基于机体反馈调控保护扭转肿瘤治疗思路

肿瘤的临床治疗经过漫长积极探索研究,中西医疗效均未取得成就性突破,本文穿越时空隧道,基于人类亿万年适应环境生存生物进化历程形成的精细反馈调控保护视角,循证机体实施反馈调控保护顽强延续生命依据,结合肿瘤病理生理机制,剖析肿瘤形成原因,追溯肿瘤临床治疗误区,扭转肿瘤治疗思路,引领肿瘤治疗新路径。     

Key characteristics of decision making in soccer and their implications

This paper puts forward the position that the cognitivist approach adopted in research on decision making in team sports leads to a disconnection from the actual environment of play. The argument is structured as a narrative review of 60 articles that were analyzed to identify the most recent concepts related to the following topics or combinations thereof: tactics and action in the play; decision making and associated cognitive mechanisms and skills; and the teaching–learning–training process. The results of the review led us to characterize decision making in the team sports context as being (a) “prereflected,” (b) based on evaluation, (c) frugal, and (d) “generated,” as opposed to being a process of choosing from alternatives. In addition to showing clear adjustments to the environment of play, the four characteristics imply that teaching, learning, and training to play should also be designed according to the restrictions imposed by the context and the actual lived experience of the play. We conclude that cognition should not be considered solely responsible for decisions, and thus both theoretical and pedagogical models of player development should take the ecological perspective of decision making into account. As a result, the methodologies employed to develop players from an early age could be elaborated on by taking into account the interaction between cognitive skills and the possibilities emerging in the play.     

Group dynamics in Canadian recreational team sports later in life

As interest and participation in physical activity later in life increases, evidence is needed to inform the promotion, design, and delivery of community-based sport for older people. One important consideration is the dynamics of the group, which may influence experiences of team sport among aging populations. A qualitative study was undertaken to explore group dynamics concepts and perceived outcomes experienced by older adults involved in Canadian community-based recreational teams. Seventeen mid-life and older adults (M_age = 64.06, SD = 6.40) who previously participated in youth team sport and were currently involved in adult recreational team sport participated in semi-structured phone interviews. Results were organized into categories outlined in the conceptual framework for the study of sport teams (Eys et al., 2020). Issues specific to team dynamics experienced in older adulthood are highlighted and relate to competitiveness, sport specific skills/knowledge, competitive level, motivational climate, interdependence, team stability, group norms, roles, cohesion, leadership, social support, conflict, enjoyment, personal development, and social connections. Findings underscore the relevance of team dynamics in older adulthood and importance of understanding individual and environmental attributes in relation to group processes, structures, emergent states, and outcomes specific to sport for older adults. Directions for future research and practical implications to encourage greater involvement and sustained participation in team sport throughout the lifespan are discussed.     

Instructive feedback: A comparison of simultaneous and alternating presentation of non-target stimuli

Instructive feedback involves presenting extra, non-target stimuli in the consequent events for children's responses. Two methods of presenting instructive feedback during direct instruction were compared. These methods involved presenting two extra stimuli on all trials, and presenting the two extra stimuli separately on alternating trials. Preschool students were taught coin combinations using a constant time delay procedure with instructive feedback stimuli added to both praise and correction statements. An adapted alternating treatments design was used to evaluate the two methods of presenting instructive feedback. The students were assessed to determine the extent to which instructive feedback stimuli were learned. The results indicate that students learned some of the instructive feedback stimuli and no consistent differences in the effectiveness of the two presentation methods were noted. Further, relationships between the two instructive feedback stimuli appeared to be established. Implications for instruction and future research are discussed.     

Interest as a Motivational Resource: Feedback and Gender Matter, but Interest Makes the Difference

This study tested the hypothesis that interest in a certain topic enables children to sustain their intrinsic motivation in topic-related tasks when positive feedback is absent. Ninety-one Israeli children in the seventh grade completed a questionnaire assessing their interest in the topic of logic questions. Later, in individual sessions, children worked on logic questions, and either received positive feedback or no feedback on their performance. Then, they completed a questionnaire assessing their intrinsic motivation to participate in a similar task. As expected, children with a high level of interest reported more intrinsic motivation than did children not high on interest. Among children with moderate interest, absence of positive feedback was associated with decreased intrinsic motivation for boys, and increased motivation for girls. This gender-related pattern was interpreted as suggesting that girls with moderate interest perceived the positive feedback as an attempt to control them. The findings support the view that interest may serve as a personal resource that helps children to cope with non-optimal learning conditions.     

