关于社会主义科技荣辱观的若干思考

随着科学技术的发展及其日益社会化,人们的思维方式、价值观念发生了变化,一些有违科技荣辱观的问题日益凸显。它们不仅败坏学术风气,损害我国科技界声誉,而且阻碍我国科学技术的进步,影响我国科教兴国战略的实施。因此,在当前建设社会主义核心价值体系、弘扬社会主义荣辱观的形势下和过程中,加强社会主义科技荣辱观的研究和建设,既十分紧迫,又非常重要。     

The Role of the Humanities and Social Sciences in Nanotechnology Research and Development

The experience with genetically modified foods has been prominent in motivating science, industry and regulatory bodies to address the social and ethical dimensions of nanotechnology. The overall objective is to gain the general public’s acceptance of nanotechnology in order not to provoke a consumer boycott as it happened with genetically modified foods. It is stated implicitly in reports on nanotechnology research and development that this acceptance depends on the public’s confidence in the technology and that the confidence is created on the basis of information, education, openness and debate about scientific and technological developments. Hence, it is assumed that informing and educating the public will create trust, which will consequently lead to an acceptance of nanotechnology. Thus, the humanities and social sciences are seen as tools to achieve public acceptance. In this paper, the author argues that this is a narrow apprehension of the role of the humanities and social sciences. The humanities and social sciences have a critical function asking fundamental questions and informing the public about these reflections. This may lead to scepticism, however, the motivation for addressing the social and ethical dimensions of nanotechnology should not be public acceptance but informed judgement. The author illustrates this critical function by discussing the role, motivation and contribution of ethics as an example. Lastly, the author shows that a possible strategy for incorporating the humanities and the social sciences into nanotechnology research and development is Real-Time Technology Assessment, where the purpose is to integrate natural science and engineering investigations with ethical, legal and social science from the outset.

吏员制度起源考

官员与吏员是官僚队伍的重要组成部分,二者的根本区别在于前者由最高统治者直接任命,后者由各级官员自行聘用。吏员制度形成于战国至秦汉时期,萌芽于先秦时期。从任命方式来看,吏员制起源于西周时期的府、史、胥、徒制度;从职能来看,吏员制度与先秦史官制度之间有内在的密切联系。     

Nodal structure and the partitioning of equivalence classes

By definition, all of the stimuli in an equivalence class have to be functionally interchangeable with each other. The present experiment, however, demonstrated that this was not the case when using post-class-formation dual-option response transfer tests. With college students, two 4-node 6-member equivalence classes with nodal structures of A-->B-->C-->D-->E-->F were produced by training AB, BC, CD, DE, and EF. Then, unique responses were trained to the C and D stimuli in each class. The responses trained to C generalized to B and A, while the responses trained to D generalized to E and F. Thus, each 4-node 6-member equivalence class was bifurcated into two 3-member functional classes: A-->B-->C and D-->E-->F, with class membership precisely predicted by nodal structure. A final emergent relations test documented the intactness of the underlying 4-node 6-member equivalence classes. The coexistence of the interchangeability of stimuli in an equivalence class and the bifurcation of such a class in terms of nodal structure was explained in the following manner. The conditional discriminations that are used to establish a class also imposes a nodal structure on the stimuli in the class. Thus, the stimuli in the class acquire two sets of relational properties. If the format of a test trial allows only one response option per class, responding on those trials will be in accordance with class membership and will not express the effects of nodal distance. If the format of a test trial allows more than one response option per class, responding on those trials will be determined by the nodal structure of the class. Thus, the relational properties expressed by the stimuli in an equivalence class are determined by the discriminative function served by the format of a test trial.     

Interference control in preschoolers: factors influencing performance on the day–night task

Two experiments investigated preschoolers' interference control in variants of the day–night task. The day–night task involves instructing children across 16 trials to say the word ‘day’ when viewing a card depicting a nighttime sky and to say ‘night’ when shown a picture of the daytime sky. The purpose of the experiments was to investigate whether the depiction on each card distracts children because it is semantically associated with the instructed response or because the depicted item cues the alternative (incorrect) response within the response set. The results in the first study (N=23, M=52.65 months) and second study (N=54, M=50.81 months) indicate that a close semantic relation between the picture and the target response does not pose substantial interference for preschoolers. In contrast, the pictured item poses a significant challenge for preschoolers when it depicts the interfering alternative in the response set. Theoretical implications of these results for the development of interference control are discussed. Copyright © 2008 John Wiley & Sons, Ltd.     

