Academic Achievement of Children with Epilepsy

The academic achievement scores of 122 children with epilepsy were examined in relation to demographic and clinical seizure variables. As a group, these children were making less academic progress than expected for their age and IQ level. Academic deficiencies were greatest in arithmetic, followed by spelling, reading, comprehension, and word recognition. Results of the multiple regression analyses indicated a modest combined predictive significance of the demographic and clinical seizure variables for academic performance. In addition, the magnitude of these relationships varied by academic area. Among the individual variables examined the strongest correlates of academic performance were age of the child, age of seizure onset, lifetime total seizure frequency, and presence of multiple seizures (absence and tonic-clonic). These results are discussed in relation to developing an understanding of the factors which underlie academic vulnerability in children with epilepsy.     

Cognitive ability and academic achievement in the Colorado Adoption Project: A multivariate genetic analysis of parent-offspring and sibling data

To test the hypothesis that the etiology of covariation among measures of cognitive ability and academic achievement is due at least in part to shared genetic influences, data from 198 adoptive and 220 nonadoptive families participating in the Colorado Adoption Project were subjected to multivariate behavioral genetic analyses. Data on measures of cognitive ability (verbal comprehension and perceptual organization) and academic achievement (reading recognition and mathematics achievement) from related and unrelated sibling pairs tested at age 7, as well as from adoptive and nonadoptive parents, were analyzed. Phenotypic analyses confirmed previous findings of moderate correlations among measures of cognitive ability and achievement, averaging about .35. Although 54% of the covariation between reading and mathematics achievement was due to influences shared with verbal ability, a significant proportion of this covariation was independent of the cognitive ability measures. Heritabilities for the various measures were moderate, ranging from .21 to .37. Moreover, genetic influences accounted for 33–64% of their phenotypic covariation; for example, 33–60% of the observed correlations between verbal comprehension and the achievement measures, 64% of those between perceptual organization and the achievement measures, and 63% of that between reading recognition and mathematics achievement were due to shared genetic influences. Similar to the results of the phenotypic analysis, nearly half of the genetic covariance between reading and mathematics achievement was independent of cognitive ability. Their remaining covariance was due primarily to nonshared environmental influences.     

高中生应对方式及其与学业成绩的关系

目的:探讨高中生面对挫折和烦恼时应对方式的特点及其与学业成绩的关系。方法:以中学生应对方式评定问卷对649名高中生进行了调查。结果:女生比男生更倾向于采用发泄(因子均分2.4±0.7/2.7±0.7,F=23.32,P<0.01)和忍耐(3.2±0.7/3.0±0.8,F=5.08,P<0.05),而男生更倾向于采用幻想(2.4±0.9/2.1±0.8, F=15.52,P<0.01);重点中学比普通中学的高中生更多采用问题解决(3.3±0.6/3.1±0.7,F=20.85,P<0.011幻想(2.4±0.9/2.1±0.9,F=12.87,P<0.01)、退避(2.9±0.6/2.8±0.6,F=7.04,P<0.01)应对;来自城市和农村的高中生应对方式差异不显著;和睦安宁家庭气氛中的高中生采用问题解决应对显著多于偶尔争吵和经常争吵家庭中的高中生;民主型教养方式下的高中生比放任型教养方式的学生更多采用问题解决应对,权威型教养方式家庭中的高中生比民主型教养方式家庭中的高中生更多采用幻想应对。结论:高中生的应对方式存在性别差异。不同家庭气氛和不同教养方式以及学生在学业上的地位对应对方式也有一定影响,但城乡差别不明显。     

The Genetic Basis of Academic Achievement on the Queensland Core Skills Test and its Shared Genetic Variance with IQ

First, this study examined genetic and environmental sources of variation in performance on a standardised test of academic achievement, the Queensland Core Skills Test (QCST) (Queensland Studies Authority, 2003a). Second, it assessed the genetic correlation among the QCST score and Verbal and Performance IQ measures using the Multidimensional Aptitude Battery (MAB), [Jackson, D. N. (1984) Multidimensional Aptitude Battery manual. Port Huron, MI:Research Psychologist Press, Inc.]. Participants were 256 monozygotic twin pairs and 326 dizygotic twin pairs aged from 15 to 18 years (mean 17 years ± 0.4 [SD]) when achievement tested, and from 15 to 22 years (mean 16 years ± 0.4 [SD]) when IQ tested. Univariate analysis indicated a heritability for the QCST of 0.72. Adjustment to this estimate due to truncate selection (downward adjustment) and positive phenotypic assortative mating (upward adjustment) suggested a heritability of 0.76 The phenotypic (0.81) and genetic (0.91) correlations between the QCST and Verbal IQ (VIQ) were significantly stronger than the phenotypic (0.57) and genetic (0.64) correlations between the QCST and Performance IQ (PIQ). The findings suggest that individual variation in QCST performance is largely due to genetic factors and that common environmental effects may be substantially accounted for by phenotypic assortative mating. Covariance between academic achievement on the QCST and psychometric IQ (particularly VIQ) is to a large extent due to common genetic influences.     

