Children's Cooperation at School: The Comparative Influences of Teacher Responsiveness and the Children's Home-Based Behavior

Examined the school social interactions of 33 child-teacher dyads who volunteered to participate in a 1-hr classroom observation. Observers coded child compliance, aggregate measures of the children's responsiveness and negativity, and the teachers' responsiveness to the children. In addition, observers coded the same three child behaviors in 1-hr observation sessions in the children's homes. Based on a state-trait model of social behavior, correlational analyses were used to predict the children's school behavior using measures of the children's home behavior and teacher responsiveness. Results showed that teachers' responsiveness covaried with children's responsiveness and negativity, and the children's home behavior also accounted for significant variance in their school behavior. When these home and school predictors were compared, teachers' responsiveness accounted for most of the variance in the children's classroom negativity, but children's home responsiveness was the better predictor of their responsiveness in the classroom. The findings were discussed within a state-trait model of children's social behavior.     

脑卒中的康复治疗

讨论和研究了遵循生物-心理-社会医学模式,从生物功能、心理功能、社会功能三个纬度综述脑卒中的康复治疗理论.一个以躯体生物功能损害为突出表现的脑卒中患者,要综合考虑他的受损的躯体功能、心理状态和社会功能,三者不宜偏废.     

"状态改变:状态继续"与"做:不做"

检查了“做／不做”这对概念的不足后．本文用“状态改变／状态继续”来替代“做／不做”。在“状态改变-状态继续”框架基础上将事件分为“整体事件”和“分段事件”。研究证实“做／不做”只适合于“整体事件”而不适合“分段事件”。最后．该框架部分也解释了长期存在于实验研究与现场研究中的假设思想所表现出的差异。     

学业受挫大学生心理健康情况调查及大学生学业受挫成因与对策研究

目的：了解学业受挫大学生心理健康情况,掌握学业受挫大学生心理异常发生比率,寻找帮助大学生走出学业困境的方法。方法：以408名学业不及格大学生为研究对象,进行Symptom Check—List 90测试,检查学业受挫大学生心理异常发生比率;同时配合以自制的问卷调查表进行问卷调查,了解大学生学业受挫的成因及大学生学业受挫后的心理状况。结果：学业受挫大学生心理异常发生比率较高;不同补考次数学业受挫大学生心理健康状况存在差异;大学生学业受挫归因存在一定误区,学业受挫会给大学生带来种种不良心理反映。结论：学业受挫是导致大学生心理异常的原因,学业受挫给大学生带来的种种不良心理反映又是影响大学生再学习的重要原因,应帮助学业受挫大学生走出学业困境。     

Type indeterminacy: A model of the KT(Kahneman-Tversky)-man

In this paper, we propose to use elements of the mathematical formalism of Quantum Mechanics to capture the idea that agents’ preferences, in addition to being typically uncertain, can also be indeterminate. They are determined (i.e., realized, and not merely revealed) only when the action takes place. An agent is described by a state that is a superposition of potential types (or preferences or behaviors). This superposed state is projected (or “collapses”) onto one of the possible behaviors at the time of the interaction. In addition to the main goal of modeling uncertainty of preferences that is not due to lack of information, this formalism seems to be adequate to describe widely observed phenomena of non-commutativity in patterns of behavior. We explore some implications of our approach in a comparison between classical and type indeterminate rational choice behavior. The potential of the approach is illustrated in two examples.     

Children's responses to social atypicality among group members – advantages of a contextualized social developmental account

Abrams, Rutland, Palmer, Ferrell, and Pelletier (2014) showed that better second‐order mental state understanding facilitates 6–7‐year‐olds' ability to link a partially disloyal child's atypicality to inclusive or exclusive reactions by in‐group or outgroup members. This finding is interpreted in terms of predictions from the developmental subjective group dynamics model. We respond to thoughtful commentaries by Rhodes and Chalik, Patterson, and Rakoczy. Children face a significant developmental challenge in becoming able to recognize and interpret social atypicality in intergroup contexts. Researching that ability to contextualize judgements raises new questions about the nature of peer inclusion and exclusion, about children's social cognition, and about the way that social cognitive development and social experience combine. Rather than individual‐focused cognition taking priority over category‐based cognition, we argue the two become more systematically integrated during development. We note that loyalty is but one example of typicality, and we also consider the role of more advanced perspective taking among older children, and the role of multiple classification skill among younger children, as well as potential implications for intervention to reduce peer victimization and prejudice.     

Cortical functional connectivity is associated with the valence of affective states

The study investigates the relationships between the valence of affective states and the cortical patterns of functional connectivity. The information flow rate and direction were estimated by means of Directed Transfer Function (DTF), a multivariate method based on Granger causality. It was calculated on EEG activity recorded during mental imagery tasks. As a result, three regions were revealed as main network hubs, where the information outflow changed specifically with valence: the anterior orbitofrontal cortex, and the right posterior and right temporal area. The role of these structures in synchronizing the cortical affective network as well as in mediating different aspects of emotional state is discussed.     

不同亚型ADHD儿童的视通道时距估计能力

本研究选取ADHD混合型儿童11名,ADHD注意缺损型儿童13名以及正常儿童15名,通过"平均估计长度"、"平均估计误差百分比"、"估计变异值"三个指标,考察不同亚型ADHD儿童在时距复制和言语估计上的稳定性和精确性。研究发现,在视觉刺激条件下,ADHD儿童的时距估计缺损并不受时距长度的影响;ADHD混合型儿童在多项任务中所表现的稳定性和精确性都差,而ADHD缺损型儿童只是稳定性差,说明ADHD混合型是ADHD中更严重的亚类型;ADHD儿童在时距估计任务中稳定性差,反映了其状态调节能力的落后。     

情绪状态对不同年龄儿童定势转换的影响

采用情绪影片引发情绪的方法,考察64名8~12岁儿童在正负情绪状态下定势转换能力的表现。研究为4(年龄)×2(情绪)×3(重复转换条件:重复、短时转换、长时转换)3因素重复测量混合设计。结果表明,情绪状态对任务转换产生了影响,可能是积极情绪比消极情绪对任务定势的长时转换削弱更大。不同年龄的儿童在这两种任务转换条件中没有出现显著的年龄差异,说明8~12岁儿童均已具备在两个任务之间进行即时转换的能力。     

“心理距离“在后悔加工中作用的初步研究

采用改编的虚构故事,通过240名大学生课堂实验的形式,对假设思维中涉及的最佳状态和理想状态之间的心理距离是影响后悔强度的主要因素的假设进行检验。结果部分支持了该假设。同时表明,心理距离外的其它因素,如“孤岛效应”也对后悔加工有较大的影响。另外,对后悔的后加工观进行了检验,为后悔的研究从实验室转向现实生活辅平了道路。