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181.
182.
神经细胞死亡曾被认为仅表现为坏死和凋亡。近来发现,不同的细胞死亡形式可以受相同的信号蛋白调节。对程序性坏死的新认识提示坏死与凋亡这两种传统意义上相互排斥的细胞死亡形式是可以互相转化的对立统一体。人们对复杂生命现象的认识虽存在局限性,但可随着科技的发展而不断深入。 相似文献
183.
组织中的情绪情感研究逐渐成为了学界关注的热点, 情感事件理论的出现为该领域研究提供了一个整合的框架。情感事件理论认为员工在工作中的情感反应由特定的工作事件引发, 这些情感反应会进一步影响员工的态度与行为。该理论区分了情感反应与工作满意度的差异, 并在对工作满意度解构的基础上提出了情感驱动型和判断驱动型两类不同性质的行为。情感事件理论对研究组织成员情感反应的作用机制具有重要的指导意义, 但另一方面它也需考虑团体层次情感机制及测量方法等因素, 在更加具体的情境中进一步验证和完善。 相似文献
184.
Erik De Corte 《Current directions in psychological science》2003,12(4):142-146
Historically, the notion of transfer has been very controversial, conceptually as well as empirically. Therefore, there is an obvious need for further inquiry aimed at a better understanding of the processes underlying transfer. Taking into account the recent literature, this article defines transfer as the broad, productive, and supported use of acquired knowledge, skills, and motivations in new contexts and learning tasks. As an illustration, an intervention study is briefly discussed. This study shows the possibility of designing a powerful learning environment that yields transfer effects in accordance with this reconceptualized perspective on transfer. 相似文献
185.
Peers serve as reinforcers and models of behavior, and consequently classrooms containing high numbers of students with poor academic skills or behavior problems are likely to promote these behaviors in individual students. This study examined how variations in social and academic classroom composition as well as the larger school context affected behavior in a normative sample of children over a 2-year period. Teachers provided ratings of individual students, which were then aggregated to form teacher-based measures of classroom environment. Concurrent and longitudinal effects of classroom and school environments on individual behaviors were examined for students in 65 classrooms in 17 schools. Poorer classroom environments were associated with poorer levels of student aggression, peer relations, and academic focus. Changes in student behavior over time could be explained by the current classroom environment. 相似文献
186.
187.
Yael Latzer Zipora Hochdorf Eitan Bachar Laura Canetti 《Contemporary Family Therapy》2002,24(4):581-599
This study sought to examine the extent to which family environment and attachment styles are concurrently related to eating disorders. The Adult Attachment Scale and the Family Environment Scale were administered to 25 anorexic and 33 bulimic female patients at intake in an eating disorder clinic, and 37 age-matched female controls. Eating disorder patients were found to be less secure, more avoidant, and more anxious than controls. The families of eating disorder patients were found to be less cohesive, expressive, and encouraging of personal growth than were controls. Low encouragement of personal growth and uncertain attachment styles may be manifestations of family difficulties in supporting the child during the process of separation individuation, and exploration of the outside world. 相似文献
188.
ABSTRACT— Childhood maltreatment elevates risk for antisocial behavior, depression, and other problems over the life span, but a subset of maltreated individuals avoids maladaptive development and shows resilience. Resilience reflects a dynamic confluence of factors that promotes positive adaptation despite exposure to adverse experiences. Recent replicated findings of gene–environment interactions (abbreviated G × E) involving maltreatment have identified two genes, monoamine oxidase A ( MAOA ) and serotonin transporter ( 5-HTT ), that moderate the association between childhood maltreatment and psychopathology. Accordingly, G × E raise new questions about potential biological mechanisms by which some individuals are able to cope adaptively and function relatively well despite experiencing early adversity. We summarize advances toward greater specification of G × E mechanisms, including genetic and environmental moderation of G × E effects and imaging genomics that provide clues regarding resilience processes in development. 相似文献
189.
ABSTRACT— Interactions between genes and the environment are a critical feature of development. Insights into the dynamic interplay between these factors have come from laboratory studies exploring experience-dependent changes in gene function, which illustrate the importance of environmental factors in determining activity of the genome. These studies have implications for our understanding of the origins of individual differences in behavior and may provide new ways of thinking about the transmission of traits across generations. Here we will highlight how these new findings illustrate the importance of putting genes in context. 相似文献
190.
Research investigated classroom environment antecedent variables and student affective outcomes in Australian high schools.
The Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was used to assess 10 classroom environment
dimensions: student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, equity, differentiation,
computer usage and young adult ethos. A sample of 4,146 high school students from Western Australia and Tasmania responded
to the TROFLEI and three student outcome measures: attitude to the subject, attitude to computer use and academic efficacy.
Confirmatory factor analysis using LISREL supported the 10 scale a priori structure of the instrument. Structural equation
modeling using LISREL was used to test a postulated model involving antecedent variables, classroom environment and outcomes.
The modeling indicated that: improving classroom environment has the potential to improve student outcomes, antecedents did
not have any significant direct effect on outcomes, and academic efficacy mediated the effect of several classroom environment
dimensions on attitude to subject and attitude to computer use.
相似文献
Jeffrey P. DormanEmail: |