Effects of barbiturates and other sedative hypnotics in pigeons trained to discriminate phencyclidine from saline.

Pigeons were trained to peck the center key (lighted white) of three response keys to turn off the center keylight and to light one of the side keys with a red keylight and the other side key with a green keylight. Five responses (fixed-ratio component) on either side key relighted the center key. Food was delivered following 10 fixed-ratio components on the red key if 1.5 mg/kg phencyclidine had been given before the session. The position of the red and green keylights on the side keys varied randomly each time they were lighted by a peck on the center key. Subsequently, increasing doses of phencyclidine, barbital, amobarbital, phenobarbital, methaqualone, methyprylon, diazepam, oxazepam, and d-amphetamine were substituted for the training dose of phencyclidine, using a cumulative dosing procedure. At low doses of the sedative hypnotics, birds pecked the keylight color associated with saline. At higher doses, birds pecked both key colors. At the highest doses of pentobarbital and amobarbital, some birds responded almost exclusively On he color associated with phencyclidine. When responding on keys of both colors occurred following administration of phencyclidine or other sedative hypnotics, this responding was controlled by key position rather than by key color.     

Archetypal defenses in the clinical situation: a vignette

Critical moments along the path of an analysis are presented in order to illustrate how dreams portray archaic and typical (archetypal) defenses against the re-experience of unbearable affect as it emerges. Inner defensive 'objects' functioning as a 'self-care system' threaten to uproot, kill or destroy the connections between the dream ego and various images of vulnerability as these emerge in response to healing life events or transference feelings. Over a series of dreams, transformations within this self-care system are observed, ending in a final healing dream which marks the patient's achievement of a 'depressive position' in relation to her otherwise persecutory anxieties.     

定量运动负荷和个性特征对动觉准确性和动作稳定性的影响

目的在于了解个性特征和定量运动负荷与同射箭运动员技术水平密切相关的肘关节动觉方位准确性和手动作稳定性的关系。研究结果表明：个性特征对肘关节动觉方位准确性和手动作稳定性的影响不显著;定量运动负荷可以使肘关节动觉方位准确性明显提高,而手动作稳定性变化不显著。本研究初步证明了韩国射箭训练中利用跑步等手段使运动员处于较高心率之下进行射准练习的方法是实用有效的。     

大学生智能手机成瘾与抑制控制能力的关系:手机位置和认知负荷的调节作用

本研究以66名大学生为被试,采用Flanker效应和工作记忆的双任务设计来探讨手机位置、认知负荷在智能手机成瘾与抑制控制能力之间的调节作用。结果发现：（1）在低认知负荷下,无论是否智能手机成瘾,手机存在视线之外比手机在视线之内时抑制控制能力更差;（2）在高认知负荷下,智能手机成瘾与手机位置交互作用显著：当手机在视线之内时,智能手机成瘾者的抑制控制能力显著差于非成瘾者;而当手机在视线之外时,两者没有显著差异。结果表明,智能手机成瘾大学生的抑制控制能力不仅会受到手机位置的影响,还会受到任务本身所带来的认知负荷的调节。     

Does late preterm birth impact trunk control and early reaching behavior?

The aims of the study were to 1) verify the level of trunk control longitudinally and reaching behavior while sitting in two positions in late preterm (LPT) and full-term (FT) infants, 2) determine whether the level of trunk control relates to reaching outcomes. Twenty LPT infants and 36 infants born FT were assessed via three in-lab visits: at 6, 7, and 8 months. At each visit, the Segmental Assessment of Trunk Control (SATCo) and reaching assessment were performed, where the infants were positioned sitting in the ring and at 90° of flexion of hips, knees, and ankles. Accurate manual support to the trunk was provided in each visit. LPT infants presented a lower level of trunk control over time. LPT infants presented a higher percentage of unimanual reaches and successful grasping at 7 months' visit, and a higher number of reaches at 8 months' visit compared to FT infants. The sitting positions did not influence reaching performance. The level of trunk control relates to functional reaching strategies only in FT infants. This study might provide insights for clinicians for understanding the level of trunk control, the importance of reaching behaviors for exploration, and considering these behaviors as strategies for intervention.     

