Autonomic conditioning to monetary and social stimuli and aggression in children

Poor conditioning to punishment, such as loud tones or electric shock, has been proposed as an important factor involved in the etiology of aggressive and psychopathic behavior. However, it is not known whether the association holds when monetary or social stimulus is used as the unconditioned stimulus, and if aggressive individuals also have impaired conditioning to rewards. In this study, skin conductance responses in a conditioning task involving both monetary/social reward and punishment as unconditioned stimuli were assessed in 340 male and female 8‐ to 9‐year‐old children from the community. Children reported their reactive and proactive aggression using the Reactive and Proactive Aggression Questionnaire (RPQ; Raine et al., 2006). Results showed that monetary/social reward and punishment were effective in eliciting physiological classical conditioning in children, and that reduced reward conditioning was associated with high levels of proactive aggression in particular. Findings highlight the importance of distinguishing between reactive and proactive aggression when examining antisocial behavior in children, and suggest that reward‐oriented treatment programs may not be effective for children with more proactive, instrumental aggressive behavior.

     

高校学术论文奖励政策的误区及其对策

目前高校在奖励学术论文中,存在以下问题:重刊物,轻论文;重国外,轻国内;以及重IF等方面。通过深入地分析了这些问题并提出了应对的措施,即国内外并重,重视论文被索引、引用、转载或摘录情况,尤其是对经济和社会发展的促进作用等。     

思想史的"两重性"探求及意义衍生--李锦全先生对中国思想史本质的诠释

思想史的“两重性”是李锦全先生关注的焦点问题。文章通过考察他对思想史进行个案研究、学派分析、整体通观三个层次的翔实分析,探求他贯穿在对象研究中的“哲史融会”的方法取向和“承传创新”的文化立场,揭示他以传统观照现代的实践品格,把学术与社会紧密结合的学人精神。     

胸腺功能的发现及其对免疫学发展的影响

19世纪60年代初,免疫系统的发现使免疫学的发展方向发生了革命性转变。在这场转变的过程中,胸腺功能的发现起到了重要的作用。详述了胸腺功能的发现过程,并进一步深入到免疫学思想史,讨论了这个发现如何影响了免疫学的历史进程。     

心理学史教学与历史性思维的培养

历史性思维是指站在历史角度对历史事实进行综合分析的理论思维能力。作为一门史型课程,心理学史有其自身的特点,在培养学生历史性思维的过程中也会发挥重要作用,利用比较法、以心理学史的知识为载体以及重新建构心理学史的知识体系都是培养学生历史性思维的途径和方式。     

Career exploration via cooperative education and lifespan occupational choice

Career exploration by Antioch College students who graduated between 1946 and 1955 (N=73) was studied to determine relationships between the occupational categories of cooperative education jobs taken in college (obtained from a campus archive) and subsequent work histories (obtained from surveying the graduates at about 70 years). Five hypotheses were tested. Results supported four of the hypotheses, with partial support for the fifth. Co-op jobs taken by the sample represented each of 23 occupational classifications, and most graduates took post-graduate jobs in occupational functions and contexts they had explored as co-op students. High levels of individuality in use of the co-op program and in career paths were found. Four co-op-to-career patterns were described, based on the degree to which functions and contexts were explored during college and career; a case study was included to exemplify each pattern. Gender differences were revealed in the patterns, but not the group data. Job context was particularly important in defining these patterns. Implications for research and practice were discussed tentatively, however given the lack of a control group, characteristics of the study sample, and particularities of the historical era studied, the ability to generalize beyond the study sample is limited.     

新联结主义产生的心理学背景

新联结主义虽然是20世纪80年代早期所复兴的认知心理学的一种新的研究范式．但心理学史中早已存在这种思想的萌芽．这为新联结主义的产生提供了重要的心理学背景,本文主要从六个方面对此进行了分析。     

心房颤动发病机制研究历史的思考

心房颤动是临床最常见的心律失常之一,对其发病机制的研究已持续了上百年,对这一疾病的认识日益深入。对心房颤动发病机制的研究历史进行回顾和反思,使我们认识到科技的进步促进研究的深入,临床实践对理论创新提供了重要启示,有助于我们汲取经验,更好地开展研究。