负性情绪与认知执行功能的关系研究

目的:对负性情绪组和正常对照组被试进行认知执行功能测定,探讨负性情绪患者的认知执行功能特征,为临床诊断治疗提供参考.方法:通过贝克抑郁量表和贝克焦虑量表测查被试的抑郁和焦虑程度,并运用认知调控测试、Stroop测试和语词流畅性测试研究所有被试的认知执行功能,比较高负性情绪组和低负性情绪组的认知执行功能特征.结果:(1)低负性情绪组比高负性情绪组在完成AST测验大多数任务操作上速度更快(P＜0.05),错误数更少,且抑郁情绪症状和焦虑情绪症状与完成AST测验所需时间的相关性分别在0.01和0.05的水平上显著;(2)低抑郁组比高抑郁组在完成Stroop任务操作上速度更快(P＜0.01),且难度越大,低负性情绪组与高负性情绪组的成绩差异越明显;(3)低负性情绪组与高负性情绪组在完成VF测验中,除了低焦虑组在正确率指标上不如高焦虑组外,其他成绩都优于高负性情绪组.结论:高负性情绪者的认知执行功能受到不同程度的损伤,任务难度越大,其认知执行功能受损表现越明显.     

心理干预对高血压合并脑梗塞患者负性情绪及生活质量的影响

目的:探讨心理干预措施对高血压合并脑梗塞患者负性情绪及生活质量的影响。方法:本次选择的研究对象共92例,均为住院的高血压合并脑梗塞患者,采用简单随机分组方法,分为干预组和对照组,每组46例。对照组给予常规治疗及护理,干预组在对照组的基础上给予心理干预。在入组时、入组后1个月采用抑郁自评量表(SDS)、焦虑自评量表(SAS)、症状自评量表(SCL一90)作为测评工具,测评两组患者干预前后负性情绪和生活质量情况。结果:入组时两组患者的SDS评分、SAS评分及SCL-90各项分值比较差异无统计学意义(P0.05);干预治疗1个月后干预组较对照组患者的SDS评分、SAS评分及SCL-90各项分值均降低,差异有统计学意义(P0.05)。结论:心理干预不仅能缓解患者抑郁焦虑等负性情绪,而且有利于患者生活质量的提高。     

个性化干预方案对乳腺癌手术患者负性情绪和睡眠质量的影响

目的:研究个性化干预方案对乳腺癌手术患者负性情绪和睡眠质量的影响。方法:选取2012年1月-2015年1月在我院进行乳腺癌手术的患者311例,按照随机数字表法将患者分为研究组(n=152)和对照组(n=159)。对照组给予常规干预,研究组在对照组基础上给予个性化干预。干预前后应用焦虑自评量表(SAS)评价患者的焦虑情况,应用抑郁自评量表评分(SDS)评价患者的抑郁情况,应用匹兹堡睡眠质量指数(PSQI)评价患者的睡眠质量,并比较两组患者对护理服务的满意度。结果:研究组满意度97.4%显著高于对照组的88.7%,两组比较差异具有统计学意义(P0.05);干预后研究组SAS评分、SDS评分和PSQI评分均显著降低,且显著低于对照组,两组比较差异均具有统计学意义(P0.05)。结论:个性化干预方案能显著改善乳腺癌手术患者的焦虑、抑郁情绪,提高患者的睡眠质量。     

