论生命健康权在医疗活动中的支配转移

现有法学理论认为,生命健康权是一种具有绝对性和支配性的民事权利,通常不得以任何形式让与他人,即不得买卖、转移、赠与或继承。自然人只能对自己的生命健康权实现有限制的支配。医疗实践证明,生命健康权存在支配转移的实际情况,生命健康权的支配转移是对现有法学理论的补充和完善。     

从假装到心理表征理论:假装认识训练的影响

研究探究假装情境及假装认识对幼儿心理理论(Theory of mind)发展的影响。实验一考察60名3~4岁幼儿在假装情境下的信念认识任务中的表现,发现幼儿对假装的早期认识的出现要早于对信念的认识的出现,假装情境对幼儿的信念认识没有直接促进作用。实验二对42名在信念认识任务上表现不佳的幼儿进行假装认识训练,结果发现假装认识训练促进了幼儿的信念认识,促进效应须经历一段时间才显现。研究支持假装认识在心理理论发展中具有重要作用的假设,但潜在作用机制仍有待进一步探究。     

中学生学业情绪表达策略及其与学业情绪的关系

采用问卷调查法，以3004名初一至高三学生为被试，探讨了中学生学业情绪表达策略的性别和年级差异，并考察了学业情绪与学业情绪表达策略间的关系。结果发现：（1）在调节积极和消极学业情绪时，中学生对表达抑制和表达宣泄策略的使用在不同性别和年级上存在微弱的差异。（2）在调节积极学业情绪时，积极学业情绪显著正向预测表达抑制和表达宣泄策略；在调节消极学业情绪时，消极学业情绪对表达宣泄策略具有正向预测作用。结果表明了情绪效价在学业情绪表达策略使用中的重要性。     

Playing counter-strike versus running: The impact of leisure time activities and cortisol on intermediate-term memory in male students

The everyday life of students is characterized by hours of learning in order to pass exams. After learning they tend to opt for an occupation that provides them with a great deal of entertainment. It is obvious that it would be advantageous if the chosen activity had a positive impact on memory consolidation. Due to the circumstance that such activities can lead to stress and that memory is affected by stress we wanted to look at these coherences. We examined the effect of two different common leisure time activities on cortisol and memory to be able to formulate recommendations for society. For this purpose, a group was tested before and after playing a violent computer game while the second group was tested before and after running. In addition, a control group was set up. Salivary cortisol was measured at the beginning, during, and at the end of the experiment.Our data demonstrates that running increases cortisol levels and, performed immediately after a learning period, facilitates memorization of neutral information. In contrast, playing a violent computer game tends to impair memorization.The results of the present study have practical implications for the choice of recreational activities in the context of learning.     

规则形式及其呈现问题情境对高二学生类比迁移影响研究

本研究以396名高中二年级学生为被试,采用4×4组间设计探讨规则形式及其呈现问题情境对类比迁移的影响。主要得到以下结论:1.在类比迁移中起关键作用的是规则,但是规则只有与样例结合才能发挥它对样例的促进作用;2.在有问题情境时,直接呈现规则与需要归纳才能得到规则相比,更有利于促进类比迁移;3.在有规则的情况下,样例间的关系为不同领域的相似关系与其他样例间关系相比,对类比迁移的促进作用更大。     

Self-Report Versus Performance-Based Activities of Daily Living Capacity Among Heart Transplant Candidates and Their Caregivers

Transplant candidates completed the Every Day Problems test (EPT), a performance-based measure of instrumental activities of daily living (IADL), and the Katz self-report scale of IADL functioning. Caregivers estimated the candidate's IADL capacity using the Katz scale. A healthy community group and patients with cardiac disease not undergoing transplant evaluation and their caregivers served as controls. Discrepancies between the EPT and Katz scales were generated. Results showed that the total number of discrepancies was significantly higher among the two patient groups as compared to controls. Three or more discrepancies (a total of 7 IADL domains were assessed) occurred in 40–52% of the participants and their caregivers in the two patient groups. Similarly, the total number of discrepancies between the Katz scale of the participant and their caregiver was significantly higher among the two patient groups as compared to controls, with only 33–44% showing perfect agreement in the patient groups as compared to 97% among controls. Despite a high prevalence of discrepancies in both patient groups, results did not support the hypothesis that transplant candidates tend systematically to overestimate their ability level on self-report IADL measures.     

Number Use at Home by Children and Their Parents and Its Relationship to Early Mathematical Performance

The purpose of this research was to measure the frequency and variety of number activities occurring in the homes of pre-school and kindergarten children and to determine if there was a relationship between those activities and the children's mathematical performance. In two studies, parents were interviewed over the telephone and asked how often their child or they and their child had engaged in each of 33 number-related activities over the last week. Both studies found considerable variability in the frequency and type of number activities that children participated in at home. There was a positive correlation between the frequency of number activities that parents reported for their children and parental participation in the same activities. In addition, in study 2, parental reports of children's number activities at home were predictive of children's performance on a standardized test of early mathematical ability.     

Effects of "Dirty" Information on Disgust Responding to an Unknown Animal in Children: The Moderating Role of Maternal Disgust Proneness

Although research has shown that disgust facilitates avoidance of small animals among adults, much less is known about disgust appraisals of small animals in children as well as the predictors of such appraisals. To address this gap, children (ages 5–13) were exposed to dirt-related and cleanliness-related information about unknown animals. The extent to which these types of information influenced children's feelings of fear, disgust, positivity, and avoidance behavior in relation to the animals was examined. The present study then examined the extent to which child and maternal disgust proneness predicted feelings of disgust to the ‘dirty’ animal. The findings show that providing dirt-related information resulted in a significant increase in disgust, but not fear, responding to the animal. Dirt-related information also resulted in a significant decrease in positive feelings toward the animal. Conversely, providing cleanliness-related information resulted in a significant decrease in disgust, but not fear, responding to the animal. In addition, providing cleanliness-related information resulted in a significant increase in positive feelings toward the animal. Children also engage in more avoidance of the animal described as dirty compared to the animal described as clean. In addition, subsequent analysis revealed an interaction between child and maternal disgust propensity in predicting learned disgust to the dirty animal such that the highest levels of feelings of disgust to the dirty animal were observed among children with high disgust proneness who also have mothers with high disgust proneness. The implications of these findings for conceptualizing the role of disgust in animal phobias among youth will be discussed.