扎根理论的运用：误区与策略

扎根理论在多学科研究中呈上升趋势,但运用误区和难点制约着研究质量。基于扎根理论的核心原则剖析常见的运用误区：忽视理论生成、将系统方法论窄化为编码程序、将理论抽样混同为目的性抽样或初始抽样;将理论等同于数据;重机械编码轻备忘录写作和持续比较。总结理论抽样、理论、适宜编码、备忘录撰写和持续比较的具体策略。最后提出扎根理论运用研究应秉承扎根、融合创新,注重系统性、规范性和灵活性。     

Ethical Considerations for Clinical Research and Off-label Use of Ketamine to Treat Mood Disorders: The Balance Between Risks and Benefits

Previous research conducted in 1999 highlighted ethical concerns behind challenge studies inducing psychosis with ketamine and made recommendations to enhance ethical standards. Recently, a plethora of clinical trials have evaluated the efficacy of ketamine to treat mood disorders, which lead to complex ethical issues. Pharmaceutical companies and researchers hope to profit by developing patentable variations on ketamine for treating depression. Media have labeled ketamine as a “miracle” antidepressant. Some clinics offer expensive off-label use of ketamine to treat mood disorders. This article examines the ecological validity of ketamine trials, measures to protect patients, informed consent procedures, financial inducements to participants and conflict of interest of researchers, therapeutic misconception, concealment, and deception. Further recommendations are purposed to improve ethical standard of clinical research involving ketamine.     

People with more misconceptions about automated vehicles might be more positive toward them

Automated vehicle (AV) technology is likely to influence transportation, mobility, and society dramatically. The year 2020 was a horizon year for the AV, as manufacturers expected commercial AVs to be available to the general market. However, we experienced one cycle of hyperbole for these “self-driving” cars, which are still unavailable to consumers. Meanwhile, many persistent beliefs about this technology are factual or arguable misconceptions. However, the public attitude literature rarely examines public misconceptions of AVs. Thus, we explored the prevalence of three misconceptions: “AVs are already available in the market,” “AVs do not need to be driven manually at all,” and “Mature business models for AVs have been established.” We investigated these misconceptions’ correlations with several cognitive (i.e., benefit and risk perceptions), affective (i.e., positive and negative affect), and behavioral components (i.e., behavioral intention and willingness to pay) of attitudes and trust in AVs. Our online survey in China (N = 1,026) indicated that more than 70% of participants hold one or more of the three misconceptions, with one-third believing that AVs are already available in the market. Furthermore, participants believing one or more of the three misconceptions were more positive regarding specific attitudinal factors (e.g., those who believed that AVs are already available reported greater behavioral intention to use and willingness to pay for AVs than those who rejected this misbelief). This finding indicates that people who are more wrong about AVs might be more positive toward AVs. We need effective and accurate public communication to dispel public misconceptions about AVs and build rational expectations.     

儿童朴素物理学的错误概念及影响概念转换的因素

建构主义的学习观认为,新知识的学习总是建立在旧知识的基础上,新旧知识经验进行双向交流。儿童在日常生活中形成的自发概念是科学学习的重要基础,而其中与基本科学理论不一致的错误概念阻碍了学习过程。该文概述了儿童朴素物理学的错误概念研究,探讨自发概念的结构及其争论,并总结了影响概念转换的重要因素,包括认知冲突感,元认知和动机因素,认识论信念因素等     

论临床试验中的治疗性误解及对策

研究和临床治疗在根本目的、基本方法、风险的正当性,以及应遵循的伦理原则等多方面都存在着根本性的区别。在临床试验的理论与实践中,混淆治疗与研究两者的区别,就会造成治疗性误解,从而违背科研伦理的知情同意原则,损害受试者的利益。以研究和治疗的区分为出发点,对治疗性误解的原因、引起的主要伦理问题及对策加以讨论。     

Teachers’ Beliefs of Creative Children

Teachers’ beliefs about characteristics of creative children do not always align with how creative children actually behave. Understanding these misaligned beliefs—defined as misconceptions—is important because teachers’ misconceptions can undermine efforts to foster children's creative development. This study aimed to identify teachers’ beliefs about the characteristics of creative children with an emphasis on their misconceptions about characteristics as either indicative or contraindicative of creative children. We analyzed responses of 136 teachers to 29 characteristics, indicating or contraindicating creative children, on Gough's (1979). Creative Personality Scale using the Rating Scale Model. Results revealed that teachers tended to have more misconceptions about characteristics contraindicative of creative children than characteristics indicative of creative children while teachers were able to accurately recognize certain characteristics when compared with explicit theories of creativity. In both the indicative and contraindicative characteristics, misconceptions appeared to increase if characteristics were desirable in the classroom. Teachers’ misconceptions may conceal creative potential in children who do not manage their undesirable characteristics in constructive ways. Findings provide practical implications to aid teachers and teacher educators in correcting misconceptions about the characteristics of creative children.