正念减压法对恶性肿瘤患者癌因性疲乏和负性情绪的干预效果

目的:探讨正念减压法对恶性肿瘤患者癌因性疲乏以及负性情绪的干预效果。方法:选择2016年7月-2018年3月期间我院收治的122例恶性肿瘤患者为研究对象,以随机数字表法分为观察组(n=61)和对照组(n=61),对照组接受常规健康心理疏导,观察组给予正念减压法进行干预,干预疗程为3个月。干预前后分别采用癌症疲乏量表、焦虑自评量表和汉密尔顿抑郁量表(HAMD)、肺癌生存质量测定量表(FACT-L)评估两组患者癌因性疲乏情况、焦虑和抑郁情况及生活质量。结果:干预后,两组认知疲乏评分、躯体疲乏评分、情感疲乏评分及总分均较干预前降低,且观察组低于对照组(P0.05)。干预后对照组焦虑自评量表评分和HAMD评分与干预前比较无统计学差异(P0.05),干预后观察组焦虑自评量表评分和HAMD评分低于干预前和对照组(P0.05)。干预后生理状况、社会/家庭状况、情感状况、功能状况及附加的关注情况评分较干预前上升,且观察组高于对照组(P0.05)。结论:在恶性肿瘤患者的干预过程中正念减压法能够显著降低患者的癌因性疲乏程度,改善患者负性情绪,同时对提高患者的生活质量也具有积极作用。     

临床护理路径对缓解膀胱癌患者负性情绪及预防复发的效果评价

目的:评价临床护理路径对缓解膀胱癌患者负性情绪及预防复发的效果.方法:将126例膀胱癌患者随机分入对照组与观察组,给予60例对照组患者常规护理方法,66例观察组实施临床护理路径.采用抑郁自评量表(SDS)和焦虑自评量表(SAS)评估患者干预前后心理状况,比较两组肿瘤术后并发症发生率、住院时间、住院费用及复发率.结果:观察组干预后SAS及SDS评分均显著低于对照组(P＜0.05);观察组并发症发生率及复发率均显著低于对照组(P＜0.05);观察组患者住院时间及住院费用少于对照组(P＜0.05).结论:对膀胱癌实施临床护理路径可显著缓解负性情绪,减少并发症的发生及复发率,促进患者更快康复.     

健康教育及心理护理对突发性耳聋患者的负性情绪及患者满意度的影响

目的:探讨健康教育及心理护理对突发性耳聋患者的负性情绪及患者满意度的影响。方法:将120例突发性耳聋患者随机分入对照组与观察组,每组各60例。给予对照组患者常规护理措施,观察组患者接受系统的健康教育及个体化的心理护理。采用焦虑自评量表(SAS)以及抑郁自评量表(SDS)对两组干预前后负性情绪进行评估,同时比较两组临床疗效及患者满意度。结果:治疗后观察组SAS评分及SDS评分显著低于对照组(P<0.05);观察组与对照组治疗总有效率分别为78.3%和61.7%,差别具有统计学意义(P<0.05);治疗后观察组患者满意率显著高于对照组(95.0%vs 81.7%,P<0.05)。结论:对突发性耳聋患者采取系统的健康教育,同时给予个体化的心理干预,可显著减轻患者的负性情绪,提高临床疗效及患者满意度。     

心理护理对恶性肿瘤患者抑郁焦虑的影响

目的:探讨恶性肿瘤住院患者焦虑抑郁情绪的相关因素及心理护理干预对其的影响。方法:对158例恶性肿瘤住院患者(肿瘤组)及170例良性疾病住院患者(良性组)进行焦虑、抑郁自评(应用焦虑自评量表(SAS)、抑郁自评量表(SDS))及他评(应用汉密尔顿抑郁量表(HAMD)和汉密尔顿焦虑量表(HAMA)评分调查及统计分析;将肿瘤组患者随机分为常规护理组(对照组)、常规护理 心理护理组(护理组),通过心理护理干预,观察两组SAS、SDS、HAMD、HAMA评分变化。结果恶性肿瘤住院患者焦虑、抑郁程度明显高于良性疾病患者,差异有显著性(P<0.01)。在接受心理护理干预后,患者的焦虑抑郁评分及发生率较干预前明显下降,差异有显著性(P<0.05或0.01)。结论:恶性肿瘤患者焦虑和抑郁情绪程度及发生率高于良性疾病患者;心理护理干预可改善恶性肿瘤住院患者焦虑、抑郁情绪,有利于提高患者的生活质量及康复。     

终末期肾脏病患者睡眠质量的影响因素及其与生活质量、焦虑抑郁的关系研究

目的:探讨终末期肾脏病(ESRD)患者睡眠质量的影响因素及其与生活质量、焦虑抑郁的关系.方法:选取2018年3月～2019年12月期间我院收治的ESRD患者198例为研究对象.患者睡眠质量采用匹兹堡睡眠指数量表(PSQI)评价.采用焦虑自评量表(SAS)与抑郁自评量表(SDS)评估患者焦虑、抑郁状态.采用肾病生活质量评...     

