TREM-1与肿瘤关系的研究进展

有关炎症与肿瘤相互关系的研究已成为目前肿瘤研究的热点之一.髓样细胞表达触发受体-1(TREM-1)作为一种免疫球蛋白超家族激活型受体,在炎症反应发生、级联放大中具有重要作用,可影响肿瘤微环境中各种相关细胞因子(如IL-8、MCP-1、TNF-α)水平,通过损伤、抑制修复等机制参与肿瘤发生、浸润和转移等病理性过程,影响患者预后.本文主要就TREM-1在肿瘤方面的相关研究进展进行综述.     

Predictors of Post‐Event Rumination Related to Social Anxiety

Post‐event processing is the cognitive rumination that follows social events in cognitive models of social anxiety. The aim of this study was to examine factors that may predict the extent to which individuals engage in post‐event processing. Anxious rumination, social anxiety, anxiety sensitivity and post‐event processing related to a recent anxiety‐provoking social event were assessed in a college student sample (n = 439). Social anxiety and anxious rumination, but not anxiety sensitivity, significantly predicted the extent to which the participants engaged in post‐event processing related to an anxiety‐provoking social event. Factors that appear to impact on the post‐event period include the nature of the social situation and the ethnicity of the participant. It appears that both general rumination over anxious symptoms, and specific rumination related to social events are relevant for cognitive models of social anxiety.     

睡眠过程中信息加工的ERP研究进展

本文综述了事件相关电位(ERP)外源性成分———N1、MMN、N550和内源性成分———P3、N300、N400在睡眠过程中的特点,以及论述了各成分在睡眠信息加工中的作用。     

生活事件对民族院校大学生心理的影响——以某高校搬迁校区为例

通过访谈法和问卷法调查了生活事件对民族院校大学生心理的影响。研究结论如下:(1)生活事件(校区搬迁)对民族院校大学生一般焦虑心理的产生有重要的影响。(2)民族院校大学生的现实性焦虑和轻度焦虑之间差异显著;焦虑心理得分在性别、年级、专业之间呈现显著差异,而在民族、家庭所在地之间差异不显著。(3)民族院校大学生在心理适应性方面普遍在中等水平以上,而且差异不显著;心理适应性得分在性别、年级、民族、家庭所在地和专业之间差异是不显著的。(4)民族院校大学生焦虑心理和心理适应性具有负相关,且这一相关极为显著。     

Ontogeny of early event memory: II. Encoding and retrieval by 2- and 3-month-olds

The ability of 2-month-old infants to discriminate changes in a 5-object crib mobile following a retention interval of 24 hr was assessed using the mobile conjugate reinforcement paradigm. Infants were trained in 3 daily 15-min sessions to produce mobile movement by footkicking. Twenty-four hr later, independent groups received generalization tests with mobiles containing 1–5 novel objects substituted into their original training mobile. A control group was tested with the original training mobile. These findings were compared with findings of 2 previous studies involving identical procedures with 3-month-olds, reanalyzed for measures of individual performance over successive test minutes. Although, in absolute terms, 2-month-olds had a flat generalization gradient relative to 3-month-olds, when each infant's kick rate during the generalization test was expressed relative to that infant's kick rate before, and at the end of, training, it was found that the generalization gradients of 2- and 3-month-olds were indistinguishable. The relative response measures indicated a surprising degree of specificity by both age groups: Test mobiles containing more than 1 novel object did not cue retrieval, but test mobiles containing no more than 1 new object yielded perfect retention and complete generalization. These data indicate that infants as young as 2 months are capable of encoding and maintaining a representation of the specific details of their training context for at least 24 hr and, after that delay, can perform fine discriminations based on the discrepancy between their test context and that representation.     

Eye contact as an antecedent to compliant behavior

Many experimenters and practitioners regard eye contact between instructor and learner as a facilitator, if not a prerequisite, to the effective instruction of sighted people. Without scientifically supporting the practice of demanding eye contact, experimenters, nonetheless, advocate its use and offer a variety of procedures to promote its acquisition. To justify the widespread use of demanded eye contact and to explain its role functionally, one experiment and data from six replications with nine subjects are presented. The primary experiment provides an empirical base for the training of eye contact prior to instruction. In a multiple-baseline design across two students demanded eye contact resulted in levels of compliance that were double and triple those of baseline. A tentative functional analysis of demanded eye contact is presented, followed by a discussion of the relationship of eye contact to attending.     

儿童青少年大脑认知功能事件相关电位P_（300）的年龄特征

从发展心理学的角度．对幼儿到大学六个年龄组的儿童青少年进行了事件相关电位Ｐ_（３００）测定．结果发现：反映大脑认知功能的事件相关电位Ｐ_（３００）各成分随着年龄增长而发展的趋势十分明显,从而进一步说明了认知发展的特点与大脑高级神经系统活动功能发展特点的密切关系。     

人格特征对胃癌发病的影响

使用Ｃ型行为特征问卷、生活事件量表和ＲＢＣ－Ｃ_（３ｂ）Ｒ、ＲＢＣ－ＩＣ、ＲＣＩＡ、ＣＩＣ和Ｃ_３等免疫功能的检测,调查和检测了３０名胃癌患者和５０名健康者。结果表明：（１）胃癌组比健康组在焦虑、抑郁、愤怒内泄、控制等方面得分高,在愤怒外泄、乐观、社会支持等方面得分低;（２）胃癌患者在确诊前８年内有７６％的患者遇到生活事件,在确诊前３年内有６２％的患者遇到生活事件;（３）胃癌组ＲＢＣ－Ｃ_（３ｂ）Ｒ含量低,ＲＣＩＡ含量和ＣＩＣ水平上升。初步结论：胃癌的发生与患者的一些行为特点有关,主要是抑郁并不表达愤怒;生活事件可作为应激源诱发胃癌;其机制可能与免疫功能有关。     

Clinical Frequencies Recording System: Standardizing staff observations by event recording

Certain aspects of staff performance and resident behavior are less adequately assessed by standardized time sampling procedures than by complete recording of the incidence of specified events. An approach to gathering such data through systematizing the observations of clinical staff — the Clinical Frequencies Recording System — is described. Scores from the Clinical Frequencies System reflect the rate per opportunity with which individual behaviors are performed, with computer summarization providing higher-level behavioral indexes for research and evaluation purposes. Staff training and system implementation are discussed, and reliability and validity data from a system employed on two different treatment units over a period of several years are presented.The research reported in this article was supported, in part, by Public Health Service Grants MH-15553 and MH-25464 from the National Institute of Mental Health.Presented at the 87th Annual Meetings of the American Psychological Association, New York City, September 1979, as part of a symposium on New assessment systems for residential treatment, management, research, and evaluation.     

社会信息加工领域中的情境模型理论

自Wyer和Srull把情境模型理论引入社会信息加工领域以来,情境模型理论成了社会信息加工研究的热点,其自身结构和加工机制也得到研究者的不断完善。该文简要介绍了情境模型理论的内容、结构及其基本假设。即情境模型代表人们在社会信息加工过程中形成的关于具体事件和情节的知识,并且通常在社会信息的理解过程中自动建立。这种模式一旦建立,就为理解新信息及作出相应的判断提供基础。情境模型包括三种基本信息:时空框架、实体集合及实体之间的各种相互关系。认为人们在理解信息的过程中至少需要建构5个维度,即:(1)空间,(2)时间,(3)实体,(4)因果,(5)目的。在此基础上,文章讨论了情境模型理论的未来研究方向。