童年中期同伴关系与孤独感的中介变量检验

以571名小学三、四、五、六年级的儿童为被试,考察了儿童社会喜好、友谊质量、社交自我知觉与孤独感的关系,检验了社交自我知觉在同伴关系变量与孤独感间的中介作用。结果表明,社会喜好、友谊质量、社交自我知觉和孤独感间相关显著,并且存在显著的性别差异;社交自我知觉在同伴关系变量与孤独感间存在中介的作用;独立的中介效应检验中,社会喜好、友谊质量均通过社交自我知觉的中介作用与孤独感发生联系,同时,也存在直接的联系;综合模型中,社会喜好只通过社交自我知觉的中介作用与孤独感产生联系,不存在直接效应,而友谊质量与孤独感既存在中介的联系,同时也存在直接联系。     

医学人文社科系列课程的整合优化及教学模式改革

医学院校人文教育主要存在观念上的唯科学取向、内容上的唯知识取向、方法难输化和组织形式化等弊端。提出促进学科间的交叉融合是高校医学院校人文科学课程改革的根本目的之一.以学科为基础的实质性融合是人文学科体制改革的基本点。     

中西医结合若干问题的比较思考

讨论中西医结合对西医临床思维的影响。对于慢性病中医注意病人的主观症状,与病人就医的缘由一致;西医重视客观的功能和结构异常,其判断结果有时未必能被病人接受。近年来西医开始重视病人的生活质量,其实中医的辨证指标有很多就是针对病人的生活质量。中医的整体观念同样体现在急性感染的治疗中,现代研究显示,清热解毒法除祛邪外也兼顾扶正。中西医结合促进了中西药合用,但须注意合理应用,避免合用的不良效果。     

婚恋关系中的相似性匹配及争议

婚恋匹配涉及身体特征、社会人口统计学特征、个性心理等方面,有相似性匹配和互补性匹配两种假说,但相似匹配的证据远多于互补。针对感知相似与实际相似的作用、相似性匹配与婚恋质量的关系、以及相似匹配的优势地位与适宜性等争议,分析了导致相似性匹配争议的原因。未来应致力于深化研究内容以建立婚恋匹配理论模型,实现测评方法的多样化、测量指标和工具的科学化,确保相似性计算和统计分析方法的严谨性,并加强婚恋匹配的本土化和跨文化研究。     

认知匹配策略和形式匹配策略的实验研究

将用以调节学生学习心向的两条教材内容的情感性处理策略——认知匹配策略和形式匹配策略分别运用于语文和外语教学中,进行现场教学实验研究。研究结果表明：分别运用这两条策略对教材内容进行情感性处理,对调节学生的学习心向,促进学生的认知和情感学习、提高课堂教学质量是可行而有效的。     

The implications of low quality bicycle paths on gaze behavior of cyclists: A field test

Unlike for car driving and walking, the visual behavior during cycling is poorly documented. The aim of this experiment was to explore the visual behavior of adult bicycle users ‘in situ’ and to investigate to what extent the surface quality affects this behavior. Therefore cycling speed, gaze distribution and gaze location of five participants were analyzed on a high and a low quality bicycle track. Although there was no difference in cycling speed between the low and the high quality cycling path, there was an apparent shift of attention from distant environmental regions to more proximate road properties on the low quality track. These findings suggest that low quality bicycle tracks may affect the alertness and responsiveness of cyclists to environmental hazards.     

The effects of different mastery criteria on the skill maintenance of children with developmental disabilities

The acquisition of skills by individuals with developmental disabilities typically includes the attainment of a certain mastery criterion. We conducted a survey of practitioners who indicated the most commonly used mastery criterion as 80% accuracy across three consecutive sessions. Based on these results, we conducted a series of three experiments to evaluate the relation between mastery criterion and subsequent skill maintenance with 4 individuals with various developmental disabilities. Results suggest that 80% accuracy across three consecutive sessions may be insufficient for producing maintenance in some cases.     

Caregivers’ emotional competence and behavioral responsiveness as correlates of early childcare workers’ relationships with children in their care

In the current study, we examined associations among early childcare workers’ emotional competence, observed responsiveness, comfort with socioemotional teaching practices, and the quality of their relationships with children in their care. The participants were 100 early childcare workers (72 center-based Early Head Start teachers and 28 family childcare providers). Results showed that caregivers’ emotion regulation ability was positively associated with caregiver–child relational closeness. Understanding and regulation of emotion were both positively associated with childcare workers’ comfort with socioemotional teaching practices. Their observed responsiveness was positively related to relational closeness and negatively related to relational conflict. Findings are consistent with aspects of the prosocial classroom model, which asserts that educators high in emotional and social competence tend to adopt childcare practices that result in supportive relationships with children. Results provide insight into whether childcare workers’ responsiveness to young children and their perceived socioemotional teaching practices provide a pathway between emotional competence and the quality of caregiver–child relationships.     

Building capacity in neurodevelopment assessment of children in sub-Saharan Africa: A quality assurance model to implement standardized neurodevelopment testing

Compromised neurodevelopment (ND) among infants and children is prevalent in sub-Saharan Africa. Standardized testing of ND is frequently prohibitive in these contexts, as tests require skilled staff for their application. In this paper, we present a quality assurance (QA) model (QualiND) for standardized ND testing, discussing findings and implications from our experience applying the Kaufman Assessment Battery for Children second edition (KABC-II). The QualiND model was implemented within IMPAACT P1104s study, a multisite, prospective study including 615 children affected by HIV. From 2014 to 2016, the QualiND managed 18 testers across 6 sites located in 4 African countries applying the KABC-II in 9 local languages. The QualiND is a multilevel, video-assisted iterative model incorporating remote evaluation, feedback, and supervision roles. Using an ad hoc rubric, videos of test application were evaluated by experienced staff in a centralized QA center. At each study site, testers and supervisors reviewed feedback from videos received via email from the QA center and devised an action plan to address testing errors and deficiencies. There were few instances of invalid tests and few barriers to test completion. Over 97% of KABC-II tests across sites were considered to be valid by the QA center. Overall, the QualiND model was a useful platform for remote supervision to nonspecialist and minimally trained research staff. The QualiND model may be useful to researchers and organizations involved in measuring early child development using standardized tests in low and middle-income countries.     

奏响长者的“生命质量”凯歌

“健康老龄化”的探索中, 指标的定义至关重要。“生命质量”综合了生理、心理、社会、环境等多维度指标, 优于“预期寿命”、“健康预期寿命”等传统概念, 其定义在发展中被广为接受, 强调个体自评的主观性、可塑性和多维度。促进积极心理因素的干预是改善老年生命质量的有效路径。老龄化过程虽必然伴随生理系统衰退, 但心理系统积极参与, 仍能为年长者奏响生命质量的凯歌。