运动疗法对慢性阻塞性肺疾病患者抑郁状态的效果观察

目的:探讨运动疗法对慢性阻塞性肺疾病(COPD)患者抑郁状态的临床效果。方法:选取52例COPD患者,随机分为试验组和对照组,各26例。对照组给予支气管扩张、健康教育、氧疗,试验组在对照组的基础上实施运动疗法,采用焦虑自评量表(SAS)、抑郁自评量表(SDS)、ADL生活质量量表对两组患者治疗前后进行评估。结果:对照组患者SAS、SDS评分治疗前后无明显变化,试验患者SAS、SDS评分均明显低于治疗前(P0.05),两组治疗后组间比较,差异亦有统计学意义(P0.05);试验组生活质量的改善优于对照组(P0.05)。结论:运动疗法能有效的改善COPD患者焦虑、抑郁负性情绪,提高患者的生存质量。     

大学生情绪智力与心理健康的关系

目的 了解大学生情绪智力与心理健康状况之间的关系,为大学生心理健康咨询与教育提供科学依据.方法 采用情绪智力量表(EIS)和症状自评量表(SCL-90),对整群随机抽取的太原市312名大学生进行问卷调查.结果 大学生人际敏感因子的城乡差异有统计学意义;SCL-90总分及各因子(除躯体化、焦虑、恐怖)的年级差异有统计学意义.大学生情绪智力总分与SCL-90总分及抑郁、恐怖、偏执、精神病性显著负相关,情绪自控能力与调控他人情绪能力与SCL-90总分及大部分因子显著负相关.除强迫、敌对外,不同情绪智力水平大学生SCL-90总分及各因子差异有统计学意义.情绪自控能力进入了大学生总体心理健康及各因子的回归模型中,情绪自控能力联合运用情绪能力能有效预测大学生总体心理健康及大部分因子.结论 自我调控能力和运用情绪能力是大学生心理健康的重要预测指标.     

医学院校新生适应性问题的研究

目的:在教育理论的指导下,通过问卷调查的形式对一年级学生的生活、学习、心理健康状况等方面的适应性问题进行调研。方法:采用随机抽样的原则,以抽到的班级所有符合条件的大学新生作为调查对象。采用自制的一般人口学特征问卷、高考志愿填报情况调查表、教学软硬件建设满意度调查表、目前学习状况及未来就业去向调查表、症状自评量表对46名大学新生进行调查。结果:调查班级学生中,多数学生来自农村家庭;与"70版、80后"相比,"90后"学生在职业选择方面具有更多的自主选择权;对学校在软硬条件方面亦提出更高的要求;受限于近期个人目标,缺乏长远人生目标,可持续发展能力差。心理问题阳性检出率为24%,排名在前4位的心理健康问题依次是:强迫、抑郁、焦虑、躯体化,男女生表现个有不同。结论:传统教育思维仍试图在极短时间里完成适应性教育工作,致使抽象理论与学生现实需求相脱节。陌生的环境、迥然不同的学习方式、全方位转变的人际关系使得新生心理问题出现叠加性、多重性的特点。相关部门应改变适应教育模式,建立新生适应教育活动的长期反馈机制和评估体系,才能更好的服务于新生教育工作。     

Maternal oxytocin response during mother-infant interaction: associations with adult temperament

