铲除医学领域的伪科学

简要回顾几年来关于医学庸俗化的学术讨论明确提出应从本质上对前科学、科学、伪科学和反科学这四个相关概念加以区分。医学庸俗化现象事实上包括伪科学和反科学两种既相联系、相区别的社会现象。指出“法轮功”是反科学而不是伪科学。医学中伪科学包括在基础医学１临床医学、临床药物不,乃至卫生管理领域弄虚作假,欺世盗名,违背科学,图财害命的百法行径。医学中的反科学则包括邪教活动、巫医神汉、预卜吉凶等迷信破坏活动。     

Age Differences in Risk: Perceptions,Intentions and Domains

Although it is commonly assumed that older people are more cautious and risk averse than their younger counterparts, the research on age differences in risk taking is mixed. While some research has found that older adults are less risk seeking, other research has found the opposite or no differences. One explanation is that age differences vary across risk domains. In two studies, we surveyed three adult age groups ranging in age from 18 to 83 on their risk perceptions and intentions of risky behaviors across several domains. Our studies showed that compared with young adults, older adults tend to see more risk in behaviors in health and ethical domains but less risk in behaviors from the social domain. A similar pattern occurred for participants' intentions of engaging in the risky behaviors. Older adults rated risky behaviors from health and ethical domains as less enjoyable and less likely to produce gains than young adults, whereas they rated risky behaviors from the social domain as more enjoyable, less unpleasant, and less likely to produce losses than young adults. These results suggest that age differences in risk preferences may vary across domains and may result from differing motivations. Copyright © 2015 John Wiley & Sons, Ltd.     

我与另一个我:网络自我与现实自我的关系辨析

与现实自我相对,网络自我是个体在网络世界中的自我。在网络生活日益普及的今天,探讨网络自我与现实自我之间的关系具有重要意义。综合自我身份、外形及人格等方面的研究,可以得知网络自我在一定程度上是现实自我的虚拟投射,但对于一些容易受到社会评价的特征,个体会对网络自我进行适度的理想化。同时,网络平台属性以及用户个人特征都会影响网络自我与现实自我之间的关系。未来研究可以结合不同平台与场景、多种研究方法、在不同文化背景下对网络自我与现实自我之间的关系进行进一步探索。     

When is peer rejection justifiable? Children's understanding across two cultures

This study investigated how Korean (N = 397) and U.S. (N = 333) children and adolescents (10 and 13 years of age) evaluated personality (aggression, shyness) and group (gender, nationality) characteristics as a basis for peer rejection in three contexts (friendship rejection, group exclusion, victimization). Overall, peer rejection based on group membership was viewed as more unfair than peer rejection based on personality traits. Children viewed friendship rejection as more legitimate than group exclusion or victimization and used more personal choice reasoning for friendship rejection than for rejection in any other context. Although there were a few cultural differences, overall, the findings provided support for the cultural generalizability of social reasoning about peer rejection.     

Comparing statistical learning across perceptual modalities in infancy: An investigation of underlying learning mechanism(s)

Statistical learning (SL), sensitivity to probabilistic regularities in sensory input, has been widely implicated in cognitive and perceptual development. Little is known, however, about the underlying mechanisms of SL and whether they undergo developmental change. One way to approach these questions is to compare SL across perceptual modalities. While a decade of research has compared auditory and visual SL in adults, we present the first direct comparison of visual and auditory SL in infants (8–10 months). Learning was evidenced in both perceptual modalities but with opposite directions of preference: Infants in the auditory condition displayed a novelty preference, while infants in the visual condition showed a familiarity preference. Interpreting these results within the Hunter and Ames model (1988), where familiarity preferences reflect a weaker stage of encoding than novelty preferences, we conclude that there is weaker learning in the visual modality than the auditory modality for this age. In addition, we found evidence of different developmental trajectories across modalities: Auditory SL increased while visual SL did not change for this age range. The results suggest that SL is not an abstract, amodal ability; for the types of stimuli and statistics tested, we find that auditory SL precedes the development of visual SL and is consistent with recent work comparing SL across modalities in older children.     

Cyber bullying among children with neurodevelopmental disorders: A systematic review

Children and young adults with neurodevelopmental disorders (ND) are at increased risk of bullying compared to typically developing peers. It is still unclear to what extent they are involved in cyber bullying. This systematic review aimed at studying the prevalence of cyber bullying as perpetrators, victims, or both (“bully-victims”) among students with ND in a school setting and in need of special education. The Web of Science, Scopus, ERIC, PsycINFO, PubMED, and Cochrane databases were searched including a manual search of reference lists, until February 24, 2018. Eight studies conducted in Europe, North America, the Middle East, and Australia were included reporting a prevalence of cyber-victimization among students with ND of 0%–41%, a prevalence of cyber-perpetration of 0%–16.7%, and a prevalence of bully-victims of 6.7%. Three out of five studies using control groups showed that students with ND might be more involved in cyber bullying overall compared to typically developing students. Students in segregated school settings report slightly higher prevalence rates of cyber bullying compared to students with ND in inclusive school settings, especially among girls. When comparing prevalence rates among studies using the same definition, we found similar prevalence rates. There was a tendency towards students with ND being more involved in cyber bullying compared to typically developing students, but this needs to be confirmed in future studies that should include control groups with typically developing students as well as validated and standardized measurements of cyber bullying and ND diagnoses.