Experimental manipulation of maternal proximity during short sequences of sleep and infant calming response

This study aimed to understand how different mother-infant sleeping arrangements impact infants’ self-regulation, particularly their calming response. Thus this study investigated the effect of three prevalent mother-infant sleeping arrangements, co-sleeping (CS), sleeping beyond arm’s length from their mother (BAL), and solitary sleeping (SS), on infants’ physiological calming through self-regulation during a nap session in 24 infants (50% female, M = 1.85 months SD = 0.93 months), who were identified as either regular co-sleepers with their mothers, infants who slept in the BAL sleeping arrangement from their mother, and infants who are solitary sleepers (SS). The effect of all three sleeping conditions amongst all the three types of infants with different habitual sleeping arrangements was assessed. All infants spent 10 min (2 × 5 min sessions) in each sleeping condition (CS, BAL, SS) during which electrocardiographic recordings were collected to obtain interbeat intervals (IBI) and rMSSD, a measure of heart rate variability (HRV) an index of physiological calming, maintained by the parasympathetic pathway involved in self-regulation. Infants who regularly co-slept with their mothers had the highest IBI, indicating greater physiological calming and self-regulation across all sleeping arrangement conditions (CS, BAL, SS), followed by infants who regularly slept in the BAL sleeping arrangement from their mothers. IBI was lowest amongst regular solitary sleepers, potentially indicating physiological stress due to mother-infant separation. However, HRV indices during the sleeping arrangements (especially across regular solitary sleepers) were inconclusive as to whether the lack of change in HRV across all sleeping conditions was due to physiological stress responses or greater physiological regulation. This study is the first to investigate the effect of manipulated and habitual mother-infant sleeping arrangements on infant physiological calming.     

音乐训练与抑制控制的关系：来自ERPs的证据

抑制控制是人类非常重要的认知功能之一, 它对个体适应环境具有重要的意义。本研究将抑制控制细分为反应抑制和冲突控制, 采用Go/No-go和Stroop任务从行为和脑电层面, 考察了音乐训练与抑制控制能力的关系及其认知神经机制。结果发现：在行为指标上, 音乐训练组比控制组的Stroop干扰效应更小, 但两组被试在Go/No-go任务表现上没有差异。在脑电指标上, 在Go/No-go任务中音乐训练组的N2差异波和P3差异波波幅(No-go减Go条件)显著大于控制组, 在Stroop任务中音乐训练组的N450差异波波幅(不一致减一致条件)也显著大于控制组, 但两组被试的SP差异波波幅(不一致减一致条件)无显著差异。结果表明：音乐训练组被试在反应抑制任务中可能具有更强的冲突监控和运动抑制能力, 在冲突控制任务中也具有更强的冲突监控能力。本研究从电生理的层面反映了音乐训练与抑制控制能力的提升具有一定的关联。     

领导-下属情绪评价能力一致与员工建言：内部人身份感知与性别相似性的作用

基于人-环境匹配和资源保存理论, 研究构建了一个调节-中介模型, 从二元视角分析了领导情绪评价能力与下属情绪评价能力一致对员工建言的影响路径与边界。通过对43位领导与182位下属的配对问卷调研, 结果表明：(1) 相较“低领导-低下属”情绪评价能力一致, 在“高领导-高下属”情绪评价能力一致情境下, 员工的内部人身份感知更高; (2) 相较“高领导-低下属”情绪评价能力不一致, 在“低领导-高下属”情绪评价能力不一致情境下, 员工的内部人身份感知更高; (3) 内部人身份感知在情绪评价能力一致与促进性建言、抑制性建言间起部分中介作用; (4) 相较领导-下属性别相同, 当领导-下属性别不同时, 员工内部人身份感知的中介作用更强。研究从情绪评价能力、性别的二元匹配视角揭示了员工建言的前因, 为领导与下属间交互影响提供了更多解释路径。     

Children's response biases to results of object sharing

This study investigated whether 2- to 6-year-old children exhibit a response bias to questions pertaining to the results of sharing objects that should attract their interest. An experimenter distributed four objects between herself/himself and a child, equally or unequally (more to the child or more to the experimenter) and asked the child yes-no questions: “Is this okay?” and “Is this bad?” The results indicated that 2- and 3-year-olds exhibited a yes bias in all conditions, 4-year-olds exhibited a yes bias to the equal condition and to the unequal condition with more distributed to the child, and 5-year-olds exhibited a yes bias to both unequal conditions, whereas 6-year-olds did not show any response bias. Young preschoolers exhibited a yes bias regardless of questions and children may become able to say both “yes” and “no” appropriately to questions about object sharing after the age of six.     