Oxytocin is a neuropeptide associated with social affiliation and maternal caregiving. However, its effects appear to be moderated by various contextual factors and stable individual characteristics. The purpose of this study was to investigate the relationship of self-reported state and trait measures (such as temperament, mood and affect) with peripheral oxytocin response in mothers. Fifty-five first-time mothers participated in a semi-structured procedure, during which time repeated peripheral oxytocin levels were measured before, during and after an episode of mother-infant interaction. The maternal oxytocin response was then calculated, based on the difference in oxytocin concentration between initial baseline and interaction phase. Mothers also completed state measures of positive and negative affect and depression, and trait measures of temperament, personality disturbance and depression across time. Regression analyses determined which factors were independently associated with maternal oxytocin response. The trait measure of adult temperament emerged as a significant predictor of oxytocin response. Two out of four Adult Temperament Questionnaire factor scales were independently associated with oxytocin response: Effortful Control was negatively associated, whereas Orienting Sensitivity was positively associated. No state measure significantly predicted oxytocin response. The results indicate that mothers who show an increased oxytocin response when interacting with their infants are more sensitive of moods, emotions and physical sensations; and less compulsive, schedule driven and task oriented. These findings link differences in individual temperament in new mothers with the peripheral oxytocin response, which may have implications in the pharmacologic treatment of disorders such as maternal neglect, post-partum depression and maternal addiction. This article is part of a Special Issue entitled Oxytocin, Vasopressin, and Social Behavior.     

The teacher writing toolkit: enhancing undergraduate teaching of scientific writing in the biological sciences

ABSTRACT

Teaching scientific writing in biology classes is challenging for both teachers and students. This article offers and reviews several useful ‘toolkit’ items that instructors of science writing can use to improve college student success. The tools in this kit are both conceptual and practical, and include: 1) Understanding the role of student metacognition, cognitive instruction, and strategic teaching, 2) Recognition of different student writing levels, 3) Applying the writing process, 4) Demonstrational classroom revision and editing, 5) Student-teacher sentence editing, 6) Student peer editing and guided student editing, 7) Student copy-editing, 8) Reflective writing, 9) Addressing plagiarism, paraphrasing, and proper in-text citations and referencing, and 10) Using external, on campus and online resources. Additionally, we discuss the new challenges of teaching scientific writing online versus face-to-face. The discussions, approaches, and exercises presented in this paper empower teachers in assisting students in their development of a personal writing style, while simultaneously building student confidence. The tools we present augment our previous presentation of the student writing toolkit, and can improve and enhance the teaching of scientific writing to undergraduate students.     

Sleep and optimism: A longitudinal study of bidirectional causal relationship and its mediating and moderating variables in a Chinese student sample

While both sleep and optimism have been found to be predictive of well-being, few studies have examined their relationship with each other. Neither do we know much about the mediators and moderators of the relationship. This study investigated (1) the causal relationship between sleep quality and optimism in a college student sample, (2) the role of symptoms of depression, anxiety, and stress as mediators, and (3) how circadian preference might moderate the relationship. Internet survey data were collected from 1,684 full-time university students (67.6% female, mean age = 20.9 years, SD = 2.66) at three time-points, spanning about 19 months. Measures included the Attributional Style Questionnaire, the Pittsburgh Sleep Quality Index, the Composite Scale of Morningness, and the Depression Anxiety Stress Scale-21. Moderate correlations were found among sleep quality, depressive mood, stress symptoms, anxiety symptoms, and optimism. Cross-lagged analyses showed a bidirectional effect between optimism and sleep quality. Moreover, path analyses demonstrated that anxiety and stress symptoms partially mediated the influence of optimism on sleep quality, while depressive mood partially mediated the influence of sleep quality on optimism. In support of our hypothesis, sleep quality affects mood symptoms and optimism differently for different circadian preferences. Poor sleep results in depressive mood and thus pessimism in non-morning persons only. In contrast, the aggregated (direct and indirect) effects of optimism on sleep quality were invariant of circadian preference. Taken together, people who are pessimistic generally have more anxious mood and stress symptoms, which adversely affect sleep while morningness seems to have a specific protective effect countering the potential damage poor sleep has on optimism. In conclusion, optimism and sleep quality were both cause and effect of each other. Depressive mood partially explained the effect of sleep quality on optimism, whereas anxiety and stress symptoms were mechanisms bridging optimism to sleep quality. This was the first study examining the complex relationships among sleep quality, optimism, and mood symptoms altogether longitudinally in a student sample. Implications on prevention and intervention for sleep problems and mood disorders are discussed.     

