Counterfactual thinking and emotions: regret and envy learning

Emotions like regret and envy share a common origin: they are motivated by the counterfactual thinking of what would have happened had we made a different choice. When we contemplate the outcome of a choice we made, we may use the information on the outcome of a choice we did not make. Regret is the purely private comparison between two choices that we could have taken, envy adds to this the information on outcome of choices of others. However, envy has a distinct social component, in that it adds the change in the social ranking that follows a difference in the outcomes. We study the theoretical foundation and the experimental test of this view.     

遗传学教学中的学习策略和教学策略探讨

本文从“学会生存”——终身教育和学习社会化的观念出发,站在学生学习的立场上,对遗传学教学中的注意、归纳、组织、精加工、解题等学习策略和学习任务分析、程序性教学策略进行了探讨,旨在引导学生学会学习,使学习策略融于教学策略之中,从而提高教学效率与质量。Discussion of Learning and Instructional Strategies on Genetics TeachingZHANG Jian-long,PAN Wei-huaiBiology Depantment,Shaoxing College of Arts and Science,Zhejiang Shaoxing 312000,ChinaAbstract:This paper attempts to explore learning and teaching strategies,such as,attention,classification,organization,provoke-thinking,problem-solving,and learning-based task analysis and programmed teaching strategies in genetics teaching on the basis of the concept of lifelong education and struggle for existence.It aims at teaching students how to study and at the same time improve teaching efficiency.Key words：genetics teaching; learning strategies; instructional strategies     

超声评价糖尿病肾病的临床价值

分析超声检查技术在糖尿病肾病（diabetic nephropathy,DN）中的应用,并探讨二维灰阶超声（two—dimensionalgray—scale ultrasonographyic,2D—US）、超声背向散射积分（integral backscatter signal, IBS ）、彩色多普勒血流成像（color doppler flow imaging,CDFI）、彩色多普勒能量图（color doppler energy,CDE）、三维超声（three—dimensional ultrasonographyie,3D—US）、超声造影（Contrast—enhanced ultrasound,CEUS）等超声检查技术对糖尿病肾病的临床价值。     

Optimal Foraging Theory and the Racecar Driver: The Impact of Student-Centered Learning on Anthropological Pedagogy

This article contributes to the field of anthropological pedagogy, adding to recent articles regarding needed change in anthropology teaching methods. All have in common the practice of anthropology in the classroom. The author used the theory of optimal foraging to encourage students to operationalize human behavior. The economic benefit that students reaped warrants discussion. Students rapidly and measurably improved several areas of their lifestyle including health, finance, and home. Pursuing an anthropology degree thus becomes a personal journey.     

Examination of the 'founder effect' in biodiversity research: patterns and imbalances in the published literature

We reviewed 2524 articles published from 1987 to 1995 in five international journals, Conservation Biology , Biological Conservation , Biodiversity and Conservation , Ecological Applications , and the Journal of Applied Ecology , to assess patterns and imbalances in biodiversity research in the following subject areas: locations where research was conducted, types of organisms studied, types of ecosystems studied, types of methodologies used, and types of stresses investigated. Biodiversity research was found to be narrowly focused with little deviation from its initial course set of being a discipline concerned largely with the implications of forest habitat loss on charismatic terrestrial megafauna; i.e. the 'founder effect' is very much in evidence. The 'sleeping dragon' of ignored marine biodiversity is really symptomatic of a wider problem, and can perhaps be referred to as a 'hibernating hydra' of many imbalances due to, for example, under-representations of research from developing nations, or on amphibians and invertebrates, alpine and arctic systems, sociological components and chemical stresses etc. It is time to take steps to actively awaken the creature so that conservation biology/applied ecology can become more pluralistic in scope.     

Association between circadian preference and academic achievement: A systematic review and meta-analysis

The association between circadian preference and academic achievement has been assessed through a systematic review and meta-analysis. The literature searches retrieved 1647 studies; 31 studies, with a total sample size of 27?309 participants, fulfilled the inclusion criteria and were included in the meta-analysis. With reference to all these 31 studies, before running the meta-analysis, the sign of the correlation between the investigated variables was set in a way that a positive correlation showed that eveningness was related to worse academic performance. The meta-analysis yielded a small overall effect size of 0.143 (CI [0,129; 0,156]) under a fixed effects model (Z?=?20.584, p?<?0.001, I^2?=?72.656; Q?=?109.715) and of 0.145 (CI [0.117; 0.172]) under a random effects model (Z?=?10.077, p?<?0.001). A random effects model with a grouping variable (participants) revealed 15 studies based on school pupils and 16 on university students. The random model showed a higher effect size in school pupils (0.166, CI from 0.127 to 0.206) compared to university students (0.121, CI from 0.080 to 0.163). Self-report measures of grades revealed a stronger effect size (0.171; CI: 0.137 to 0.206; N?=?20) compared to objective measures (0.093; CI: 0.047 to 0.140; N?=?19). Overall, the present results suggest that evening orientation is associated with a worse academic performance, both in school pupils and university students; for the first time, it has been shown that such relationship changes over time, being weaker in university students.     

Chronotype,class times,and academic achievement of university students

Numerous studies over the years have documented an effect of human chronotypes on physiological and psychological processes. Studies evaluating the impact of an individual’s chronotype on his/her academic achievement have indicated that morning chronotypes have an academic advantage over evening chronotypes. However, these studies did not account for the time of day in which the participants were being evaluated. The goal of the present study was to examine whether morning chronotypes do have an academic advantage over evening chronotypes when the time of day of classes and exams is taken into consideration. We obtained morningness–eveningness scores and course grades from 207 university students who took classes (and exams) at different times of the day. We confirmed that morning chronotypes attain better grades than evening chronotypes, although the association is weak (r² = 0.02). The difference persisted even after the time of day of classes and exams was taken into consideration. This is probably due to the fact that evening chronotypes are generally more sleep deprived than morning chronotypes as a result of the early schedule of most schools, which can impair their performance both early and late in the day.