大鼠作业成绩与脑内亮氨酸脑啡肽含量变化的相关性研究

本工作采用穿梭式电击回避反应法和脑啡肽的放射免疫测定法,分析比较了大鼠作业成绩与脑内壳氨酸脑啡肽(Leu-enkephalin,LEK)含量的关系,在本实验条件下,观察到作业成绩不良组纹状体内LEK含量显著高于成绩优良组和对照组,并由实验证明,它们之间的差异不是由于在实验中接受电击的次数或电击总量不同造成的。这一结果提示,内源性亮氨酸脑啡肽可能参与记忆获得的调制。     

不同学习方式下习得性长时程突触增强形成的特点

一般认为,突触传递的长时程增强(Long-term potentiation,LTP)可能是学习和记忆的神经基础。我室的系列工作表明,大鼠在条件性行为的建立中,海马齿状回、CA_3、CA_1区均出现LTP样变化,并将之称为习得性LTP(Learning-de-pendent LTP),而且发现每次训练作业后突触效应的增强,经一段时间(4小时)后就     

“临床记忆量表”的编制

由于实际和科研工作的需要,设计和编制了“临床记忆量表”。量表包括指向记忆、联想学习、图象自由回忆、无意义图形再认和人像特点联系回忆五项分测验,同时编有相匹配的甲、乙两套。标准化分有文化部分和无文化部分分别取样,各2161例及1149例,共3310例。年龄范围为20至89岁。取样测试结果符合常态分配。甲、乙两套复测相关0.85。量表所测记忆与学习成绩、记忆与年龄的关系与经验相符。应用于脑肿瘤患者的结果表明无意义图形再认与右脑机能、联想学习与左脑机能有较多联系,符合预期构想。以上结果表明本量表信度、效度合格。     

学前和初小儿童智能筛查——图片词汇测试法

美国L.M.Dunn 1965年修改发表的皮勃迪图片词汇测试(PeabodyPicture Vocabulary Test简称PPVT)目前仍是美国智力不足协会(AAMD)所介绍的常用智能测试方法之一。本文参考PPVT制订出适合我国城市学前期与小学初期儿童的图片词汇测试;在上海市区进行标准化;制订了智龄量表、智商和百分位数量表。本测试再测信度r=0.945,二测试者间信度r=0.913。奇偶信度r=0.945,测试标准误σ=4.5。本方法与“学前儿童能力筛查五十项”,“画人试验”,“WPPSI”总智商、语言智商、操作智商,语文成绩,算术成绩的效度相关分别为:r=0.478,r=0.466,r=0.590,r=0.531,r=0.427,r=0.652,r=0.609。本测试制订以来已经数千人次应用,证明是一种简便易行,省时经济,准确性较好,且能进行集体测试的学前及小学初期儿童一般智能(generalintelligence)的筛查方法(Screening test)。     

暗示感受性和针刺对痛刺激引起的大脑诱发电位影响的关系

本工作的目的为继续探讨皮肤感觉(电感受性、电痛觉)的暗示感受性和针刺镇痛的关系。被试为30例正常人。方法:针刺镇痛的效果是通过观察针刺对痛刺激引起的大脑诱发电位的抑制效应,以第一体感区的P_2次波幅变化为客观指标。暗示实验重复过去方法。主要结果:1)针刺能镇痛,针刺对多数被试(21/3D)能抑制痛刺激引起的大脑诱发电位。2)暗示后电感受性和痛阈均有提高(分别为31.26％和18.37％)3)暗示感受性高低和针刺抑制痛刺激引起的大脑诱发电位没有相关(P>0.50)。还看到被试对针刺能镇痛的信任程度与针效无关,提示暗示在针刺镇痛中不起主要作用。     

关于开展超常儿童心理发展的调查和追踪研究的一年总结

本文第一部分是对一年来各协作单位关于超常儿童的研究进行的简要总结,着重在根据现有调查和追踪研究的材料,概括出超常儿童共有的五个方面的特点。第二部分是对进一步开展协作研究提出的初步意见。     

老年人短时记忆特点的研究

本工作以50名青年作对照,对240名65—90岁正常老人的短时记忆特点进行了研究。结果看到:1.在逻辑故事记忆、图象自由回忆、数字广度和指向记忆四项记忆成绩上,均有随年老而衰退的明显趋势。其中除数字广度外,其他三项记忆在入老年后(65岁至90岁)有继续减退的趋势。在逻辑故事、指向记忆和总分上还见到有65岁和70岁组、75岁和80岁组成绩接近的现象;2.老年人顺背数字成绩较好,对刺激序列中末端刺激的正确回忆率较高,均说明老年人的初级记忆受损较少;3.四项记忆成绩比较,青年组故事分节分最高,然后依次为图象自由回忆、顺背数字和指向记忆,而老年组则无此明显顺序;4.文化因素对记忆成绩有明显影响。     

Mourning the divorce: A project in Marin County,California

A brief counseling program is described for divorcing parents and their offspring living in Marin County, California, where the divorce rate is perhaps the highest in the United States. Counseling was based on the notion that marital disruption produces a mourning which needs to be treated.This report was prepared by the American Institutes for Research on a contract from the U.S. Department of Health and Human Services, Administration for Children, Youth and Families. Jane Palches Kraft, M.S.W., was director of the project. Reprint requests should be directed to this journal's editor at Department of Psychiatry, Medical College of Georgia, Augusta, GA 30912. Reprinted with permission.     

Multidimensional latent-construct analysis of children's social information processing patterns: correlations with aggressive behavior problems

Social information processing (SIP) patterns were conceptualized in orthogonal domains of process and context and measured through responses to hypothetical vignettes in a stratified sample of 387 children (50% boys; 49% minority) from 4 geographical sites followed from kindergarten through 3rd grade. Multidimensional, latent-construct, confirmatory factor analyses supported the within-construct internal consistency, cross-construct discrimination, and multidimensionality of SIP patterns. Contrasts among nested structural equation models indicated that SIP constructs significantly predicted children's aggressive behavior problems as measured by later teacher reports. The findings support the multidimensional construct validity of children's social cognitive patterns and the relevance of SIP patterns in children's aggressive behavior problems.     

Predicting individual differences in attention, memory, and planning in first graders from experiences at home, child care, and school

This study adds to the growing literature linking children's experiences in the environment to individual differences in their developing skills in attention, memory, and planning. The authors asked about the extent to which stimulating and sensitive care in the family and in the child-care or school environments would predict these cognitive outcomes. The authors also questioned the primacy of experiences in the first 3 years of life. Data from a sample of 700 first graders whose experiences in the home and in child care or school were evaluated since early infancy revealed that the cumulative quality of the child-rearing environment was related to attention and memory but not to planning and that the quality of the family environment was more strongly associated with outcomes than was the quality of child care and of school. The quality of both children's early (6 through 36 months) and later (54 months and first grade) environments predicted performance on the attention and memory tasks.