Politics for Learning or Learning for Politics?

It is argued that political democracyand citizenship should not be taken as primarygoals within university education. Instead theauthor argues for a notion of ``academicdemocracy' with the overall goal or ethos oflearning together. Moreover it is argued that``learning' then should be understood accordingto ``practical traditions of knowledge', whichmeans that truth is not the ultimate goal. Theultimate goal is practices that lead to thegood of men and women.     

Service Delivery Issues and Program Evaluation in Pediatric Psychology

Presents a framework for categorizing pediatric psychology research into practice and service system outcomes and functioning. The questions of importance are (a) who is being served, (b) what services are provided, (c) how treatments are implemented, (d) how services are organized and staffed, (e) what are the outcomes of the services, (f) how do various consumers perceive services, (g) how services are reimbursed, and (h) what are alternatives and innovations? The framework of program evaluation is detailed for domains most germane to service delivery in pediatric/child health psychology. Such domains include diagnostic information on patients, types of intervention, behavioral/psychological outcome variables, costs of treatments, service system functioning, and perceptions of satisfaction from multiple sources. This framework may be useful in directing future research on the delivery of services in pediatric psychology settings, thereby adding to the value of the field.     

医学院校教学医院临床实践教学的现状与对策

国家赋予医学院校教学医院救死扶伤和教书育人的两个职能,它在现行医疗体制改革的情况下与病人的维权发生了激烈的碰撞,临床实践教学出现了滑坡现象.在分析了医学院校教学医院临床实践教学现状的基础上,作者试从制定相应法规,保障临床实践教学;践行行医准则,尊重病人权利等几个方面进行了阐述,以期保证医学院校教学医院临床实践教学的质量.     

口腔颌面外科医疗实践中的过度医疗

通过对口腔颌面外科几种常见疾病的具体诊疗行为进行分析,从医疗技术本身探讨过度医疗的原因,认为评价一种医疗行为是否过度需要客观、全面、动态的标准,科学的认识和掌握疾病的客观规律并获得最优疗效的诊疗方案是避免过度医疗发生的可靠保证之一.     

Contributions of qualitative research to the validity of intervention research

The Interdisciplinary Qualitative Research Subcommittee (IQRS) of the Task for on Evidence-based Interventions in School Psychology assumed the responsibility of developing criteria for reviewing qualitative methods used in intervention research. The IQRS, composed primarily of psychologists and anthropologists, was confronted with the long-standing debate between qualitative and quantitative researchers and with the task of explicating the potential contributions of qualitative research to establishing an evidence base for interventions in school psychology. Consequently, the outcomes of the subcommittee's work included not only a set of criteria for evaluating qualitative research but also a clearer understanding of the added value of mixed qualitative-quantitative approaches to intervention research. The purposes of this article are to provide an overview of qualitative research, present the criteria set forth by the IQRS, discuss the role of qualitative research in establishing the foundation for evidence-based practice, and introduce the illustrative research articles of the special issue. The four studies highlighted in this issue represent applications of qualitative research that meet the IQRS criteria and demonstrate the potential of qualitative research, conducted within a mixed-method framework, for enhancing our understanding of school-based interventions.     

Cultivating the Arts of Inquiry, Interpretation, and Criticism: A Peircean Approach to our Educational Practices

Peirce was a thinker who claimed that his mind had been thoroughly formed by his rigorous training in the natural sciences. But he was also the author who proclaimed that nothing is truer than true poetry. In making the case for Peirce’s relevance to issues of education, then, it is necessary to do justice to the multifaceted character of his philosophical genius, in particular, to the experimentalist cast of his mind and his profound appreciation for the aesthetic, the imaginative, and (more narrowly) the metaphorical in their myriad guises. My aim in this paper is to go some distance, however small, toward doing such justice to Peirce.     

Empirically Supported Complexity

Abstract— Over the last 10 years, evidence-based practice in psychology has become synonymous with a particular operationalization of it aimed at developing a list of empirically supported therapies. Although much has been learned since the emergence of the empirically supported therapies movement, its restrictive definition of evidence (excluding, for example, basic science as a source of evidence to be used by clinicians) is problematic, and the assumptions inherent in its nearly exclusive focus on brief, focal treatments for specific disorders are themselves not generally supported by the available data. Recent meta-analytic data support a more nuanced view of treatment efficacy than one that makes dichotomous judgments of empirically supported or unsupported, suggesting the need for a more refined concept of evidence-based practice in psychology.     

刻意训练在AOC电子竞技运动专长获得中的作用

以AOC电子竞技运动为研究领域,通过考察97名顶级高手对16种领域相关活动的评价以探索该领域的刻意训练活动,并进一步分析3种水平共271名被试进行刻意训练活动对其竞技水平的影响作用。结果发现,在AOC电子竞技运动领域存在3种刻意训练活动;不同水平被试进行刻意训练活动的时间量存在差异;刻意训练活动的时间量可有效预测竞技水平,而经验年份对竞技水平无预测作用;刻意训练活动的娱乐性因领域而异,且在不同水平被试间存在差异。     

时间性前瞻记忆的练习效应及其人格差异

实验1和实验2分别探究在低难度和高难度进行中任务条件下是否存在TBPM的练习效应及其人格差异,结果发现无论在何种情况下,实验组的前瞻记忆成绩均显著高于控制组,说明TBPM的练习效应稳定存在;A-B型人格类型与组别交互作用均不显著,说明A型和B型人格在TBPM的练习效应上没有差异;实验组在总的时间监控次数和后期时间监控次数上均高于控制组,时间差均低于控制组,说明练习通过提高时间监控有效性和总的注意投入量来提高前瞻记忆成绩。     

情绪调节策略对日常生活事件与情绪体验关系影响的多层分析

运用经验抽样法对154名大学生的日常情绪体验、生活事件进行为期14天的追踪调查,通过多层线性模型（HLM）探讨日常生活事件与情绪体验的关系及情绪调节策略对二者关系的影响。结果表明：大学生积极情绪体验多于消极情绪体验。在个体内和个体间水平,消极事件都对积极情绪有显著的负向预测作用,对消极情绪有显著的正向预测作用;积极事件对积极情绪有显著的正向预测作用。积极事件对消极情绪的负向预测作用只在个体间水平显著。表达抑制这种情绪调节策略能够增强消极生活事件与消极情绪体验的关系。