Children and adolescents coordinate group and moral concerns within different goal contexts when allocating resources

Coordinating complex social and moral concerns when allocating resources is a key issue in late childhood and early adolescence. This study explored resource allocation in three goal contexts that required children to focus to differing degrees on moral and group concerns. Children (9–11-years, M^age = 9.84, n = 190) and adolescents (14–16-years, M^age = 14.92, n = 154) were informed their school peer group held an in-group norm (competition, cooperation). Participants allocated resources between their in-group and an outgroup within one of three goal contexts (prosocial, learning-focused, and group-focused). Participants allocated in favour of their in-group to achieve a prosocial goal but attenuated this when the goal was focused on learning and cooperation. Adolescents, more than children, reasoned about the goals of resource allocation to justify their decisions. From 9 years old, children begin to coordinate peer group norms and goal information when deciding how to allocate resources within intergroup contexts.     

When to offer cognitive behavioural or psychoanalytic psychotherapy in an integrated psychotherapy service: Are everyday allocation decisions theoretically congruent?

Different modes of psychotherapy can be an effective form of treatment for a range of mental health problems. Psychotherapy provision in the NHS is organised in a variety of ways, with patient entry to various modes of therapy determined by a range of factors including evidence‐based guidelines and patient or referrer preference. The methods by which patients arrive at a particular mode of psychotherapy are largely unreported. This paper aims to describe this process in one UK NHS psychotherapy service offering cognitive behavioural and psychoanalytic psychotherapy, and provides data to inform a discussion on the theoretical congruence of these allocation decisions.     

中国大学生对艾滋病知识的了解以及对艾滋病患者的反应

本研究区分艾滋病知识的两个不同侧面: 对艾滋病的误解和对艾滋病的正确认识, 并第一次在中国探讨这两个不同侧面的知识对艾滋病患者的认知、情感、行为反应的不同预测作用。119名(31男, 88女)来自上海、132名(59男, 73女) 来自广州的大学生参加了本调查。结果发现被调查的大学生: 1) 普遍对艾滋病存在误解, 即认为艾滋病可以通过日常的一般接触传染, 并且, 这种误解和对艾滋病的正确认识相互独立; 2) 都表达了对艾滋病患者的厌恶情感、与艾滋病患者接触的不舒服感; 3) 尽管如此, 但都不支持对艾滋病患者采取强制措施, 也不认为艾滋病患者感染艾滋病是他们自己的责任。研究还发现, 和来自广州的大学生相比, 来自上海的大学生对艾滋病有着更多的了解, 对艾滋病患者有着更少的负性情感、更少的消极态度、他们也更少地把感染责任归结到患者本身。特别有趣的是, 本研究发现, 对艾滋病患者的负性反应具有显著预测能力的是对艾滋病患者的误解而不是正确认识, 即误解越多, 负性反应越多。这些发现提示, 中国未来的艾滋病防治工作应该继续大力加强对艾滋病相关知识的宣传教育, 不仅要让人们知道艾滋病是通过什么途径传染的, 还要特别消除他们对艾滋病的许多误解, 从而减少或消除对艾滋病患者的许多歧视性反应, 营造一个良好的艾滋病防治环境; 同时, 中国的艾滋病防治还应该注意地区差异, 不同地区的防治力度和采取的策略应该和各地的实际疫情相适应。     

学习不良儿童元记忆监测与控制的发展

采用2×3×2的混合设计,在自定步调和对项目逐项评定的学习条件下,对小学四~六年级学习不良儿童的元记忆监测与时间分配策略进行了实验研究。结果表明：在对学习材料难度的有效区分上,学习不良儿童与对照组儿童间无差异,不论学习不良组还是对照组,四年级儿童均不能对实验中配对学习材料难度性质做出明确区分,五、六年级儿童能够很好的区分学习材料难度;在学习判断水平上,五、六年级学习不良儿童均低于对照组儿童,四年级两组之间无差异;从对不同难度学习材料的时间分配来看,四年级学习不良儿童与对照组儿童分配在不同难度材料上的学习时间均无显著差别。五、六年级对照组儿童能够根据学习材料的不同难度分配不同学习时间,而且学习时间分配与难度判断之间存在显著相关。五、六年级学习不良儿童能在一定程度上根据学习材料的不同难度分配不同的学习时间,但这种时间分配与难度判断之间相关未达到显著水平,提示他们尚不能在有效元记忆监测基础上对不同难度学习材料进行合理的时间分配     

