儿童期受虐经历与抑郁的元分析

本研究采用元分析技术探讨儿童期虐待亚类型与抑郁的关系。通过文献搜索与检查获得了31项研究和92个独立效应量,共包含24283名被试。元分析表明儿童期虐待亚类型(心理虐待与忽视、性虐待、身体虐待与忽视)对抑郁障碍存在不同程度的影响,其中心理虐待与忽视影响程度最高;另外,被试的年龄、性别可以调节儿童期虐待与抑郁的关系。这些结果表明了在预防和治疗儿童期不良经历对抑郁影响时,尤其要关注心理虐待与忽视的消极影响,且应给予青少年群体、女性更多的关注和保护。     

汉语语音范畴性知觉在儿童早期阅读中的作用

本研究以172名幼儿园中、大班和小学一年级的5~7岁儿童为研究对象, 测查了语音范畴性知觉、语音意识、短时记忆和汉字识别, 并通过群体差异比较、分层回归和结构方程建模的方法, 探讨了语音范畴性知觉、语音意识和早期阅读的关系。结果发现:(1)5~7岁儿童的语音范畴性知觉、语音意识能力随年龄的增加而显著提高;(2)语音范畴性知觉能力与语音意识, 特别是韵母意识和音节意识显著相关;(3)在语音与早期汉字识别能力的发展模型中, 语音范畴性知觉不直接影响汉字识别, 其对早期阅读的影响是通过语音意识的中介来实现的。     

早期高级认知发展与前额叶功能发育的fNIRS研究

儿童早期阶段是各项认知能力和脑发育的关键阶段。近红外光谱成像技术(fNIRS)凭借其非侵害性、便捷操作以及对头动容忍度高等特点,在早期阶段儿童认知发展与脑发育的研究中得到越来越多的应用。从早期高级认知发展与前额叶功能的单侧优势变化、对应前额叶脑区逐渐专门化、发展关键期与前额叶功能的可塑性,以及前额叶功能异常与早期发展障碍的关系等四个方面对基于fNIRS技术开展的早期认知发展与脑发育的研究进展进行了梳理和分析。指出未来研究应探究儿童早期认知能力发展和脑发育的轨迹及关键期,探讨有发展性障碍家族风险儿童的早期大脑发育特点,为早期教育和发展障碍的早期预警提供依据。     

Partnering with Children Diagnosed with Mental Health Issues: Contributions of a Sociology of Childhood Perspective to Participatory Action Research

This paper explores the use of participatory action research (PAR) with children diagnosed with mental health issues. We argue that critiques from the sociology of childhood are useful for guiding PAR with children. First, we describe and critique values and assumptions that underlie research and practice with children who experience mental health issues. Second, we outline key qualities of the sociology of childhood, discuss their implications for PAR with children diagnosed with mental health issues, and touch on ethical issues. Five themes are explored: (a) values, (b) ontology/epistemology, (c) views about children, (d) agency/power in children’s relationships with adults, and (e) intervention/change focus. We conclude by encouraging community psychologists to consider PAR with children diagnosed with mental health issues.     

Parents' education and children's achievement: The role of personality

The reasons for the positive association between families' background variables, such as parents' education, and children's academic achievement have not fully been clarified yet. The present study investigates children's intelligence and personality as potential mediators. A sample of 580 German high school students (mean age: M = 17.0; SD = 0.7) indicated the highest education of their parents and completed measures assessing their own personality and intelligence. Children's academic achievement was operationalized by grade point average. Children's intelligence, openness to experience and, marginally, conscientiousness partially mediated the association between parents' education and children's academic achievement. Even after controlling for children's intelligence, the mediating effects of those personality traits held. Results are discussed with regard to potential underlying processes. Copyright © 2010 John Wiley & Sons, Ltd.     

医学人文教育困境之根源研究

医学人文教育必须奠基于人文教育的基础之上,通过对人文教育和医学人文教育根本要义的解析提出造成我国医学人文教育今天的困境原因有三:文化断层使得我国大学教育丧失人文教育之根;实利原则严重侵蚀我国教育制度,医学院校难以独善其身;文理分科和医学教育专业化使我国医学人文教育难有立足之居。     

略论“延续性医德教育”模式的内涵与构建

目前医德教育在教育时间与教育手段等方面缺乏延续性。通过对医德教育的特点和规律以及传统医德教育存在的弊病、医疗领域不正之风的负面影响等问题的分析,提出应着手构建在校医学生—实习生—在职医务人员"三位一体"的"延续性医德教育"模式,实现"第一课堂与第二课堂"、"系统医德理论与实践"、"被动性与自主性"医德教育三结合。     

婴儿气质及母亲的养育态度与亲子日常活动的关系

本研究以430名母亲及其婴儿作为研究对象,应用婴儿气质行为评定量表(Infant Behavior Questionnaires,IBQ)、养育压力量表(ParentingStress Index,PSI)及母亲与婴儿的日常活动问卷对6个月婴儿气质、母亲的养育态度及母亲与婴儿的日常活动进行调查。结果表明婴儿气质中的积极情绪与母亲-婴儿日常活动有显著的正相关关系;母亲的养育态度,主要是母亲对养育困扰的评价,与亲子日常活动中的认知刺激活动呈显著的负相关性;多元回归分析表明母亲的受教育水平在婴儿气质、母亲的养育态度与亲子日常认知刺激活动之间的关系中具有调节作用。     

Teacher–child interactions: relations with children's self‐concept in second grade

This study examined whether teacher–child interactions characterized by teacher involvement, structure, and autonomy support at the beginning of second grade predicted children's global, academic, social, and behavioural self‐concept at the end of second grade. The study was conducted in 30 second grade classrooms with 570 children and their teachers. Data included teacher reports of teacher–child interactions and child reports of self‐concept. Results showed that, when controlling for the initial level of self‐concept, children's social self‐concept was predicted by teacher involvement, structure, and autonomy support. In addition, teacher autonomy support predicted high academic self‐concept. Finally, these teacher–child interaction characteristics did not contribute to the behavioural and global self‐concept. The results were similar for boys and girls. Copyright © 2010 John Wiley & Sons, Ltd.     

“和平餐桌”心理学:马斯洛的和平心理关切

马斯洛是对人类命运带有强烈人道主义关怀的人本主义心理学家,终其一生,一直以促进社会和平、幸福、构建"和平餐桌"心理学为己任。美国社会现实对新价值体系的呼唤、二次战争的影响、对人性的深刻反思、核武器的威力造成"价值中立"科学迷梦的破碎、美国和平运动的发展表现出的和平诉求等均构成了和平餐桌心理学的社会背景。从安全到幸福的需要层次论、从人性恶到人性向善的人性论、从外在教育到内在教育的和平教育论、从存在价值到自我实现的和平人格论等观点成为马斯洛和平餐桌心理学的主要观点,从二岐到整合的心理学方法论对后来的和平心理学方法论也具有重大的启示意义。