人体寄生虫学网络课程的应用与评价

目的对郧阳医学院人体寄生虫学网络课程的教学效果进行评价。方法选取2005级临床医学一系和二系分别作为实验组和对照组，对照组的人体寄生虫学采用传统教学方法教学，实验组采用传统教学和本课题组构建的人体寄生虫学网络课程平台进行辅助教学。结果实验组学生的人体寄生虫学理论课程考试成绩和实验课程考试成绩明显优于对照组学生（P〈0．05）。结论人体寄生虫学网络课程能够显著提高教学效果，对突破传统面授教学的局限性和帮助学生网上学习具有重要意义。     

重点高中生的心理状态与高考成绩的相关性研究

目的;了解重点高中学生的心理状态与高考成绩之间的关系。方法：以398例应届生为对象,应用16PF人格测验,气质测量工具（STI,TTI）及焦虑自评量表（SAS）,对考生进行测试分析,结果：文理科学生的16PF的人格特质有明显的差别,判别分析和多因素回归分析显示16PF人格特质中的Q1因素（实验性F＝8．76,P＜0．01）,Q2因素（独立性F＝8．23,P＜0．01）,与高考成绩呈正相关,与M因素（幻想性F＝4．88,P＜0．01）,呈负相关;气质中的神经过程灵活性（F＝8．15,P＜0．01）和时间特质中的灵活性（F＝12．36,P＜0．01）与高才成绩呈正相关。结论：高考生的实验性,独立性高分及幻想性低分的个性特质和气质上的灵活性有助于高考成绩的发挥,学生文理科分班宜参考学生人格特质这一特点,。     

夏商周断代工程的研究途径与阶段性成果

国家“九五”期间重点科技攻关计划项目“夏商周断代工程” ,经过200位专家学者前后5年的集体努力 ,已于2000年9月通过验收 ,同年11月公布了《夏商周断代工程1996-2000年阶段成果报告 (简本 )》。这一项目采取自然科学与人文社会科学多学科结合的研究途径 ,制定了《夏商周年表》 ,为我国古代夏商周这一重要历史时期的年代学提供了科学依据 ,使进一步探索中国古代文明起源及其早期发展有了可靠的基础。     

Behavioural and School Adjustment of 12–13-year old Internationally Adopted Children in Norway: a Research Note

Rutter's scales for parents and teachers were used to assess the behavioural and emotional adjustment of 151 12-13-year old internationally adopted children. Additional questions about school adjustment were added to the teachers' questionnaire. The majority of the adopted children were found to be well adjusted. However, the adopted children were given higher mean scores both for the full scale and on a "hyperactive" subscale than a comparison group of non-adopted children. More adopted than non-adopted children had problems with arithmetic. Adopted boys had higher mean scores than adopted girls on both Rutter scales. Age at adoption was unrelated to outcome.     

浅析《千金方》骨伤科成就

唐孙思邈所撰《千金方》，其骨伤科方面成就亦颇为突出。有关于骨伤科用药特色，包括补骨髓药，长肌肉药和坚筋骨药，以及关于骨伤科病症的骨折、伤筋、瘀血、金疮等诊治要诀。     

近5年国家自然科学基金资助耳鼻咽喉科学研究结题分析及成果简介

This paper reviewed and analyzed the 72 fulfilled projects in the discipline of Otorhinolar-yngology supported in division Ⅱ of basic research of clinical medicine by the National Natural Science Foun-dation of China (NSFC) from year 2002 to 2006, and gave a brief introduction to the part of research a-chievements. The science foundation promotes Otorhinolaryngology to a quick development, and produces some outstanding research achievements with international recognition. Thus, it plays an important role in el-evating the level of discipline and bringing up specialists. According to the retrospection and analysis of the fulfilled projects and their research achievements, we hope it can objective and overall reflect research pro-gress in the field of Otorhinolaryngology, and offer as a reference to the relevant researchers and scientific re-search managers.