Relating Specific Emotions to Intrinsic Motivation: On the Moderating Role of Positive and Negative Emotion Differentiation

Despite the fact that studies on self-determination theory have traditionally disregarded the explicit role of emotions in the motivation eliciting process, research attention for the affective antecedents of motivation is growing. We add to this emerging research field by testing the moderating role of emotion differentiation –individual differences in the extent to which people can differentiate between specific emotions– on the relationship between twelve specific emotions and intrinsic motivation. To this end, we conducted a daily diary study (N = 72) and an experience sampling study (N = 34). Results showed that the relationship between enthusiasm, cheerfulness, optimism, contentedness, gloominess, miserableness, uneasiness (in both studies 1 and 2), calmness, relaxation, tenseness, depression, worry (only in Study 1) on one hand and intrinsic motivation on the other hand was moderated by positive emotion differentiation for the positive emotions and by negative emotion differentiation for the negative emotions. Altogether, these findings suggest that for people who are unable to distinguish between different specific positive emotions the relationship between those specific positive emotions and intrinsic motivation is stronger, whereas the relationship between specific negative emotions and intrinsic motivation is weaker for people who are able to distinguish between the different specific negative emotions. Theoretical and practical implications are discussed.     

Parental marriage and the non-cognitive abilities of infants and toddlers: Survey findings from China Family Panel Studies

Early childhood is a critical period for developing children’s abilities. Non-cognitive abilities are comparable to or even stronger than cognitive abilities in predicting many socioeconomic outcomes. Usually, most scholars take personality as the core indicator of non-cognitive abilities. While temperament is also an important component of children’s non-cognitive abilities, it was often ignored in previous studies. Based on the panel data from the 2018 and 2020 China Family Panel Studies (CFPS), this study investigates the effects of parental marital satisfaction on the non-cognitive development of children aged one to three; meanwhile, the heterogeneous effects and mechanisms were also examined. The results show that young children exhibit more negative emotions when their parents reported dissatisfaction with their marriages. Parental depression was an important mechanism of parental marital satisfaction affecting children’s non-cognitive development, while the frequency of parent-child interaction was not. The effects of marital dissatisfaction on non-cognitive abilities were heterogeneous across child age and gender, as well as parental genders and education levels. The findings shed some light on the early interventions and offer important reference values for public policies aimed at improving family welfare and children’s non-cognitive development.     

ARNTL,CLOCK and PER3 polymorphisms – links with chronotype and affective dimensions

Recently, seven single nucleotide polymorphisms (SNPs) of ARNTL, TIM and PER3 genes were found associated with affective temperaments in bipolar disorder patients. This study aimed to test whether a) the same associations appear in a non-clinical sample; b) the SNPs are related to other affective dimensions; c) the SNPs underpin the associations between chronotype and affective temperaments/dimensions. Three hundred thirty-eight university students completed the Temperament Scale of Memphis, Pisa, Paris and San Diego Auto-questionnaire, the Centre for Epidemiological Studies Depression Scale, the Perceived Stress Scale, the General Health Questionnaire, the Seasonal Pattern Assessment Questionnaire and the Composite Scale of Morningness. Seven SNPs of the ARNTL, TIM and PER3 genes were genotyped. According to nominal significance, ARNTL rs7107287 was associated with a cyclothymic temperament, depressive and stress symptoms, general mental health and perceived negative impact of seasonality, while TIM rs10876890 was associated with a hyperthymic temperament, and the TIM rs2291738 was associated with chronotype. Different SNPs were related to chronotype and affective temperaments/dimensions, and therefore, they seem to not underpin relationships between chronotype and affective dysfunction, that is, in the present study, eveningness was related to dysthymic, cyclothymic and irritable temperaments, more symptoms of depression, stress, worse mental health and a negative impact of seasonality, while morningness was related to hyperthymic temperament. The SNPs associations need further replication given that they did not achieve Bonferroni criteria of significance accounting for the number of polymorphisms considered and tests conducted.     

