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Objective In order to improve the diagnosis accuracy , 18F-FDG PET/CT results of 169 cases of lung lesions were analyzed. Methods The data of 169 pathological diagnosed patients were collected. SPSS 18.0 was used for the data analysis. Results In 169 cases, 122 cases were proved malignant by patholog-ical diagnosis, in which 110 cases were correctly diagnosed by PET/CT. 47 cases were proved benign by patho-logical diagnosis, in which 15 cases were correctly diagnosed by PET/CT. The sensitivity was 90.2%, specificity was 31.9%, and the accuracy was 74.0%. Conclusion In order to improve the accuracy rate of PET/CT exam-ination and reduce the existence of false positive cases and false positive cases , we should estimate SUV (max) objectively and diagnose according to the size of the lesion , clinical history and laboratory results.
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Objective: To examine the relations among objective peer support, perceived peer support, perceived parent support, importance ratings of peer / parent support, and self- worth in adolescents. At the same time, peer acceptance of adolescents was examined. Methods: Sociometric techniques and self- report instrument were applied collectively to a sample of 285 adolescents. Results: ①Sociometric techniques show that adolescents can be divided into popular adoles- cents, rejected adolescents, controversial adolescents, and neglected adolescents; ②There are significant positive correla- tions between objective peer support and perceived peer support, between perceived peer / parent support and self- worth, but there is no significant correlation between objective peer support and self- worth; ③Importance ratings of peer / parent support can serve as a moderator between perceived peer / parent support and self- worth for the middle school students aged 15. Conclusion: Perceived peer / parent support can predict self- worth of adolescents; Importance ratings of peer / parent support can moderate perceived peer / parent support and self- worth for the middle school students aged 15.
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Objective:To investigate 7-11-years-old children's emotional responses, emotional attributions, coping styles to success and failure situation in learning. Methods: With clinical interview method ,90 pupils from seven-years-old to elevelen-years-old were asked to inference to the dramatis personae's affect reaction, emotional attribution in the given situation.Results:Children's emotional response and emotional attribution in learning context is self-regarded, coping style also decline to self effort .There were no age and sex differences in emotional responses to successful situation,there were age differences to failure situation,and there were no sex difference in emotional attribution.Conclusion:Children's emotional responses and emotional attribution to success and failure in learning have different features.
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Objective: To compare the differences of the relationships of paternal attachment,maternal attachment and peer attachment in adolescents of Mainland China and Malaysia.Methods: Inventory of Parent and Peer Attachment was used and 1694 adolescents were tested(315 were Malay of Malaysia,666 were Chinese of Malaysia and 713 were Chinese of Mainland China).Results: Adolescents of Malay evaluated more positive in parental and peer attachment than those in China and Malaysia.Conclusion: Significant differences between the attachment by Malay and Chinese adolescents point to the need to understand attachment in adolescents within a cultural context.
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Objective: The study examined adolescents' obedience,justifications,and feelings to parental authority as well as their interrelation in parent-adolescent conflict situations.Methods: 538 adolescents aged 10-to 18-year-old were investigated by questionnaires in light of different domains(personal,conventional,and friendship domains)selected from Smetana(2000).Results: ①The results suggested that their obedience to parental authority changed with different domains,as well as their justifications and feelings;②Adolescents' justifications of obedience focused on conventional rules,knowledgeable attributes,reciprocal relationships and physical consequences;③There were more negative feelings than neural or positive ones accompanied with their obedience;④Their justifications and feelings were different between obedience and disobedience groups,the conventional-rule-attribute was significantly correlated with negative feelings in both of obedience and disobedience groups,and the knowledgeable-attribute was significantly correlated with positive feelings in obedience group.Conclusion: Adolescents' conceptions of parental authority are domain-specific,and their obedience,justifications and feelings interrelate with each other.
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Objective: To examine the developmental characteristics of the pupils' emotion display rules and its relationship to the peer acceptance. Methods: A sample of 157 pupils' emotion display rules and peer acceptance in third and fifth grades were tested by clinical interview and social nomination. Results: Third-graders compared to fifth-graders were more knowledgeable about expression regulation, and used more self-protective display rules. Girls were proposed more norm-maintenance display rules than boys. Urban children compared to country children were more knowledgeable about expression regulation, and used more prosocial display rules. Self-protective display rules can predict peer rejection. Conclusion: Pupils' emotion display rules have different developing characteristics, and can predict peer rejection to a certain extent. The development of display rules is beneficial to moderate children's expression regulation and social development.
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Objective: To explore the particularity of high school students’ problem behaviors with three-perspective analysis. Methods: Students,parents and teachers were tested by High School Students’ Problem Behavior Questionnaire based on item analysis of open-ended investigation. Results: ①Concerning the identification of problem behaviors,the behaviors such as taking drugs,committing suicide,and stealing got higher scores by students’ self-rating; the behaviors such as running away from home,stealing,and intimidating got higher scores by parent-rating; and the behaviors such as cheating,learning without motivation or objective,and bad learning habits got higher scores by teacher-rating. ②Students,parents and teachers all agreed on the following high frequency problem behaviors; worrying about scores,rarely doing housework,concentration deficits and bad learning habits. ③The frequencies of problem behaviors reported by students were higher than those by their parents. Conclusion: There are significant differences in the identification of problem behaviors among students,parents and teachers,however,the three parts have similar views on the most common problem behaviors.