ABSTRACT
Non-suicidal self-injury(NSSI) is defined as deliberate " destruction to body issue without conscious suicidal intent" and which is not culturally and socially sanctioned.The evaluation of NSSI mainly includes explicit measurement and implicit measurement.In recent years, implicit measurement has received wide attention from scholars, among which the implicit association task(IAT), as a tool to measure the relative attitude towards objects in individuals' implicit cognition and to prevent the interference of consciousness, which is an effective method to evaluate NSSI.On the basis of introducing the background of implicit attitude, this paper summarized the research progress of implicit attitude in distinguishing and predicting NSSI from behavioral and neuroimaging perspectives.Firstly, compared with the group without NSSI history, the NSSI group had a more recognized implicit attitude towards NSSI, which was correlated with the frequency and severity of NSSI.Secondly, compared with other known traditional predictors, whether implicit attitude is a better predictor of subsequent behavior of NSSI remains controversial.Finally, there are not many studies on the biological basis of implicit attitude towards NSSI in NSSI populations.Preliminary results suggest that the activation of salience networks and the reduction of gray matter volume in some brain regions (such as the dorsal striatum) may be related to implicit attitude in NSSI populations.To sum up, measuring implicit attitudes towards NSSI is useful for screening and predicting people at risk for NSSI, especially when individuals have false reports or low self-awareness.In addition, this paper also put out some shortcomings for future research and clinical intervention.
ABSTRACT
According to the course teaching requirements of psychiatry,a serial teaching cases of case-based learning (CBL) is built based on cases from psychology department to assist in the theory teaching of Psychiatry.During the teaching process,the scenes where patients came to the psychology department were simulated and the information about the cases was provided step by step.For each step,students would be asked to discuss a series of questions regarding the cases in different groups.Along with CBL,students could thoroughly learn the main points of diagnosis and principles of treatment for common psychiatric disorders.The teaching effect showed that students' involvement in CBL courses,the interests in learning,self-study ability,independent thinking ability,capacity for self-expression,ability of creative thinking and comprehensive analysis and problem solving ability.were greatly improved.Most students were interested in CBL and it produced fruitful teaching results.
ABSTRACT
Objective Studies have shown that problem based learning (PBL) can improve the students' ability of autonomous learning.However,it is unclear whether students' autonomous learning ability will affect students' evaluation in PBL teaching.This study took medical psychology course as an example to explore the influence of medical students' autonomous learning ability on PBL teaching effect.Methods 43 8-year program medical students of Grade 2010 and 2011 were enrolled in this study.Scale was used to assess medical students' autonomous learning ability before the start of the PBL teaching.Self made questionnaire was used to survey the students' evaluation in PBL teaching.Linear correlation analysis was used to detect the relationship between medical students' autonomous learning ability and students' evaluation in PBL teaching and their examination results.Results Medical students' autonomous leaming ability is significantly positively correlated to the students' evaluation of PBL teaching (P＜0.05).The correlation coefficient between learning motivation and "PBL enhanced learning interest" or "PBL enhanced information utilization ability" was high (r=0.507 and 0.536,respectively).It showed that students with stronger autonomous learning ability had more positive evaluation of PBL teaching.The students' learning motivation was also positively correlated to the test score (r=0.416,P=0.006).Students with stronger learning motivation had higher test score in the final exam.Conclusion These results indicate that the relationship between the students' autonomous learning ability and PBL teaching is bidirectional.The students with more powerful ability of autonomous learning will be more active in the process of PBL teaching,and the positive experience will promote their autonomous learning ability in turn.
ABSTRACT
Objective:To examine the influence of exam stress on the sustained attention of students with different levels of trait anxiety. Methods: With the State-Trait Anxiety Inventory (STAI), 10 students with high trait anxiety (high trait anxiety group, H group) and 10 with non-high trait anxiety (non-high trait anxiety group, NH group) were randomly sampled from 400 students taking the coming College English Test-Band 4 (CET-4). Their attention was measured with digit cancellation test and the event related potentials during the control phase (the period was chosen 2 weeks after the beginning of the semester and there was no examination in the following 3 months) and the stress phase ( from 2 weeks to 1 day before CET-4 examination). Results: The right cancellation number of the NH group was higher than that of the H group(F=8.178, P=0.007). During the control phase the P300 amplitude and latency were similar between the 2 groups (F= 0.125, 0.127, respectively;P= 0.728, 0.726, respectively). During stress phase the P300 amplitude of the H group was significantly lower than that of the NH group(F=12.913, P=0.002)and the P300 latency of the H groups was longer than that of the NH group(F=16.952, P= 0.001). In NH group, the P300 latency in the stress phase was significantly shorter than that of the control phase (F= 6.514, P=0.020). Conclusion: Exam stress has different influences on the sustained attention of people with different levels of trait anxiety, which suggests that people with high trait anxiety are the target population for stress management.