"想"多快,时间就多快

你是否有过这样的感受--当打瞌睡的时候,睡了一个小时后醒来,以为只过了十几分钟;当看一部精彩电影的时候,一个半小时播完,以为过了三四个小时.     

Biochemical studies to confirm a missed case of multiple myeloma in a seventy year old male

Routine investigations of a 70 year old male led to provisional diagnosis of anemia. However further investigations suggested the possibilities of carcinoma of stomach associated with pernicious anemia, multiple myeloma and megaloblastic anemia. Finally serum protein electrophoresis supported by the clinical suspicion confirmed multiple myeloma.     

Structural and Process Quality of Danish Preschools: Direct and Indirect Associations With Children’s Growth in Language and Preliteracy Skills

Structural quality in childcare centers is considered a precondition for process quality, which in turn is related to children’s outcomes. However, the evidence on relations between structural and process quality is mixed. Moreover, despite strong theoretical claims, empirical evidence supporting the indirect relation of structural features through process quality on child outcomes is scarce. The current study contributes to the knowledge by (a) investigating the direct relations of structural teacher and classroom features with growth in children’s language and preliteracy skills in a sample of more than 3,000 children, (b) studying the associations of process quality with children’s outcomes using the widely used Classroom Assessment Scoring System Pre-K observational measure among more than 400 teachers, and (c) testing indirect effects of structural quality through process quality on growth in children’s skills. Process quality was generally directly positively associated with gains in children’s language and preliteracy skills, whereas structural quality showed few direct relations. In addition, the average level of children’s initial language and preliteracy skills were positively related to gains, as was classrooms’ proportion of non-Danish children (indirectly through process quality). The results illustrate the complexities of relations between structural and process quality and children’s outcomes and warrant further research.     

Does visual redundancy inhibit older persons’ information processing in learning?

ABSTRACT

This study investigated the redundancy effect on older and younger persons’ cognitive performance in a caregiver video training. Participants (N = 92) were recruited from one research-intensive university and three senior centers in a midsize city in the western United States. The mixed within- and between-subjects design was used. Participants watched the caregiving video with caption followed by a video without caption or vice versa depending on the condition. The results showed that older persons benefited from the redundancy learning whereas younger persons suffered from the redundancy learning. Implications of the findings are discussed with suggestions for future research.     

Pre-exposure enhances recovery of conditioned responding after extinction

Four experiments used a within-subjects design with rats to study the effects of preexposure on the restoration of fear responses (freezing) to an extinguished conditioned stimulus (CS). In each experiment, rats were preexposed to one CS (A), but not to another (B), and then were exposed to pairings of each of these CSs with an aversive unconditioned stimulus (US). In each experiment, there was less freezing to A than to B across extinction, showing a latent inhibitory effect of preexposure. There was no differential recovery to A and B following either a US reexposure (Experiment 1) or a delay interval (Experiment 2). However, when a delay interval included US reexposure, there was greater recovery to the preexposed CS, A, than to the nonpreexposed CS, B (Experiments 1, 3, and 4). These results suggest that the effects of US reexposure and delay combine to affect recovery from the depressive effects of CS-alone exposure. The results are consistent with the view that US reexposure produces better mediated conditioning of CSs that are strongly associated with the context. The results may additionally reflect an effect of preexposure on the learning produced by extinction.     

Beyond Performance: A Motivational Experiences Model of Stereotype Threat

The contributing role of stereotype threat (ST) to learning and performance decrements for stigmatized students in highly evaluative situations has been vastly documented and is now widely known by educators and policy makers. However, recent research illustrates that underrepresented and stigmatized students’ academic and career motivations are influenced by ST more broadly, particularly through influences on achievement orientations, sense of belonging, and intrinsic motivation. Such a focus moves conceptualizations of ST effects in education beyond the influence on a student’s performance, skill level, and feelings of self-efficacy per se to experiencing greater belonging uncertainty and lower interest in stereotyped tasks and domains. These negative experiences are associated with important outcomes such as decreased persistence and domain identification, even among students who are high in achievement motivation. In this vein, we present and review support for the Motivational Experience Model of ST, a self-regulatory model framework for integrating research on ST, achievement goals, sense of belonging, and intrinsic motivation to make predictions for how stigmatized students’ motivational experiences are maintained or disrupted, particularly over long periods of time.     

Parameters of Adherence to a Yearlong Daily Report Card Intervention for Students With Attention-Deficit/Hyperactivity Disorder

Given that attention-deficit/hyperactivity disorder (ADHD) is a chronic disorder, which is likely to require sustained treatment, investigations of the adherence to long-term treatments are clearly needed. The current project is the first analysis examining the parameters of adherence to a daily report card (DRC) intervention over the course of an academic school year. To gain a greater understanding of the complexities inherent in long-term treatment implementation, parameters of adherence with respect to specific, setting-related criteria (i.e., month of the school year, day of the week, and consultant contact) were examined. Participants were 33 children enrolled in first through sixth grade. All participants were diagnosed with ADHD (85% were diagnosed with comorbid oppositional defiant disorder or conduct disorder), received special education services, and were assigned to an intervention condition wherein behavioral consultants worked with the teacher and parent to construct and implement a DRC intervention. Overall, results provide preliminary support for the utility of the DRC as a sustainable intervention for the duration of an entire school year. Although rates of adherence were relatively stable, a fine-grained examination indicated variability in adherence across days of the week and around behavioral consultation meetings. These results contribute to the research literature supporting the utility of continued behavioral support to enhance treatment adherence.