晋北高岭石及其热产物的矿物物理学研究

通过对晋北地区高岭石及其热产物的研究，笔者主要得到了以下几点结论：1、晋北煤矸石是一种优质的高岭石，Fe、Ti含量低，结晶度高，晶体主要呈片状形态，具有较好的开发前景，应打破仅仅局限于陶瓷工业的局面。而P-1高岭石因Fe、Ti含量高，质量差。2、在高岭石受热脱羟过程中，部分羟基一直到850℃才完全脱失。3、在高岭石-莫来石反应系列中，存在SiO_2与Al_2O_3的分凝，SiO_2与Al_2O_3反应生成莫来石是莫来石的主要形成途径，Al-Si尖晶石与SiO_2反应生成莫来石只是一个次要途径。4、在高岭石热处理产物的研究中首次测到了-70ppm附近的Al-Si尖晶石的~(29)Si MAS NMR谱峰，Al-Si尖晶石是一个不稳定相，存在的温度范围大约为850-1000℃，随着温度升高，它将转变为莫来石。5、高岭石的980℃放热峰归因于在高岭石受热相变过程中，莫来石、方英石、γ-Al_2O_3的晶出。6、在煤矸石中，Fe主要以Fe~(2+)置换Al~(3+)形式存在，其次是部分Fe~(2+)被吸附在高岭石表面；而在P-1高岭石中，Fe主要以Fe~(3+)、Fe~(2+)置换Al~(3+)及杂质氧化物的形式存在。7、以前国内一些学者提出的所谓新矿物—“偏岭石”，笔者认为很可能是高岭石受煤自然烘烤形成的变高岭石。

高原湖泊沉积物碳酸盐稳定同位素及孔隙水碳酸盐体系地球化学研究

在沉积物早期成岩作用过程中，扩散、对流和化学反应等动力学因素共同影响着孔隙水的化学平衡性质，使孔隙水在水－沉积物界面附近出现方解石不饱和现象，而在深部却呈饱和状态。从云贵高原的洱海、泸沽湖和红枫湖等湖泊的研究可以发现：在方解石不饱和带中，孔隙水的HCO_3~-和Ca~(2+)的浓度梯度比值大于理论值（1.34），HCO_3~-和Ca~(2+)的垂直分布可以用非线性常微分方程组（3-10）来描述。对寄宿时间较长的非封闭湖泊，沉积物碳酸盐的C、O稳定同位素变化特征可以用δ~（13）C-δ~（13）O模式图表示出来；特别当输入寄宿时间与蒸发寄宿时间的比值较大时，随沉积深度的不同，碳酸盐的δ~（13）C和δ~（13）O值可能呈正相关波动变化，其δ~（13）O能够反映了湖区气温变化的特征。

