“I remember thinking …”: Neural activity associated with subsequent memory for stimulus-evoked internal mentations

Conscious thought involves an interpretive inner monologue pertaining to our waking experiences. Previous studies focused on the mechanisms that allow us to remember externally presented stimuli, but the neurobiological basis of the ability to remember one’s internal mentations remains unknown. In order to investigate this question, we presented participants with sentences and scanned their neural activity using functional magnetic resonance imaging (fMRI) as they incidentally produced spontaneous internal mentations. After the scan, we presented the sentences again and asked participants to describe the specific thoughts they had during the initial presentation of each sentence. We categorized experimental trials for each participant according to whether they resulted in subsequently reported internal mentations or not. The results show that activation within classic language processing areas was associated with participants’ ability to recollect their thoughts. Activation within mostly right lateralized and medial “default-mode network” regions was associated with not reporting such thoughts.     

On the Necessity of U‐Shaped Learning

A U‐shaped curve in a cognitive‐developmental trajectory refers to a three‐step process: good performance followed by bad performance followed by good performance once again. U‐shaped curves have been observed in a wide variety of cognitive‐developmental and learning contexts. U‐shaped learning seems to contradict the idea that learning is a monotonic, cumulative process and thus constitutes a challenge for competing theories of cognitive development and learning. U‐shaped behavior in language learning (in particular in learning English past tense) has become a central topic in the Cognitive Science debate about learning models. Antagonist models (e.g., connectionism versus nativism) are often judged on their ability of modeling or accounting for U‐shaped behavior. The prior literature is mostly occupied with explaining how U‐shaped behavior occurs. Instead, we are interested in the necessity of this kind of apparently inefficient strategy. We present and discuss a body of results in the abstract mathematical setting of (extensions of) Gold‐style computational learning theory addressing a mathematically precise version of the following question: Are there learning tasks that require U‐shaped behavior? All notions considered are learning in the limit from positive data. We present results about the necessity of U‐shaped learning in classical models of learning as well as in models with bounds on the memory of the learner. The pattern emerges that, for parameterized, cognitively relevant learning criteria, beyond very few initial parameter values, U‐shapes are necessary for full learning power! We discuss the possible relevance of the above results for the Cognitive Science debate about learning models as well as directions for future research.     

30例慢性心力衰竭患者实施自我管理的效果

目的探讨对慢性心力衰竭(CHF)患者实施规范化自我管理项目的成效。方法选取符合条件的CHF患者30例。在采取常规护理措施和一般随访治疗的基础上,以自我管理模式理论为指导,实施规范化的自我管理项目,包括住院期间系统健康教育、出院健康指导及电话和家庭随访。干预时间10个月,比较干预前后的自我管理水平。结果 10个月后随访,自我管理得分优于干预前,差异有统计学意义(P<0.01)结论规范化的自我管理项目能提高CHF患者的自我管理水平。     

2006-2008年内蒙古克山病治疗管理干预效果分析

目的 对慢型克山病患者实施健康管理及药物治疗干预,观察和分析干预效果.方法 在内蒙古克山病病区选择一定数量的慢型克山病患者进行治疗管理干预,包括以治疗慢性充血性心力衰竭为主的药物干预,以健康教育并指导生活方式为主的管理干预.2006-2008年共进行3次干预,每次为期6个月.以干预对象干预初期,末期心电图诊断结果、心胸比例结果、心功能分级结果、克山病类型、劳动能力为判定指标,以其中一项指标改善即为干预有效,统计有效人数及有效率,观察干预次数和不同用药对干预结果的影响.结果 345人参与治疗管理干预,207人有效,有效率为60%(207/345).其中180人参与1次干预,有效率为44%(79/180);91人参与2次干预,有效率为66%(60/91);74人参与3次干预,有效率为92%(68/74).不同干预次数有效率比较差异有统计学意义(χ2=52.16,P<0.01);其中干预3次高于干预2次及干预1次(χ2值分别为15.81、49.56,P均<0.0125),干预2次高于干预1次(χ2=11.76,P<0.0125),有效率随干预次数增多而增加.不同药物组间有效率比较差异有统计学意义(χ2=19.56,P<0.01);其中血管紧张素转化酶抑制剂(ACEI)组有效率最高,为77%(82/106),强心药组有效率为50%(47/94)以及心肌能量药组有效率为54%(78/145),ACEI组药物治疗干预有效率高于强心药组和心肌能量药组(χ2值分别为16.28、14.71,P均<0.0125).结论 对克山病患者进行健康管理及药物治疗干预,对改善患者健康状况有意义.加强健康教育,指导正确生活方式以及用ACEI、β受体阻滞剂、利尿剂联合治疗慢型克山病充血性心力衰竭,对改善患者健康状况效果更明显.     

延吉市朝鲜族中学生自我形象和社会支持的相关性研究

目的了解朝鲜族中学生的自我形象和认知的社会支持水平,探讨自我形象和社会支持的相关性。方法采用Offer的自我形象自评量表和Norbeck的社会支持测定量表,对延吉市5所朝鲜族中学的初一至初三年级学生621名进行问卷调查。结果朝鲜族中学生的总体自我形象平均分为325.1分,自我形象与父母的学历、父母就业与否、家庭是否缺损有关;中学生认知的社会支持的平均分为396.9分,认知的父母支持多于同伴及其他亲友的支持;自我形象与其所认知的社会支持有正相关。结论家庭支持对青少年社会、心理、行为方面的发展具有重要的影响。中学生认知的社会支持与其自我形象有着密切联系。     

ERP study of viewpoint-independence in familiar-face recognition

While faces are recognized viewpoint-dependently, familiar faces are recognized in a relatively viewpoint-independent manner. We conducted a cognitive ERP experiment to investigate the effect of viewpoint-independence for familiar-face recognition. The present results showed that facial angle differences were reflected by N170 latency and N250 amplitude. Furthermore, the N250 difference was attenuated in the left hemisphere for famous faces and in the right hemisphere for one's own face. We concluded that familiar faces are first recognized viewpoint-dependently, but then are represented viewpoint-independently. The laterality difference observed in N250 may be related to a self-relevant process in the right hemisphere, while a familiarity process is associated with the left hemisphere.     

针刺结合自血穴注治疗变应性鼻炎60例

目的探索一种治疗变应性鼻炎的方法。方法60例变应性鼻炎患者随机分为两组。观察组用针刺结合自血穴注疗法，对照组用针刺结合药物穴注疗法。同时，分别于治疗前后进行血清免疫球蛋白（IgE）检测。结果观察组总有效率为83.33％对照组总有效率为76．67％，观察组明显高于对照组（P〈0．05）。治疗前后两组血清免疫球蛋白（IgE）检测改变均有显著性差异（P〈0.05）；治疗前后两组血清免疫球蛋白（IgE）差值之差异均有显著性意义（P〈0．05）。结论针刺结合自血穴注疗法对于变应性鼻炎患者具有确切疗效其治疗机理与免疫调节相关。     

大学生自我和谐及其与应对方式的关系

目的了解大学生自我和谐的特征及其与应付方式之间的关系,为有针对性地促进大学生自我和谐的完善与发展提供依据。方法采用自我和谐量表(SCCS)及简易应对方式问卷对420名大学生进行问卷调查。结果高职大学生自我的灵活性得分显著高于本科大学生;总分和各因子分的性别和专业差异均无统计学意义。应对方式与自我和谐总分及其分量表得分存在不同程度的相关。结论采用积极应对方式有助于促进大学生的自我和谐,而消极应对对自我和谐存在不利影响。