树立急救白金10分钟理念，提高社区猝死抢救成功率

探讨建立社区急救体系提高猝死抢救成功率,比较国际与我国的急救现状、分析建立社区急救体系的保障因素、建立大众与社区急救流程、分析“急救白金十分钟”抢救的时效性规律。提出建立社区以家庭为个体急救单位、单元有志愿者、大楼设置救护小组、社区内建立自救站的大众急救网络;在其中组织多层面的大众急救宣传的培训;设置醒目的急救器械;设置社区内的急救流程。社区医院的建设需要政府的大力支持,要努力提高急救人员素质、建立长期培训和准入制度、高危人群筛查、建立对讲呼叫通讯网络、配备急足够的急救器材。最终建立和达到社会范畴的“急救白金十分钟”的时效性理想。     

基于眼动研究的孤独症谱系障碍早期预测

孤独症谱系障碍是一组以社交困难为主要特征的神经发育障碍, 涵盖孤独症、阿斯伯格综合症及分类不明确的广泛型精神发育障碍。ASD预测研究集中在神经生理学、遗传学及心理学领域。在心理学研究中, 眼动技术的运用使得相关测量更为细微、精确, 测量过程更严谨, 预测关系更可信。现有的眼动预测主要着眼于注视时间、首视点和扫视反应时指标的研究。这些研究揭示注视面部和眼睛时间短、注视眼睛时间随年龄增长递减、注视追随时间短、注视重复物理性刺激时间长、视觉搜索优势及注意解除困难均可以预测ASD。未来研究应强化眼动特征预测作用的追踪性考证, 加大与其它发展障碍的预测区分, 控制视觉接受能力对眼动行为的影响, 建立综合性预测体系。     

Training referential communication skills: The limits of success

We explored why an effective speaker-training technique failed to generalize to listener skills by comparing the relative effectiveness of speaker and listener training. Our hypotheses were that: either listening tasks utilize different skills than speaking tasks (thus one should not expect transfer), or the acquisition of listener skills precedes the acquisition of speaker skills (thus the transfer patterns tested in our previous research—speaker to listener—violated the normal developmental sequence), or there is no spontaneous transfer between tasks in different modalities (even though such tasks require the use of some of the same skills). This research utilized a referential communication paradigm. Five-year-olds received either speaker training, listener training, or both speaker and listener training. Children were tested for transfer on speaking and listening task after a 1-week delay. The results suggest that although speaking and listening tasks appear to require, at least in part, certain of the same skills, preschoolers do not exhibit spontaneous intermodality transfer. Theoretical implications for the relationship between speaker and listener skills are discussed.     

Keeping track of locations during movement in 8- to 10-month-old infants

Infants of $\text{8}\text{1}\text{2}$ and $\text{9}\text{1}\text{2}$ mo of age were tested for the ability to “keep track,” i.e., to determine the location of an object hidden in one of two covered containers before their left-right positions were reversed. Infants in both age groups for whom the covers were the same color and younger infants for whom the covers were different colors were generally unable to keep track. Only the older infants provided with different colored covers were able to do so. An analysis which separated keeping track from the sensorimotor stage 4 error indicated that (a) there was no contingency between the two and (b) there were developmental differences in the nature of the error.     

Fear decrement to anxiety hierarchy items—Effects of stimulus intensity

The effects of hierarchy item intensity and duration of presentation on intra-item fear decrement were assessed with regard to systematic desensitization. Forty-eight color slides of snakes were scaled and ranked for anxiety value with the psychophysical technique of magnitude estimation by 30 female snake phobics using two response methods: verbal report and a non-verbal report instrument, the hand dynamometer. Seven test slides, spanning the scale range, were shown for 257 sec to 42 additional subjects who rated their fear level on 10 separate occasions using the hand dynamometer and verbal report. For all slides significant fear decrement occurred as a function of duration and the fear decrement across time was greater for slides of higher intensity. Negative exponential functions with similar slopes were found to fit the data for each of the slides, indicating that for each slide the same percentage of the total amount of fear decrement was lost per unit of time. The implications of these results and techniques are discussed for desensitization theory, research and therapeutic procedure.     

Self-disclosure reciprocity,liking and the deviant

Conflicting predictions were derived from social exchange theory about the role of social attraction and the reciprocity norm on mutual self-disclosure in dyadic relationships. Sixty-six female subjects were exposed to one of three levels of disclosure input: conventional-low disclosure, conventional-high disclosure, or devianthigh disclosure. In support of the reciprocity norm prediction, willingness to disclose personal information was a positive function of the amount of disclosure input from another person, regardless of the degree of liking for the initial discloser.     

Learned helplessness,depression and the perception of reinforcement

Depressed and nondepressed subjects were given escapable, inescapable, or no noise. Then, their perceptions of reinforcement contingencies in skill and chance tasks were assessed. Depressed-no noise and nondepressed-inescapable noise subjects exhibited smaller decreases in expectancy following failure in skill, but not in chance, than nondepressed-no noise subjects. So, depression and inescapable noise both produced perception of failure in skill as response-independent. Contrary to predictions, neither depression nor inescapable noise had a significant effect on increases in expectancy after success. These results partially support the learned helplessness model of depression which claims that a belief in independence between responding and reinforcement is central to the etiology and symptoms of depression in man.     

Significant subtest score differences on the WISC-R

Psychologists must often make decisions about the significance of scaled score differences between subtests on the WISC-R. Differences which statistically significant at the .05 and .01 level are presented. Generally, minimum differences of 3 to 5 points are necessary at the .05 level and 4 to 6 points at the .01 level. Cautions concerning the interpretation of statistically significant differences are discussed.     

The program for academic survival skills (pass): Effects on student behavior and achievement

The effects of the Program for Academic Survival Skills (PASS), a group behavior management program, on behavioral observation data and standardized achievement test measures were investigated. Fifty-four of the 96 selected low-achieving, low-survival-skill students of normal IQ were assigned to an experimental condition in which their teachers used PASS. The remaining 42 were assigned to a control condition. Results indicated PASS produced significant gains in survival skills during its operation and one week following program termination in both reading and mathematics periods across grades 1–3. Findings for achievement indicated a significant gain for first-grade experimentals only in reading, with a similar but nonsignificant gain for first-grade mathematics.