Influence of pedestrian-to-vehicle technology on drivers’ response and safety benefits considering pre-crash conditions

Pedestrian-to-vehicle (P2V) technology may offer a promising approach to reducing pedestrian crashes. However, its influences on both driver response and safety benefits have been little studied in previous research, particularly in regard to the variation of influences between different pre-crash scenarios. To investigate these influences, this study designed three pre-crash scenarios based on pedestrian crash contributing factors identified from crash reports, and collected 44 drivers’ driving simulator experiments’ data. The results clarified how using P2V technology to warn drivers of an impending collision improves safety by causing a series of changes for both brake operation and braking profile. These series of changes were further demonstrated to vary between scenarios. The study showed that P2V technology may be particularly useful in scenarios in which a pedestrian’s crossing intention is unclear; specifically, in this type of scenario, the P2V warning had changed the braking process from a panic brake of “slow reaction-hard brake” to a comfortable brake of “quick reaction-gentle brake.” In addition, the P2V warning may be less effective in “low-risk” level scenarios where a driver is confident that he/she can handle the situation through a more conservative evasive action and don’t need to react strongly to a warning. Moreover, depending on the pre-crash scenario, the P2V warning may be mostly beneficial for drivers who had a crash/citation in the past five years and working-aged drivers.     

儿童行为抑制性与心理障碍关联的认知神经过程

行为抑制型儿童相较于普通儿童更容易在童年中期和青春期出现心理障碍, 具有更高的发展风险性。此类儿童比非抑制型儿童表现出更多的退缩动机、更长的预期过程与前注意过程、更少的注意控制、对负性信息更多的注意偏向、异常活跃的反应监控过程和更慢的习惯化过程。这些与心理障碍患者相似的认知神经过程是儿童行为抑制性与心理障碍间的重要联系途径, 并能作为预测指标筛选有更高发展风险性的个体。除儿童本身的特质外, 环境因素也能通过塑造认知神经过程, 进而影响儿童的发展结果。因此在未来的研究中, 可以考虑不同文化背景下的儿童行为抑制性与心理障碍关联的认知神经过程差异。进而从个体特质和环境因素两方面寻找行为抑制型儿童发展的保护性因素。     

任务切换中的反应重复效应

在任务重复试次中反应的重复对反应有促进作用,而在任务切换试次中反应的重复对反应有阻碍作用,此现象即为反应重复效应（response repetition effects, RRE）。RRE普遍存在不同任务切换范式中,是一种抽象反应编码重复效应,受刺激效价和一致性、反应编码重复度和准备时间等因素影响。其理论解释主要有重构论、启动-抑制论、以及情境检索说。现有研究初步表明前额叶皮层是RRE的关键脑区,但RRE的认知神经机制及理论解释还有待进一步探讨。     

Attributions for social failure and adolescent aggression

In the present study, 119 high school boys and 79 institutionalized delinquent boys of the same age range were assessed on their own aggressive behavior and on their tendencies to attribute social failure to controllable, external, stable causes, anticipate a hostile affective response, and endorse aggressive behavioral responses to by pothetical social situations. While the two populations of boys did not differ detectably in their attributional tendencies, the relations between an individual's aggressiveness and an individual's attributions differed considerably across the two populations. In particular, among deliquent but not among delinquent but not among nondelinquent boys, the tendency to attribute one's social failures to stable and controllable causes predicted stronger hostile emotional responses to failure and a tendency to endorse physically aggressive responses following such failure. These hostile emotional responses to failure and this preference for a physically aggressive response, in turn, predicted greater actual aggression within the population of delinquent boys. Neither of these links could be demonstrated for nondelinquent boys. However, in the nondelinquent sample, attributing social failure to external and controllable causes predicted endorsement of aggressive responses only indirectly through increased hostile affect. It was concluded that the specific relations between cognitive and affective responses to social failure may be a contributing factor to the serious physical aggression displayed by some delinquents and to the less serious aggression of nondelinquents. © 1993 Wiley-Liss, Inc.     

父母感知的家庭压力对儿童问题行为的影响：父母心理攻击和儿童应激下皮质醇反应的中介作用

儿童问题行为受到环境与个体因素的协同影响。研究以北京150名五、六年级儿童及其家长为被试,探究心理攻击和应激下皮质醇反应在父母感知的家庭压力与儿童问题行为间的中介作用。采用儿童版特里尔社会应激测试测量儿童应激下皮质醇反应,并由家长报告感知的家庭压力、对儿童的心理攻击及儿童的问题行为。结果发现：(1)父母感知的家庭压力可正向预测儿童问题行为;(2)心理攻击在父母感知的家庭压力与儿童问题行为间起中介作用;(3)心理攻击和儿童应激下皮质醇反应在父母感知的家庭压力与儿童问题行为之间起链式中介作用。研究揭示了父母感知压力对儿童问题行为影响的心理和生理机制,从父母和儿童角度为减少儿童问题行为提供了参考。     

认知元反应理论--IRT直接应用于多值记分题

0-1记分测验的项目反应理论已经得到广泛的研究和应用.但是,许多测验都含有多值记分题,所以需要将IRT推广到此类情况.从认知理论的观点看,每个0-1记分题(项目)和多值记分题的每个测试点都可同样地看成一个由若干知识点构成的集合,称之为认知元;根据认知元之间存在的关系可以确定各受测者对各试题作出特定答案的概率,从而不需要引用任何其它假设就可将IRT的方法直接应用于含多值记分题的测验.本文应用这一理论分析了某些测验样本,结果表明是可行的.