慢性军事应激致军人海马形态、认知功能和应对方式的变化

通过对572名连续4~16个月高强度军事训练的军人进行SCL-90测评, 研究慢性军事应激条件下军人海马形态、认知、心理特质和特质应对方式的变化特征。将其中l7例焦虑因子分≥3分者(焦虑或伴焦虑)设为研究组(A), 并以匹配法设对照组(B)。检测两组军人血皮质醇, 并用MRI观察海马形态、检测简单和复杂认知作业功能、以STAI测评状态-特质焦虑及以CCSQ测评应对方式, 探讨两组对应变化。研究结果显示：(1)血皮质醇：A、B组均高于正常水平, 有差异显著, A组显著高于B组。(2)海马形态：A组与B组MRI海马形态标准化后, A组海马形态显著萎缩, 与B组相比有显著性差异, 但各组每个同体的左右两侧之间相比无显著性差异。(3)认知作业功能：A组简单认知作业成绩与B组无显著差异, 但复杂认知作业成绩与B组相比有显著性差异。(4)状态-特质焦虑：A组的状态焦虑、特质焦虑分别与B组和常模比较均有显著变化, B组与常模相比状态焦虑变化显著, 特质焦虑变化不显著。(5)应对方式：A组积极应对方式平均值低于B组和常模并有显著性差异, B组高于常模; A组消极应对方式平均值高于B组和常模且有非常显著性差异, B组与常模无显著改变。结论 在慢性军事应激条件下, 特质焦虑个体的海马形态出现双侧萎缩, 复杂认知功能下降, 更易发生状态焦虑, 行为取向表现出积极应对方式降低、消极应对方式增加。     

聋童执行功能发展：聋童与正常儿童的比较

利用标准Dimensional Change Card Sort任务(DCCS),对76名智力正常的3~8岁聋童和78名3~5.5岁的正常儿童进行了对比测试,旨在考察聋童执行功能发展的年龄特征与发展水平。结果发现,3岁组的聋童和正常儿童在DCCS任务上的表现没有显著性差异,但正常儿童在4~4.5岁时进入一个迅速发展期,而聋童要在6岁时才有快速的发展,到7岁后才相当于正常儿童5岁的发展水平,大约滞后2年。研究认为,造成聋童执行功能发展滞后的原因主要有：（1）语言符号系统和聋童特有的符号系统之间可能存在的差异;（2）聋童可能存在计划和灵活性的缺陷;（3）聋童可能存在命名和标识策略上的困难和注意机制的缺陷。结合关于聋童心理理论发展滞后于正常儿童7年以上的报道,心理理论发展和执行功能发展在聋童身上表现出较大的不一致性。     

晚发性抑郁的生物学机制

晚发性抑郁是指发病年龄大于60岁的一组抑郁综合征,发病机制至今尚不明确。研究表明,晚发性抑郁的遗传因素不明显,而血管损害则与之密切相关;多数患者伴有明显的执行功能损害,痴呆的发病风险增高。围绕晚发性抑郁的两个基本特征:血管损害与认知障碍做一回顾,初步探讨了晚发性抑郁生物学机制对临床决策的影响,并由此展望了未来的研究方向。     

War: Mentalization and Totalitarian State of Mind

For most residents of Europe, war is a new experience in which they find themselves both as witnesses and participants. In this paper the war in Ukraine serves as an illustration and case example. Like any unfamiliar experience, war elicits profound emotional responses which can be so overwhelming that an individual may be unable to fully process them and to create mental representations of the reality of war. When the psyche becomes entrapped in an unprocessed state, without the capacity to derive meaning from it, this results in the “fossilization” of the psyche akin to what McGinley and Segal describes as a totalitarian state of mind. Subjectivity and individual differences come under collective or personal attack, or both. This state of being prioritizes the needs of the collective psyche over the individual psyche. The image of Gorgon Medusa, who transformed living people into “fossilized” ones, is presented as a metaphor of total identification with the collective dimension. In contrast, the psyche can reveal a creative approach to resolving war-induced trauma. This is depicted in the concept of the Alchemical Stone and its creation, which symbolizes a harmonious connection between the external and internal realms, the subjective and objective experiences, and the real and the imaginal dimension.     

Predicting the Early Developmental Course of Symptoms of Attention Deficit Hyperactivity Disorder

Data from the National Institute of Child Health and Human Development Study of Early Child Care were examined to test whether: attention deficit/hyperactivity disorder (ADHD) symptoms remain stable from 54 months through early elementary school; behavioral inhibition and attention deficits assessed at 54 months predict ADHD symptoms in elementary school, even after controlling for their temporal stability; and early behavioral inhibition and attention deficits moderate the longitudinal stability in ADHD symptoms. Data were examined using continuous and categorical measures of symptoms. Modest stability in ADHD symptoms from 54 months to third grade was found. Measures of inhibition and inattention predicted later teacher ratings uniquely, but no evidence was found for moderation. Measures of preschool behavioral inhibition also predicted “persistently at risk status” defined by elevated teacher ratings over time. Results are discussed in terms of executive and motivational facets of inhibition that may be related to early signs of ADHD.