学习困难儿童元记忆能力的实验研究

该研究以有和无意义联系的两种中文词对为材料,采用2×3×2混合实验设计,对小学三到五年级的学习困难儿童与学优儿童的JOL监测判断水平和学习时间分配之间的差异及其发展特点进行研究。结果表明：（1）学习困难儿童的JOL判断等级显著低于学优儿童;（2）在自定步骤学习过程中,随着年级增长,学习困难儿童能够根据学习材料的性质决定其学习时间的分配策略,表现出一定的元记忆控制能力,但其分配策略的有效性不高;（3）学习困难儿童的JOL监测判断水平和学习时间分配策略从小三到小五在缓慢提高;（4）学习困难儿童的JOL监测判断和学习时间分配之间存在交互影响。     

Perceptions of injustice in intercultural relations

Perceptions of injustice are likely to occur in intercultural relations because cultures often define justice and its implementation differently. This article reviews factors and processes that are unique to intercultural relations and that may give rise to feelings of injustice during intercultural interactions. Antecedents that can trigger a sense of injustice with regard to distributive, procedural, and retributive justice are reviewed. The consequences of perceived injustice are also analyzed. The implications of our analysis for research and practice are discussed.     

EFFECTS OF PRESESSION ATTENTION ON THE FREQUENCY OF ATTENTION-MAINTAINED BEHAVIOR

The effect of prior attention was systematically manipulated to study its influence on rates of yelling and head hitting, both maintained by positive reinforcement in the form of attention. Higher levels of head hitting occurred in analogue attention conditions when the person was deprived of attention (no social interactions for 1 hr) prior to the analysis in comparison to when the person received high levels of attention (attention delivered on a fixed-time 30-s schedule for 1 hr) prior to the analysis.     

乙肝防治决策的基本点

我国现有乙肝现症感染者1亿多人,乙肝防治决策需要整个社会的参与,决策是否可以取得成效取决于以下几个基本点:决策的权威性;决策的科学性;决策的可行性。决策的前提是:预防为主,治疗为辅。     

Counter-regulation triggered by emotions: Positive/negative affective states elicit opposite valence biases in affective processing

The present study investigated whether counter-regulation in affective processing is triggered by emotions. Automatic attention allocation to valent stimuli was measured in the context of positive and negative affective states. Valence biases were assessed by comparing the detection of positive versus negative words in a visual search task (Experiment 1) or by comparing interference effects of positive and negative distractor words in an emotional Stroop task (Experiment 2). Imagining a hypothetical emotional situation (Experiment 1) or watching romantic versus depressing movie clips (Experiment 2) increased attention allocation to stimuli that were opposite in valence to the current emotional state. Counter-regulation is assumed to reflect a basic mechanism underlying implicit emotion regulation.     

内群体偏爱与儿童基于贡献的分配公平性:心理理论的调节作用

本研究考察了贡献和内群体偏爱两种分配动机对儿童分配公平性的影响,并探讨了心理理论在其中的作用。通过比较63名6~8岁儿童在不同群体条件下对贡献不同的接受者的分配结果和分配策略的差异,结果发现：（1）在所有群体条件下,儿童都会分配给贡献多的接受者更多的资源,但当外群体成员贡献多且内群体成员贡献少时,儿童也会分配给贡献多的接受者相比于其他群体条件更少的资源,并更多的采用群体关系策略对这一行为作出解释;（2）心理理论能力越高的儿童分配给贡献多的接受者的资源数量受群体关系的影响越小,且使用贡献策略的频率越高,使用群体关系策略的频率越低。这些结果表明6~8岁儿童在资源分配过程中会优先考虑公平动机,且心理理论能力强的儿童更少表现出内群体偏爱。