学习困难儿童智力结构及其与心理语言、视动能力关系的研究

IQ Structure, Psycholinguistic and Visual-motor Abilities Study on Children Learning Disability TONG Fang Directed by professor Zhu Liqi (Developmental and educational psychology) ABSTRACT Objective To comprehensive analyze the IQ structures, and relationships among IQ, psychometric characteristics and visual-motor integration on children disability. At same time, to probe into the family factors that influenced IQ, psycholinguistic abilities and behavior of LD children. Method (1) Downloading the papers on children learning disability from www.cqvip.com and www.wanfangdata.com, in which, the articles were collected by key words from 1985 to 2005. To conduct meta-analysis on IQ construction, compare the case group and the control group, including full IQ, verbal and practice IQ. (2) Designed with model compared and self-compared, 59 diagnosed learning disability children, tested themes with WISC, ITPA and Berry’s VMI. WISC included 10 items, 5 of which subtotal to verbal and practice IQ respectively. IPTA included 10 items, too, 5 process of which subtotal to auditory and visual perception. The first 3 items shared representation level, the other 2 of that shared automatic level.VMI had one score. Analyzed factors and levels with description and Pearson Correlation. To probe to linguistic internal alternately functions of LD children, and compare the scores of groups in different IQ. (3) Analyzed the perspective questionnaire filled by parents. Early development facts compared with model groups. Factors relationships analyzed with Kendall correlation, KOM and Bartlett’s test of sphericity, Promax Rotation. Results: (1) There have been 319 papers related with LD, in which 36 with IQ and 14 valid reports have been analyzed by Meta. FIQ’s 95%CI (confidence interval) is 2.418 ~ 0.172, VIQ between the difficulty and non- difficulty group. C-WISC-R reports were 10 papers, of which, 95%CI of FIQ is 2.424 ~ 0.676, of VIQ is 2.314 ~ 1.196, of PIQ is 2.176 ~ 0.176. The VIQ comparing the PIQ, 95%CI is 1.1 ~ -0.07 in difficulty group and 0.5 ~ -0.0046 in non-difficult group. Nevertheless, in the other 4 tests, FIQ’s 95%CI is 2.00 ~ -0.818 between LD and NLD. (2) Children psycholinguistic abilities had strong relation with Berry’s VMI test excluding auditory reception, and with perceptive factor of intelligence excluding verbal expression. Auditory reception and visual closure had strong relation with FIQ and PIQ. Grammatic closure, visual association and manual expression had strong relation with concept factor. The representational and automatic levels are depended on integration of auditory and visual procession. Lower verbal expression (VE) let to lower expression process and low scores on representational level. Lower visual sequential memory (VSM) let to lower memory process and influenced automatic level. Groups compared by IQ 90 show that LD children with under IQ 90 had lower scores on items of IPTA than with up IQ 90 excluded verbal expression. It was proved that IQ administrated the linguistic ability. Nevertheless, general abilities deficiency didn’t show influencing on the types of the perceptive delay. There was mutual function among linguistic ability on LD children. Auditory and visual level are overlapped each other. Not only show higher Decoding and lower Encoding on Auditory perception, lower Decoding and higher Encoding on Visual perception, in representation, but also higher Sequential remember, lower Closure on Audition, and lower Sequential member, higher Closure on Vision, in Automation. Nevertheless, there was no different between Representational and Automatic level, which may be the relationship of parallel or evolution. (3) Major family factors were father’s education, occupation. Lower auditory perception related to unconcerned, lower visual perception related to premature delivery and written slowly. Threatened–abortion, childbirth-suffocated were known as influencing children’s IQ and later linguistic abilities. It wasn’t shown that dosage relationship with the types of perceptive delay. Conclusion: (1) The FIQ, VIQ and PIQ of Children with LD is lower than that of NLD group. There is no significantly different between VIQ and PIQ in LD and NLD groups. (2) The objectives of ITPA and WISC tests are differently. The psycholinguistic abilities had strong relation with perceptive factor and VMI. Some facts of IPTA related with FIQ. IQ had strong administration on linguistic abilities. There was mutual function among linguistic internal abilities. (3) Family facts on IQ and psycholinguistic abilities were Father’s education, abnormal pregnant and abortion. It would be pre-show development delay in early period.

北京市中学生考试焦虑状况及其相关因素分析

In order to analyze the test anxiety of Beijing's high school students, relevant factors affecting test anxiety and how those factors have effect on the test anxiety of those high school students, a cross-sectional study had been conducted among 2,089 students randomly selected from 15 high schools in Beijing, using the Test Anxiety Scale（TAS）, Parenting Style Scale (PSS) and Academic Aggregate Graphic (AAG). Five months later, 194 students from one of those high schools were retested with TAS with students remaining anonymous. In the retest, the classes and birth dates of those students were strictly matched. This paper is composed of three parts to examine the issue. The first part examines the test anxiety among high school students in Beijing and establishes the model; the second part conducts a comparative study of issues related to test anxiety and academic performance; the third part examines the factors affecting test anxiety and establishes the model. Results showed that: 1. The reliability and validity of TAS are satisfied and can meet survey requirement. The 25-item version of TAS turned out to have equal or even better performance compared with the original 37-item version. 2. Incidence of test anxiety in high schools of Beijing: 57.9 percent of samples have an overall score at or higher 15. 55 percent of male student samples have a score at or higher than 15 while that for female student samples is 61 percent. A score of 20 refers to fairly serious test anxiety and 31.9 percent of samples have a score over 20. 28.1 percent of the male student samples have a score of over 20 while that for female student samples is 35.9 percent. 3. The effect of grade and sex and the interaction between the two factors are statistically significant. Female students have higher test anxiety than male students and the level of test anxiety varies from grade to grade. 4. Samples are divided into two groups, one with test anxiety and the other without. The academic performance gap between the two groups is very significant. There is a significant negative correlation between academic score and test anxiety. 5. There is a negative correlation between test anxiety and mastery goal orientation and a positive correlation between test anxiety and performance goal orientation. Students with higher academic self-efficiency have lower test anxiety. The more one thinks study is valuable, the lower his/her test anxiety is. Those whose parents communicate smoothly with them have lower test anxiety. Those whose parents have an inconsistent communication style have higher test anxiety. 6. Achievement goal is mediate variable for the effect of lack of values on test anxiety. 7. The indirect effect of introduction of achievement goal and parenting style, including communication, monitoring and communication consistence, on test anxiety is significant. Key words: Test anxiety，reliability, validity, self-efficiency，parenting style，achievement goal orientation, academic values, academic score

