认知发展的实验研究

皮亚杰(1985)认为儿童非要到11或12岁时才能掌握极限的概念。这个观点十分让人感兴趣,然而在众多文献中却很难发现相关研究。本研究运用实验法研究了5、6、7、9四组儿童的极限概念。结果表明:儿童在极限概念的发展存在两个快速期,即5~6岁和6~7岁;5岁儿童处于极限概念萌芽状态,6岁儿童有了部分极限概念,7岁儿童极限概念有了进一步发展但不稳定;9岁儿童开始接近有了极限概念,但仍未到达完全理解。本研究结果支持了皮亚杰的相关观点。     

生成性绘图与合作对高中生科学知识学习的影响

生成性绘图是学习心理学中一种有效的学习策略,能够促进学习者对科学文本知识的表征和深层理解。目前关于学习者生成性绘图的研究主要集中在个体学习领域,很少有研究探讨合作学习中生成性绘图的作用。本研究将合作学习与学习者生成性绘图相结合,探讨生成性绘图和合作对高中生科学知识学习的影响。实验1采用单因素(绘图、阅读)被试间设计来验证生成性绘图对学习效果以及认知负荷等主观体验的影响;实验2采用2(合作、个体)×2(绘图、阅读)被试间设计来探讨合作与生成性绘图对学习效果和学习者主观体验的影响。研究表明,生成性绘图和合作都可以有效促进高中生科学知识的学习效果;生成性绘图能够降低学习者的内在认知负荷;合作能够降低学习者的内在和外在认知负荷,提高学习者的相关认知负荷和学习兴趣。     

断指再植适应症的选择及其启示

从临床角度,简述我院断指再植适应症随着医疗技术的发展在不断的认识和提高,指出了提高断指再植救治成功率,首先要规范手术适应症,并从这一启示改进和完善断指病人的治疗措施。     

Emergence of representational activity during the early drawing stage: process analysis

This study analyzed the process underlying the emergence of representational drawing. Eighty-seven children aged 1–3 years were asked to color or draw either a simple picture (P) or a contour for an object (DC) in a shared task. After that, they were asked to draw their mother on a blank sheet of paper in a no drawn contour task (NC). Whereas 1½- and 2-year-olds were more successful in the P task than in the DC task, the 2½- and 3-year-olds were successful in both. The 2-year-olds were better in the DC than the NC task. The results show that 1½- and 2-year-olds can extract the component parts of a drawing even though they cannot produce them and children over 2½ years old can organize these components into a drawing by themselves. These findings indicate that representational drawing is based on the extraction of the component parts and the acquisition of the drawing ability to combine the parts into a drawing and that the beginnings of representational drawing are found in 1½- and 2-year-old children.     

Children's drawings of significant figures for a peer or an adult audience

The present study assessed if children would present different information in their drawings of emotion eliciting stimuli when they believed that an adult or a child audience would view their drawings. Seventy‐five 6‐year‐olds (44 boys and 31 girls) were allocated to three groups: the reference group, the child audience group and the adult audience group. All children completed a drawing session where they first drew a neutral uncharacterised figure, followed by drawings of a sad and a happy figure in counterbalanced order. Findings demonstrated that children did consider who would be viewing their drawings when communicating emotional affect and included different features within their drawings. In particular, almost all happy drawings included a smile, but only those drawings where an audience was specified included a wave, and only the adult drawings included flower giving. Within the sad drawings tears and frowns were drawn regardless of audience type, whereas stomping was more likely to be portrayed in drawings with a child audience and thumbs down were more likely to be portrayed in drawings with adult audiences. The findings are discussed in terms of the need to further examine communicative aspects of children's drawings. Copyright © 2011 John Wiley & Sons, Ltd.     

Examining age-related movement representations for sequential (fine-motor) finger movements

Theory suggests that imagined and executed movement planning relies on internal models for action. Using a chronometry paradigm to compare the movement duration of imagined and executed movements, we tested children aged 7-11 years and adults on their ability to perform sequential finger movements. Underscoring this tactic was our desire to gain a better understanding of the age-related ability to create internal models for action requiring fine-motor movements. The task required number recognition and ordering and was presented in three levels of complexity. Results for movement duration indicated that 7-year-olds and adults were different from the other groups with no statistical distinction between 9- and 11-year-olds. Correlation analysis indicated a significant relationship between imagined and executed actions. These results are the first to document the increasing convergence between imagined and executed movements in the context of fine-motor behavior; a finding that adds to our understanding of action representation in children.