Delving into psychoanalytic texts: the notion of the reading third

In this article I introduce the notion of the reading third, which evolves during the reading process. The idea came to my mind while studying Wolfgang Iser’s theory of the reading process, and already knowing about Thomas Ogden’s concept of the analytic third: What is experienced, shaped and understood while reading a text? The notion of the reading third is based on psychoanalytic theory and method like just Ogden’s concept, and on the aesthetic response theory of Iser. Elaborating the reading third, I combine two modes of reading: one understanding and interpreting, and one floating and experiencing mode. To these modes I add two different understandings of truth. The first mode is connected to a traditional, objective and visible truth. The latter mode relies on Wilfred Bion’s concept of O, a special kind of evasive, ephemeral truth. The reading third takes and loses form as one reads, accentuating reading as a highly creative activity, where each reading elicits different understandings, experiences and truths. I give examples of such a way of reading psychoanalytic texts like those of Bion and a work of fiction, Henry James’ short novel The Turn of the Screw.     

Becoming a bilingual teacher in a Chinese university: a case study

Higher education in China has developed significantly over the past decades. Many universities have established cooperative partnerships with western universities, and overseas courses are being progressively introduced to China. At many Chinese universities, a cohort of teachers endeavor to open up bilingual subjects as a bridge to their students’ future learning; accordingly, there are higher expectations of the teachers involved in bilingual education and challenges for their professional development. In this case study, the researcher invites a Chinese professor to reflect on his experiences of bilingual instruction at a university situated in central China. After describing how the bilingual course in the case study was set up and the difficulties confronted, this study uses theories of hybrid identity and third space to contextualize how bilingual teachers experience hybrid identity construction and transformation in their adaptation to the new challenges. This in-depth study will shed light on the professional development of bilingual teachers in China’s higher education industry.     

题目位置效应的概念及检测

题目位置效应(Item Position Effect, IPE)是指在剔除随机误差的影响之后, 同一道题目在不同测验间因题目位置的变化而导致题目参数的变化。IPE的存在会严重威胁依赖于项目反应理论参数不变性特征的相关应用, 比如测验等值和计算机化自适应测验。目前关于这一领域的研究主要集中于对IPE的检测, 而对所检测到的效应进行进一步的解释, 则是今后的研究重点。另外, 在不同的研究情境下深入探讨IPE, 对于基础研究领域和实践领域都具有重要意义。     

Sequential responding to arabic numerals with wild cards by the chimpanzee (Pan troglodytes)

One adult female chimpanzee (Pan troglodytes) was trained to respond serially to three arabic numerals between 1 and 9, presented on a cathode-ray-tube (CRT) screen. To examine the factors affecting her sequential responding behavior, wild-card items were added to the three-item sequences. When this wild-card item remained until the subject responded to the last numeral (i.e., the terminator condition), her response to the terminator at each point of the sequence was controlled by the ordinal distance between numerals. Thus, the number of responses to the terminator increased as the ordinal distance between numerals increased. When the wild-card item was eliminated by the subject’s response (wild-card conditions), the probability of responses to the wild card before the first numeral increased as a function of the serial position of the first numeral. These results were consistent with previous studies of response time and suggest both serial position and symbolic distance effects. It is suggested that the subject might form the integrated 9-item linear representations by training of possible subsets of three-item sequences. Knowledge concerning the ordinal position of each numeral was established through this training. Received: 27 October 1999 / Accepted: 22 November 1999     

The semantic/episodic distinction: The case for social information processing

The directed-forgetting paradigm was used in order to dissociate episodic from semantic processes in an impression formation task. Results demonstrate that incongruent behaviors are more prone to manipulations that disrupt episodic memory, whereas congruent behaviors are unaffected by such manipulations. The results suggest that the distinction between episodic and semantic memory processes is central for the understanding of social information processing. An explanation is put forward according to which the incongruency effect, a signature effect of impression formation, is due to an episodic encoding advantage for incongruent behaviors because of their semantically isolated nature, and their impoverished semantic encoding.