小学生创造性科学问题提出能力的发展研究

运用实验的方法,对371名小学生创造性科学问题提出能力的发展进行了研究。结果表明:(1)小学生创造性科学问题提出能力整体呈上升趋势;(2)男女生的创造性科学问题提出能力发展趋势基本相同,男生整体上要略高于女生,差异不显著;(3)小学生创造性科学问题提出能力的学校类型差异主要表现在发展趋势上,城市小学二到三年级停滞不前,乡村小学则迅速发展,之后发展趋势相同;(4)三到四年级是小学生创造性科学问题提出能力发展的“关键期”。     

Creativity Research Overlooks the Study of Resilience among Young Children: A Bibliometric Network Review

Creativity researchers are increasingly interested in understanding when, how, and for whom creativity can be beneficial. Previous reviews have demonstrated that creativity research largely ignores the study of its impact on factors that promote health, and well-being among populations of adults. It is unclear, in fact, whether this gap in research also extends to creativity research among young children. This paper addresses this issue. Early childhood is a crucial stage for the cognitive development of young children who remain highly sensitive to stress, and adversity. It is therefore essential to identify and promote factors that are beneficial to early childhood resilience, thereby contributing to documenting more of the effects of creative activities on positive outcomes. This paper presents a review with a bibliometric analysis of 1000 randomly selected articles from the Web of Science, without bias towards any specific peer-reviewed journal. The analysis of 454 included articles shows that approximately 80% of the included studies focus on creativity as an outcome (replicating previous findings with a larger sample), with only 3.78% investigating creative activities as predictors among young children. In this small percentage, most of the studies addressed creative activities in young children related to resilience outcomes.     

Can a Single Measure Estimate Protocol Adherence for Two Psychosocial Treatments for Youth Anxiety Delivered in Community Mental Health Settings?

Treatment adherence measurement can be time and resource-intensive in clinical trials, so the ability to measure protocol adherence for two distinct treatment programs with a single measure may benefit the field. The present study sought to determine if the Therapy Process Observational Coding System – Revised Strategies Scale (TPOCS-RS) could assess protocol adherence to two youth treatment programs. Treatment sessions (N = 796) from 55 youth (M age = 9.89 years, SD = 1.71; range 7–15 years; 55.0% White; 46.0% female) with primary anxiety problems treatment by 39 clinicians (M age = 40.54 years, SD = 9.56; 50.0% White; 80.0% female) were independently scored by coders using observational treatment adherence and alliance measures. The youth received one of three treatments: (a) Standard (i.e., cognitive-behavioral treatment program), (b) Modular (i.e., a program with cognitive-behavioral and parent training components), or (c) Usual Care. Consultants filled out a self-report measure of protocol adherence within the Standard and Modular conditions. Interrater reliability, ICC(2,2) for the various items for the full sample ranged from .17 to .92 (M ICC = .67; SD = .17). Scores from a TPOCS-RS subscale that mapped onto the specific content of the treatment protocols used in the Standard and Modular conditions evidenced convergent validity with the consultant-report adherence measure and discriminant validity with the alliance measure. The model-specific TPOCS-RS subscales also discriminated between the Standard and Modular treatments and Usual Care. This study provides initial evidence that (a) the TPOCS-RS has utility in estimating protocol adherence in different treatment programs and (b) support the score validity of the self-report consultation records.     

协和育才模式与创造性人格

创造性人格是个体创造力的主体部分。协和医科大学的教育模式有助于培养医学生积极的人生态度、高度的自我肯定评价、强烈的内在动机、自主的认知风格以及丰富的情感。在我国高等医学教育改革进程中,普通医学院校应将协和模式与本校实际相结合,加强对医学生创造性人格的培养,增强其创造力,更好地适应国际医学发展的需求。     

A code of ethics for the life sciences

The activities of the life sciences are essential to provide solutions for the future, for both individuals and society. Society has demanded growing accountability from the scientific community as implications of life science research rise in influence and there are concerns about the credibility, integrity and motives of science. While the scientific community has responded to concerns about its integrity in part by initiating training in research integrity and the responsible conduct of research, this approach is minimal. The scientific community justifies itself by appealing to the ethos of science, claiming academic freedom, self-direction, and self-regulation, but no comprehensive codification of this foundational ethos has been forthcoming. A review of the professional norms of science and a prototype code of ethics for the life sciences provide a framework to spur discussions within the scientific community to define scientific professionalism. A formalization of implicit principles can provide guidance for recognizing divergence from the norms, place these norms within a context that would enhance education of trainees, and provide a framework for discussing externally and internally applied pressures that are influencing the practice of science. The prototype code articulates the goal for life sciences research and the responsibilities associated with the freedom of exploration, the principles for the practice of science, and the virtues of the scientists themselves. The time is ripe for scientific communities to reinvigorate professionalism and define the basis of their social contract. Codifying the basis of the social contract between science and society will sustain public trust in the scientific enterprise.     

Croatia founded a national body for ethics in science

The Committee for Ethics in Science and Higher Education (CESHE) was created in Croatia as a national body appointed by the Parliament. Thus Croatia became one of a handful of countries with national means of responding to allegations of scientific misconduct. The Committee’s duties, with the help of the Ethics Code, include promotion of ethical norms and values in science and higher education. The CESHE will work on cases of possible research misconduct and alleged disregard for the ethical norms associated with research.     

创造性思维与认知抑制的关系

抑制是创造性思维过程中的一种重要的认知加工机制。创造性思维与认知抑制的关系主要有三种观点：创造性思维的认知去抑制假说、认知抑制假说和适应性认知抑制假说。本文系统评述了创造性思维与认知抑制关系的相关理论、研究新进展和神经机制。未来研究应加强创造性思维与认知抑制关系的理论整合与构建,分析创造性思维的不同阶段的认知抑制机制,采用无意抑制与有意抑制研究范式,对创造性思维与认知抑制的关系、影响因素及神经机制进行深入研究。     

Parafraud in biology

The concept of parafraud is described as “illogical or improper behaviour towards other peoples’ views or publications,” and 19 different kinds of common practices coming under this heading are listed. Ways of combating it are suggested. Dr. Hillman was the Reader in Physiology at the University of Surrey from 1968 to 1995 and Director of the Unity Laboratory of Applied Neurobiology from 1970 to date.     

Honest research

The origins of research projects, the duties of supervisors and research workers, the subjective elements in research and the difficulties of publication are reviewed, as a guide to the complexities of executing an honest research project. It is assumed that research carried out with maximal intellectual integrity will result in real advances.     

Teacher Use Of Interventions In General Education Settings: Measurement And Analysis Of The Independent Variable

This study examined the integrity with which 4 general education teachers implemented an intervention designed to improve the academic performance of elementary school students. Treatment integrity was measured daily using permanent products. The results showed that the 4 teachers markedly increased the integrity of the delivered treatment when they were provided with performance feedback. The results suggest that academic performance improved for the group of students as integrity improved.