Feedback functions, optimization, and the relation of response rate to reinforcer rate

The present experiment arranged a series of inverted U-shaped feedback functions relating reinforcer rate to response rate to test whether responding was consistent with an optimization account or with a one-to-one relation of response rate to reinforcer rate such as linear system theory's rate equation or Herrnstein's hyperbola. Reinforcer rate was arranged according to a quadratic equation with a maximum at a unique response rate. The experiment consisted of two phases, during which 6 Long Evans rats lever pressed for food. In the first phase of the experiment, the rats responded on six fixed-interval-plus-quadratic-feedback schedules, and in the second phase the rats responded on three variable-interval-plus-quadratic-feedback schedules. Responding in both phases was inconsistent with a one-to-one relation of response rate to reinforcer rate. Instead, different response rates were obtained at equivalent reinforcer rates. Responding did vary directly with the vertex of the feedback function in both phases, a finding consistent with optimization of reinforcer rate. The present results suggest that the feedback function relating reinforcer rate to response rate imposed by a reinforcement schedule can be an important determinant of behavior. Furthermore, the present experiment illustrates the benefit of arranging feedback functions to investigate assumptions about the variables that control schedule performance.     

个体反馈寻求的基础和模式

目标定向作为未来时间洞察力的主要内容,其反馈寻求的结构已引起人格心理学家的重视。感知到的代价和价值构成了反馈寻求的基础,而反馈寻求的频率、方法、类型、时机、来源和征兆等构成了个体反馈寻求的主体成分。对这些成分的探讨有助于我们理解反馈寻求与目标获得之间的关系。     

Emotional and motivational reactions to failure: the role of illusions of control and explicitness of feedback

Previous research has found that illusions of control (IOC) can buffer against the emotional consequences of failure and may increase persistence in the face of failure. Theoretical analyses suggest that IOC are most closely related to a better mood and higher motivation if failure feedback is open to reinterpretation. Two experiments were conducted to test the hypothesis that explicitness (vs. ambiguousness) of failure feedback moderates the consequences of IOC following a failure experience. In accord with predictions, it was found that IOC were subsequently related to a better mood (Study 1) and higher persistence (Study 2) if individuals received ambiguous task-inherent failure feedback. In contrast, explicit failure feedback seemed to neutralize the beneficial effects of IOC. These results are discussed with respect to the adaptiveness of IOC.

Linking team resources to work-family enrichment and satisfaction

Work-family scholars now recognize the potential positive effects of participation in one life domain (i.e., work or family) on performance in other life domains. We examined how employees might benefit from team resources, which are highly relevant to the modern workplace, in both work and nonwork domains via work-family enrichment. Using the Resource-Gain-Development model (Wayne, Grzywacz, Carlson, & Kacmar, 2007), we explored how team resources contribute to enrichment and resulting project and family satisfaction. Using multilevel structural equation modeling (ML-SEM) to analyze student data (N = 344) across multiple class projects, we demonstrated that individuals with team resources were more likely to experience both work-to-family and family-to-work enrichment. Further, enrichment mediated the relationship between team resources and satisfaction with the originating domain.     

Feedback related brain activity in a gambling task: A temporal analysis of EEG correlates

Lucchiari, C. & Pravettoni, G. (2010). Feedback related brain activity in a gambling task: A temporal analysis of EEG correlates. Scandinavian Journal of Psychology 51, 449–454. The pattern of neural correlates of feedback processing has been the subject of a number of studies, using both neuroimaging and electrophysiological recordings. A complex functional network was found to be activated after a choice in order to process a feedback and sustain an adaptive behavior. However, many aspects of this network are still unclear and further research is needed to better understand this process. We conducted an EEG study using a simple gambling task. Twenty three subjects participated to the study. We analyzed both EEG power spectrum and ERP components evoked by presentation of a feedback signal (money gain or loss) during a simple gambling task. Our data confirmed that a negative ERP component is present about 270 ms after feedback, particularly relevant following a choice with negative outcome. Furthermore, the theta and delta oscillatory activity seem to be correlated to a dynamic decision‐making process within specific cortical networks. In particular, theta activity showed a valence dependent development between 150 and 350 ms post‐feedback onset. Differently from previous studies (Cohen, Elger & Ranganath, 2007; Marco‐Pallares, Cucurell, Cunillera et al., 2008), we did not find any valence effect in beta range. However, our data are consistent with Christie and Tata (2009) , probably due to the nature of the gambling task used in both studies. In conclusion, our data, in line with some prior findings showed that the feedback related response is correlated to a complex pattern of cortical activation probably mediated by theta and delta activity.