医生主动放弃治疗的法律问题

医生对身患绝症,没有治疗效果的病人主动放弃治疗给法律带来了三方面的冲击。法律在放弃治疗问题上的革命否定了对该类病人的“治疗”是真正意义上的治疗,否定了延长此类病人的存活期限一定符合病人利益的主张,甚至否定了此类病人的生命权益。在我国有关放弃治疗立法中,应注意对放弃治疗的定义、对象、决定的作出者以及放弃治疗的例外作出界定,设立放弃治疗宣查委员会,在法律上规定其职能,。     

人声加工的神经机制

人声是人类听觉环境中最熟知和重要的声音, 传递着大量社会相关信息。与视觉人脸加工类似, 大脑对人声也有着特异性加工。研究者使用电生理、脑成像等手段找到了对人声有特异性反应的脑区, 即颞叶人声加工区(TVA), 并发现非人类动物也有类似的特异性加工区域。人声加工主要涉及言语、情绪和身份信息的加工, 分别对应于三条既相互独立又相互作用的神经通路。研究者提出了双通路模型、多阶段模型和整合模型分别对人声的言语、情绪和身份加工进行解释。未来研究需要进一步讨论人声加工的特异性能否由特定声学特征的选择性加工来解释, 并深入探究特殊人群(如自闭症和精神分裂症患者)的人声加工的神经机制。     

促进型和抑制型建言的差异

本文系统地回顾了促进型和抑制型建言在前因与后果上的差异。这些差异的理论基础包括计划行为理论、调节焦点理论、目标导向理论、社会期望理论、资源保存理论、归因理论、自我损耗理论、认知评价理论以及情感事件理论。与理论相对应, 两类建言前因的差异体现在建言者特质(如人格、动机)、领导风格与行为、领导成员交换和组织层面的因素(如组织政治、组织公平)等方面; 后果的差异体现在建言者工作态度与行为(如绩效、工作满意度)、领导建言采纳和团队绩效等方面。未来可能的研究方向包括:探讨两类建言在团队中的共存、两类建言的文化差异等。     

人类性别加工的认知神经机制

性别信息是人类重要的生物和社会属性, 对性别快速而准确的识别对人类的生存和繁衍具有重要意义。人类的性别加工具有自动化、刻板化以及不对称性等特点, 并受性别加工主体、其他性别信息、社会类别信息以及高级认知调节的影响。聚焦于面孔和声音这两个性别信息的主要来源, 综述了性别加工的行为和神经机制研究, 并提出了两阶段性别加工模型, 早期阶段为对性别信息物理属性的特异性加工, 晚期阶段为对抽象性别信息的一般性加工。未来的研究可以重点关注性别加工的系统性研究、性别分类和机器学习、以及性别的二相性问题等方面。     

嗓音源判断过程中的范畴效应和通道效应

该项研究通过设计4种实验条件,旨在探讨不同嗓音词的再认和嗓音判断过程各自的特点及其相互联系。4种实验条件是由2种诵读方式和2种测试方式组合而成,2种诵读方式为同范畴同嗓音和同范畴异嗓音,2种测试方式为视觉呈现和听觉呈现。52名大学生被试随机分成4个独立的组,分别接受一种实验处理。实验结果显示：(1)同范畴同嗓音条件与同范畴异嗓音条件相比,前者项目词的嗓音源判断效果好。提示增加相同记忆源项目间语义联系将有利于记忆源的检测判断。(2)项目再认与项目嗓音判断结果不完全一致,只有在诵读方式为同范畴同嗓音测试方式为听觉呈现情境下,两者有较高的正相关。(3)在同范畴同嗓音诵读条件下,再认反映出学习和测试通道源一致性优势效应,嗓音判断没有反映出通道源一致性优势效应。     

与《告别中医中药》论者商榷

《告别中医中药》一文的立论和方法是不可取的;《告别中医中药》一文的四点论据还需商榷,《告别中医中药》一文与党的中医政策和构建社会主义和谐社会有着不和谐的声音.中医和西医与其他自然科学一样在各自起作用的范围内存在和发展.     

消费者抱怨行为的比较

不满意购买发生以后,消费者可能采取的抱怨方式并不相同。通过对冰箱、空调和洗衣机行业2966位消费者的问卷调查,采用单因素多变量方差分析方法对消费者抱怨行为进行比较研究,发现直接抱怨的消费者在品牌形象感知、满意度和再次购买倾向上都显著地高于负面口碑和沉默抵制的消费者。继而,运用认知心理学理论对抱怨行为方式的选择及影响进行解释,并指出企业应该鼓励消费者进行直接抱怨。     

Effects of voice and similarity on procedural fairness and trust: A dual process model of public acceptance based on representatives’ participation

In citizen participation, a few representatives of the total citizen population participate in discussions with authorities regarding public decisions and policies. The present study examines a dual process model in which the representatives’ voice and similarity of values facilitate public acceptance through procedural fairness and trust in representatives, respectively. The results of an experiment employing a scenario method, which included participants from Japan (n = 211) and the Netherlands (n = 200), indicate that the representatives’ voice increased procedural fairness and public acceptance when the similarity of representatives was high. The effects of representatives’ voice on public acceptance via procedural fairness was supported in both nations, while other effects of representatives’ similarity on acceptance via trust were indicated only in Japan. These results suggest that the indirect voice of citizens, as conveyed by representatives, plays an important role in increasing perceptions of procedural fairness and public acceptance among citizens.     

How do my students think about ME as an English-language teacher?

The concepts of student-centered classrooms, empowering students with communicative competences to be able to voice their ideas in the surrounding community, powerless and marginalized strata, are conspicuous and prevalent in recent research articles. Teachers are well-acquainted with pertinent underpinnings and theories of teaching methodologies; and some research is also conducted to see how those learned theories in pre-service and in-service programs are implemented in their real-life classrooms. But, the teachers’ reflection on implementation of their teaching practices in classrooms is still a venue which needs further investigation within an international scope. Here, my own teaching practice within a period of two semesters is reflected through the 61 male and female students’ sharp and meticulous eyes, which is reflected in their written responses to the posed question at the end of their final exams, and some of my notes from their comments in each of their classes. The Constant Comparative method was then used to unearth students’ comments and feedback on both my personality as an English-language teacher, and my teaching practice respectively.