农村初中留守儿童心理健康问题研究

采用心理健康诊断测验和青少年心理健康素质量表对湖南省祁阳县两所农村初级中学280名学生进行整群抽样调查,结果表明:(1)留守初中生与非留守初中生在心理健康水平上存在显著差异,留守初中生出现更多的孤独倾向、自责倾向、过敏倾向和身体症状;(2)不同性别留守儿童在心理健康状态上存在显著差异,女生的心理健康水平低于男生;(3)留守初中生与非留守初中生在心理健康素质上不存在显著差异,除应对分量表外,各分量表得分都低于全国常模水平。     

藏族学生控制源、社会支持与心理健康的研究

目的探讨玉树民族中学藏族学生控制源、社会支持与心理健康的关系。方法采用心理健康、内外控制源和领悟社会支持量表。结果①不同性别学生心理健康总分差异显著,社会支持和控制源得分差异不显著。②不同年级学生在控制源差异显著,其余变量差异不显著。③除家庭支持外,心理控制源、社会支持及其各维度与心理健康显著相关。④控制源和朋友支持对心理健康有很好的预测作用。结论控制源和社会支持在一定程度上对心理健康有预测作用。     

Deconstructing the tower: Parameters and predictors of problem difficulty on the Tower of London task

The Tower of London (TOL) task has been widely used in both clinical and research realms. In the current study, 104 healthy participants attempted all possible moderate- to high-difficulty TOL problems in order to determine: (1) optimal measures of problem solving performance, (2) problem characteristics, other than the minimum moves necessary to solve the problem, that determine participants’ difficulty in solving problems successfully, quickly, and efficiently, and (3) effects of increased task experience on which problem characteristics determine problem difficulty. A factor analysis of six performance measures found that, regardless of task experience, problem difficulty could be captured well either by a single factor corresponding to general quality of solution or possibly by three subordinate factors corresponding to solution efficiency, solution speed, and initial planning speed. Regression analyses predicting these performance factors revealed that in addition to a problem’s minimum moves three problem parameters were critical in determining the problem difficulty: goal position hierarchy, start position hierarchy, and number of solution paths available. The relative contributions of each of the characteristics strongly depended on which performance factor defined performance. We conclude that TOL problem performance is multifaceted, and that classifying problem difficulty using only the minimum moves necessary to solve the problem is inadequate.     

论张积中的三教观

自魏晋以来,儒释道三家思想并存发展成为了中国文化的显著特征之一。清末太谷学派作为流传于民间的一个学术派别,其三教观一直存在诸多争议。学派北宗传人张积中在山东肥城黄崖山聚徒讲学近十年,门人弟子遍及山左,现存遗著十九种,为太谷二传弟子中著述最多者。从张积中的三教观来看,他并非倡导三教合一,其三教观的核心是以弘扬儒家文化为基本理念,同时汲取佛道思想来完善其理论体系的太谷圣功之学,当属宋明"新儒家"思想在民间进行儒学传播的新尝试。     

任务情境与概率知识经验对中学生合取判断的影响研究

本研究采用了一套由不同任务情境(数字情境和日常情境)组成的合取判断问卷与一套概率基础知识问卷,对106名中学生的合取判断情况进行调查,结果显示:(1)无论在哪种任务情境下,概率知识经验均未对合取判断成绩产生显著影响。(2)不同概率知识经验的被试在数字任务情境下采用的策略有所不同。     

应用Rasch模型测试和分析儿童入学准备状态

本研究的目的在于应用Rasch模型编制和分析数学入学准备测验,从而分析Rasch模型的有效性和优势。自编数学入学准备测试,对150名平均年龄为6.6岁的儿童进行测查,应用Rasch模型对题目和评分等级做出修正并分析结果。结果表明修正后的测试具有较好的信效度,较好地拟合了Rasch模型,评分等级设置合理,测试的整体难度相对较低。儿童的Rasch分数和性别无关,但受到年龄、家庭社会经济地位的影响。相对于经典测量理论而言,应用Rasch模型进行入学准备测试的编制和分析具有优势。     

Neural substrates of cognitive skill learning in Parkinson's disease

While cognitive skill learning is normally acquired implicitly through frontostriatal circuitry in healthy individuals, neuroimaging studies suggest that patients with Parkinson's disease (PD) do so by activating alternate, intact brain areas associated with explicit memory processing. To further test this hypothesis, 10 patients with PD and 12 healthy controls were tested on a modified, learning version of the Tower of London task while undergoing positron emission tomography at four different time points over the course of learning. Despite having less accurate problem solving abilities than controls, PD patients were able to acquire the skill learning task. However, as compared to controls, they maintained higher levels of cerebral blood flow activity in the dorsolateral prefrontal cortex and hippocampus and showed an increase in activity in the frontopolar cortex and posterior cingulate over the course of learning. These findings reflect a shift to the explicit memory system in PD patients, enabling them to learn this cognitive skill, which is normally acquired by control subjects using implicit learning strategies and frontostriatal circuitry.     

小学青年教师社会支持与心理健康的相关研究

目的:探讨小学青年教师社会支持与心理健康之间的关系。方法:采用社会支持评定量表(SSRS)与症状自评量表(SCL-90),对296名小学青年教师进行心理健康、社会支持及其相关调查。结果:发现(1)SCL-90各个因子上小学青年男女教师均无显著差异。(2)在支持利用度得分平均数方面男教师低于女教师,差异达到极其显著的水平(P<0.01)。(3)支持总分的平均得分上男教师也显著低于女教师(P<0.05)。结论:小学青年教师的社会支持与其心理健康水平成正相关,不完善的社会支持与其心理健康水平成负相关。     

When rejection by one fosters aggression against many: Multiple-victim aggression as a consequence of social rejection and perceived groupness

Two experiments examined the hypothesis that social rejection and perceived groupness function together to produce multiple-victim incidents of aggression. When a rejecter’s group membership is salient during an act of rejection, the rejectee ostensibly associates the rejecter’s group with rejection and retaliates against the group. Both experiments manipulated whether an aggregate of three persons appeared as separate individuals or members of an entity-like group and whether one of those persons rejected the participant. Consistent with the hypothesis, participants who experienced both rejection and perceived groupness behaved more aggressively against the aggregate (Experiment 1) and evidenced less favorable affective associations toward the aggregate (Experiment 2) than did participants who did not experience both rejection and perceived groupness.     

Collaboration in Business Schools: A Foundation for Community Success

Business schools are often thought of as being accountable for the individual student’s personal development and preparation to enter the business community. While true that business schools guide knowledge development, they must also fulfill a social contract with the business community to provide ethical entry-level business professionals. Three stakeholders, students, faculty, and the business community, are involved in developing and strengthening an understanding of ethical behavior and the serious impacts associated with an ethical lapse. This paper discusses the ways the business schools may enhance the student’s ethical knowledge and understanding, and proposes a roadmap that business schools may use to develop or strengthen a strong ethical culture. The authors, Leland Horn and Michael Kennedy, are third year doctorate of management students at Colorado Technical University, 4435 North Chestnut Street, Colorado Springs CO 80907.