大学新生主观社会地位与抑郁的变化轨迹:一项多元潜变量增长模型分析

采用整群取样的方法在全国按东部、中部和西部共抽取了7所高校的1983名新生,进行了历时四个月的四次追踪测试。使用潜变量增长模型建模,分别考察了新生主观社会地位和抑郁的变化轨迹,并就两者间的变化关系进行了分析。结果发现新生入学后四个月内：（1）主观社会地位呈阶段化线性增长,其起始水平和第一阶段的增长速度存在显著个体间差异;（2）抑郁呈二次方增长,其起始水平和增长速度存在显著个体间差异;（3）入学后主观社会地位的下滑速度能有效预测新生抑郁水平的上升速度。研究基于情绪压制理论,对主观社会地位与抑郁间的变化关系进行了分析。     

焦点阅读中信息加工的意识性研究

采用独立记得-知道范式(IRK)和加工分离范式(PDP)探讨焦点阅读中文本表征的意识性。根据阅读材料中人物特征与其目标行为的关系,创设一致和恢复一致两种实验条件,实验1、2分别使用独立记得-知道范式,加工分离范式研究文本表征的意识性问题。研究结果发现被试在两种实验条件下的有意识加工和无意识加工指标上有显著差异,说明在焦点阅读中命题表征和情境模型的建构都是有意识的。     

从“想”到“做”——卢比孔模型的解释力和应用

卢比孔模型包括四个阶段(前决策、前行动、行动和后行动)、三种意向(目标、执行和评价)及调控机制,旨在勾画愿望如何转换为具体行动。过往的研究聚焦于心理定势和执行意向,近年则扩及于消费和健康心理学等领域中。透过对照何谓好理论的准则及检视其他动机理论的局限,卢比孔模型的优点呈现为建构上的简约,能区分动机和意志过程并体现其复杂性,且应用广泛。针对此模型的拓展,可就往昔被忽略的环节进行更细致的研究。     

On Toleration,Charity, and Epistemic Fallibilism

In this paper I examine some presuppositions of toleration and pluralism and explore two models, viz., a deontological and a consequentialist model, respectively, which could support the view that rational agents should act in a tolerant way. Against the background which is offered by the first model, I give two arguments in favor of the view that people are better off and more rational if they act in a tolerant way. The first argument draws upon a principle of charity which is usually applied in philosophy of mind and philosophy of language, but which could, equally well, work with regard to foundational issues in ethics and philosophy of action. The second argument is built upon the epistemic principle of fallibilism and it is meant to show that acting in a tolerant way is the rational thing to do from this perspective.     

心理分离研究进展*

心理分离指的是个体在非工作时间里从工作中分离出来,个体不仅身体上远离工作场所,精神上也摆脱掉工作的事情,对员工工作压力的恢复过程非常关键。首先,文本概述了心理分离的概念及其进展;其次,论述了心理分离研究现状;最后,阐述了心理分离的已有研究存在的问题和未来研究的方向。     

临床医学七年制学生科研能力培养新模式的探索

培养医学七年制学生科研和创新能力,对他们适应21世纪的挑战至关重要,这也是当前医学教育工作者共同关心与探讨的问题.实践中,对培养模式进行了尝试和探索,提出了从实际情况出发,通过合理地安排科研训练的进度,按培养硕士研究生(以下简称研究生)科研能力的要求进行培养的新模式.     

Quantitative EEG Assessment During Neuropsychological Task Performance in Adults with Attention Deficit Hyperactivity Disorder

This study evaluated the neuropsychological performance of adults with and without Attention Deficit Hyperactivity Disorder (ADHD) during the Paced Auditory Serial Addition Test (PASAT), Wisconsin Card Sorting Test: Computerized Version 3 (WCST), and the Integrated Visual and Auditory Continuous Performance Test (IVA). Quantitative electroencephalographic (QEEG) data were also collected during task performance to examine differences in cortical activity between groups and tasks. Results suggest that adults with ADHD demonstrated lower levels of performance on the PASAT and IVA, tasks that involve working memory and processing speed, and sustained attention, respectively. Adults with ADHD also had more upper alpha activity during the IVA. Lastly, for the ADHD group, an increased theta/beta ratio during the IVA was significantly related to poorer attentional performance. The current results support reinforcing specific types of cortical activity though EEG operant conditioning (neurofeedback) as a treatment option in adults with ADHD. This paper is based largely in part on a dissertation by J. Noland White in partial fulfillment of the requirements of his doctoral program at The University of Tennessee. Portions of this study have been presented in summary form at several professional conferences.