Explaining distortions in metacognition with an attractor network model of decision uncertainty

Metacognition is the ability to reflect on, and evaluate, our cognition and behaviour. Distortions in metacognition are common in mental health disorders, though the neural underpinnings of such dysfunction are unknown. One reason for this is that models of key components of metacognition, such as decision confidence, are generally specified at an algorithmic or process level. While such models can be used to relate brain function to psychopathology, they are difficult to map to a neurobiological mechanism. Here, we develop a biologically-plausible model of decision uncertainty in an attempt to bridge this gap. We first relate the model’s uncertainty in perceptual decisions to standard metrics of metacognition, namely mean confidence level (bias) and the accuracy of metacognitive judgments (sensitivity). We show that dissociable shifts in metacognition are associated with isolated disturbances at higher-order levels of a circuit associated with self-monitoring, akin to neuropsychological findings that highlight the detrimental effect of prefrontal brain lesions on metacognitive performance. Notably, we are able to account for empirical confidence judgements by fitting the parameters of our biophysical model to first-order performance data, specifically choice and response times. Lastly, in a reanalysis of existing data we show that self-reported mental health symptoms relate to disturbances in an uncertainty-monitoring component of the network. By bridging a gap between a biologically-plausible model of confidence formation and observed disturbances of metacognition in mental health disorders we provide a first step towards mapping theoretical constructs of metacognition onto dynamical models of decision uncertainty. In doing so, we provide a computational framework for modelling metacognitive performance in settings where access to explicit confidence reports is not possible.     

Examining the Interaction of Acceptance and Understanding: How Does the Relationship Change with a Focus on Macroevolution?

The goal of this research was to illuminate the relationship between students’ acceptance and understanding of macroevolution. Our research questions were: (1) Is there a relationship between knowledge of macroevolution and acceptance of the theory of evolution?; (2) Is there a relationship between the amount of college level biology course work and acceptance of evolutionary theory and knowledge of macroevolution?; and (3) Can college student acceptance of the theory of evolution and knowledge of macroevolution change over the course of a semester? The research participants included 667 students from a first-semester biology course and 74 students from the evolutionary biology course. Data were collected using both the MATE (a measure of the acceptance of evolutionary theory) and the MUM (a measure of understanding of macroevolution). Pre-instruction data were obtained for the introductory biology course, and pre- and post-data were obtained for the evolutionary biology course. Analysis revealed acceptance of evolution (as measured by the MATE) was correlated to understanding of macroevolution, and the number of biology courses was significantly correlated to acceptance and knowledge of macroevolution. Finally, there was a statistically significant change in students’ understanding of macroevolution and acceptance of evolution after the one-semester evolutionary biology course. Significance of these findings is discussed.     

Metacognitive inquiry activities for instructing the central dogma concept: ‘button code’ and ‘beaded bracelet making’

ABSTRACT

The central dogma of biology is difficult to learn because its microscopic processes cannot be visualized. This study aimed to devise two inquiry activities: ‘Button Code’ and ‘Beaded Bracelet Making,’ involving the concepts of DNA replication and protein synthesis based on the Metacognitive Learning Cycle (MLC) for students, and to explore the effectiveness of concept learning of the central dogma, how students’ metacognition may be expressed, and students’ perceptions of their inquiry performance. We developed a ‘Concept journal’ including metacognitive scaffolds, and employed the ‘Central Dogma Achievement Test’ as a tool for the above purpose. A total of 18 junior high school students participated in this inquiry course instructed by two of the authors. The results showed that students’ achievement performance was significantly improved on the whole, the students’ metacognition was expressed during the process of inquiry with scaffolding, and most students gave positive responses about their learning performance. According to the results, this inquiry course could develop students’ comprehension of the central dogma concept, and give students opportunities to practice metacognition that might lead to effective learning in inquiry activities. The implications and expandability of this course are discussed.