维持性血液透析患者认知功能特点研究

Objective: To study the episodic memory, semantic memory, cognitive planning ability and inhibition ability in MHD patients. Method: Neuropsychological research methods such as Action memory of verb-object phrase, Trail Making Test (A and B), Verbal Fluency Test, Go-No/Go test and Stroop Color Naming Task were used to investigate Episodic Memory 、Semantic Memory、Executive Function of 40 MHD and 40 NC. Self-Rating Anxiety Scale (SAS), Self-Rating Depression Scale(SDS), Social Support Scale, Life Satisfaction Scale, and biochemical examination were applied and their relationships with cognitive function were analized. The mean age and education level of MHD group and NC group have no significant difference. Result: 1.Action memory of verb-object phrase differed significantly between MHD group and NC group. 2.Two tests of Verbal Fluency differed significantly between MHD group and NC group. 3.Trail Making Test A, Trail Making Test B, the baseline condition of Go-No/Go Test and Stroop Color Naming Test differed significantly between MHD group and NC group. 4.There is no significant difference between MHD group and NC group on the correct rate of No/Go Test and the baseline condition. Both groups showed Stroop Effect in Go-No/Go test, but MHD group performed significantly worse. 5.In Stroop Color Naming Task Test, NC group showed Stroop Effect, significant Repeated Distraction Promotion Effect and significant Negative Priming Effect,while MHD group showed only Stroop Effect and no Repeated Distraction Promotion Effect and no Negative Priming Effect. There is significant difference in Stroop Effect between MHD group and NC group. Conclusion: 1.Comparing with NC group, episodic memory, semantic memory, cognitive planning ability, and inhibition ability of MHD group were impaired significantly. 2.The pathological aging of Executive Function in MHD group showed: executive Function should be a unitary system. 3.Cognitive impairment is negatively correlated with serum creatinine, blood pressure and anxiety score in MHD patients; and is related with hemoglobin, hematocrit, social support and life satisfaction. Keyword: maintenance hemodialysis, episodic memory, semantic memory, cognitive planning, inhibition ability.

中学生自我状态现状及其与亲子沟通、心理健康的关系研究

The communication between parents and children is one of the focuses in adolescence research area. However，the ego states in communication were seldom referred to. In present research, the relationship among high school students’ ego states, parent-child communication status and mental health level was explored. Study1: Ego State Questionnaire (ESQ) was revised according to 400 high school students from both rural and urban areas. Study2: Revised Ego State Questionnaire was administered to 450 high school students. Data was analyzed by cluster analysis. Study3: The relationship among ego states, parent-child communication status and mental health level was researched systematically according to 450 high school students. The main results of the thesis were as follows: 1) The five factors of Johu Dusy’s ego states were confirmed. 2) The revised RESQ had good reliability and validity, and could be used in researching middle school students ego states and related area. 3) Gender differences: Girls’ NP score was higher than boys’. Boys’ Adult and AC score was higher than girls. 4)School difference: students’ A and FC from key high school scored higher than students form normal high school. 5) The students were divided into two groups according to parental education level. The split point was high school. Students whose parents’ education level was above high school scored higher in NP than the other group of students. 6) The students were clustered into 4 groups according to cluster analysis: adapted、rational、contradictory、self-centered。 7) adapted、self-centered students’SCL-90 score was lower than average level, contradictory students’ score was higher than average level, rational students’score was equal to average level. 8) Both NP and Adult ego states had significant negative correlation with SCL total score, CP ego states had significant postive correlation SCL total score. 9) NP, A ego states had significant postive correlation with family communication atmosphere, father-son, father-daughter, mother-son, mother-daughter communication status . CP had significant negative correlation with above variables. AC had significant negative correlation with family communication atmosphere . 10) The stepwise regression showed that Adult ，Control Parent ego states and communication between parents and children score had prevented from mental health significantly. Adult ego states impacted mental health through communication between parents and children.

