Psychobiological Roots of Early Attachment

ABSTRACT— New laboratory research has revealed a network of simple behavioral, physiological, and neural processes that underlie the psychological constructs of attachment theory. It has become apparent that the unique features of early infant attachment reflect certain unique features of early infant sensory and motor integration, learning, communication, and motivation, as well as the regulation of biobehavioral systems by the mother–infant interaction. In this article, I will use this new knowledge to answer three major questions that have remained unsettled in our understanding of early human attachment: What creates an attachment bond? Why is early maternal separation stressful? How can early relationships have lasting effects? I will discuss the implications of these new answers for human infants and for the development of mental processes. Attachment remains useful as a concept that, like hunger, describes the operation of subprocesses that work together within the frame of a vital biological function.     

Use of human-given cues by domestic dogs (Canis familiaris) and horses (Equus caballus)

Sixteen domestic dogs (Canis familiaris) and four horses (Equus caballus) were tested for their ability to use human-given manual and facial cues in an object-choice task. Two of the four horses used touch as a cue and one horse successfully used pointing. The performance of the dogs was considerably better, with 12 subjects able to use pointing as a cue, 4 able to use head orientation and 2 able to use eye gaze alone. Group analysis showed that the dogs performed significantly better in all experimental conditions than during control trials. Dogs were able to use pointing cues even when the cuer’s body was closer to the incorrect object. Working gundogs with specialised training used pointing more successfully than pet dogs and gundog breeds performed better than non-gundog breeds. The results of this experiment suggest that animals’ use of human given communicative signals depends on cognitive ability, the evolutionary consequences of domestication and enculturation by humans within the individual’s lifetime. Received: 15 July 1999 / Accepted after revision: 10 January 2000     

浅谈医疗事故中的归责问题

在涉及医疗服务的投诉日益增加的今天,现有的医疗事故处理办法中关于归责的部分有很大不足,为改进医疗事故归责的工作,从"医疗契约"的角度对医疗事故进行分类,提出了医疗事故归责的原则和具体操作标准.并提出了相关建议.     

Parental caring and loss during childhood and adult cortisol responses to stress

Abstract

This study was designed to test the hypothesis that the impact of early parental loss on adult physiological responses to stress is moderated by the level of perceived caring from the surviving parent. University students who lost a parent during childhood were compared to students raised by both biological parents. Salivary Cortisol samples were collected immediately before and at 5 and 20 minutes following a stressful speech task. Perceptions of parental caring (Care) during childhood were measured using the Parental Bonding Instrument. Repeated measures multivariate analysis of variance revealed a significant (p = .01) three-way interaction of Loss by Care by Period (baseline, task, recovery) such that participants who lost a parent and perceived low parental caring showed higher Cortisol levels following stress relative to other participants. These findings indicate that childhood loss of a parent is associated with long-term neurohormonal consequences only if the quality of the bond with the surviving parent is poor.     

品牌至爱的概念及其发展

牌至爱（brandlove）是Carroll和Ahuvia（2006）提出的一个概念,指的是消费者对满意品牌产生的情感上的依恋。这一概念的提出是对品牌管理实践者情感和关系营销的回应。文章对品牌至爱概念的定义和提出背景进行了回顾,指出品牌至爱的概念建立在品牌依恋、消费者—品牌关系和自我扩展理论的研究基础之上。文章最后辨析了品牌至爱与品牌情感和品牌忠诚等概念,并进一步提出了品牌至爱的研究方向和研究建议     

Beneath the surface of classroom interaction: Reflections on the microworld of education

This article deals with the microworld of the classroom, i.e., the imbedded, largely unconscious, close to invisible, and to an extent suppressed social processes in teaching. It includes some afterthoughts about a research project with the aim of understanding how the teacher–pupil relation is constructed in classroom interaction. Thomas Scheff’s social psychological framework constituted the theoretical basis for the project. The main data were collected by means of video documentation and consist of a number of closely analysed episodes. The result indicates that nonverbal behaviour in classrooms, to a great extent, is constituted by an informal system of rules in which emotions play a crucial part. But it also reveals the existence of two dimensions in classroom interaction – one surface dimension and one micro dimension – that in significant measure stand in opposition to each other.