智商常态人群的智力个体差异研究

随着智力个体差异研究的深入，人们认识到智力水平正态分布不仅有遗传和环境的原因而且还有智力结构的原因。但就智力水平个体差异的性质和影响因素问题还有争议。从智力结构、认知基础和认知风格三个角度研究智商常态群体的智力个体差异是非常必要的。 本研究以初三年级14-15岁的3个不同智力水平学生群体（智商在70-85之间的中下群体、86-115之间的中中群体，116-130之间的中上群体）为被试，探查智力水平个体差异的性质，认知机能、认知操作、认知风格的群体差异以及它们对智力水平个体差异的影响。 有五个分研究：研究一运用分测验相关和因素分析方法探查了不同智商群体的智力结构分化是否不同，以及是何种性质的不同；研究二运用实验方法探查了速度、工作记忆、控制机能、知觉、语义网络丰富性的智商群体间差异情况和这些认知机能对智力个体差异的影响；研究三探查分析和综合操作、抽象和具体操作的群体间、群体内差异和这些认知操作对智力个体差异的影响；在认知操作基础上，研究四探查分析-综合认知风格、具体-抽象认知风格、准确-速度认知风格上的群体间差异和这些认知风格对智力个体差异的影响；研究五采用路径分析方法探查认知机能和认知操作与智力水平个体差异的层次结构关系。结果如下： 1．智力结构分化群体间差异是相似因素结构的功能差异，而非因素构成差异，但智力结构的局部也有构成因素差异，g因素制约着智力结构分化程度。分测验相关的群体主效应显著，各群体的分测验因素结构相似，中中群体和中上群体的操作分量表因素比中下群体多了一个。不同智商群体的g因素载荷一致，g功能越高，智力结构更加分化，特殊能力是中上群体的智力结构局部分化高于中下群体的重要原因。 2．随着智力水平差距的增大，认知机能效率和认知机能效率稳定性的群体间差异有由部分向全面显著差异的拓展趋势，不同智商群体间的差异内容并不相同，认知机能对智力个体差异影响作用有大小之分。中上群体和中中群体的速度和语义网络效率没有显著差异，两个群体的知觉、计算广度、监控、抑制、语义表征的效率稳定性没有显著差异；中中群体和中下群体的监控和转换效率没有显著差异，两个群体的阅读广度、计算广度、监控、转换的效率稳定性没有显著差异。认知机能效率与智力功能显著相关，工作记忆和控制机能对智力功能的个体差异影响较大。 3．随着智力水平差距的增大，认知操作的群体间差异有由部分向全面显著差异拓展趋势，认知操作的群体间和群体内差异内容不同，认知操作对智力个体差异影响有大小之分。中中群体和中下群体在抽象综合操作上没有差异，中中群体和中下群体在综合操作上没有差异。中上群体的抽象优于具体。中下群体分析低于综合、抽象分析低于抽象综合、抽象分析低于具体分析。中中群体的组内比较没有显著差异。各个认知操作与智力水平相关显著，抽象操作和分析操作对智力个体差异的影响较大。 4．不同智商群体的认知风格类型比例构成不同。中上群体的分析-综合均强、抽象-具体均强、快-准确型占主要地位，分析强-综合弱、抽象强-具体弱、快-不准占次要地位。而中下群体则在分析-综合均弱、抽象-具体均弱、快-不准确型是主要类型，慢-不准确、具体强-抽象弱、综合强-分析弱占了次要地位。中中群体的分析-综合均弱，抽象-具体均弱型虽为主要，但是人数比例要少于中下群体，综合强-分析弱、具体强-抽象弱占了次要地位，并且人数比例都高于中下群体占了主要地位，快-不准型为主，但是快-准确型占了次要地位。各个认知方式与智力功能有相关关系，并且缓和了认知操作和智力水平的相关程度。 5．认知机能以层次形式影响着智力水平。以速度为底层，以工作记忆、控制机能、语义网络、知觉为第二层，分析和综合操作为第三层的层次模型得到了数据的支持，速度决定模型、速度和知觉调节工作记忆和控制模型则没有得到支持。速度、工作记忆、控制机能、分析和综合操作是影响智力水平个体差异的重要关系结构。

学习不良青少年学业情绪研究：特点、影响学业成就的机制及干预

学业情绪是指在教学或学习过程中，与学生学业相关的各种情绪体验。采用问卷、访谈、实验室实验、自然实验等多种方法，从学习不良青少年学业情绪的特点和影响因素出发，重点考察了学业情绪对学习不良青少年学业成就及选择性注意和持续性注意的影响。在此基础上，制定了学业情绪整合性干预措施，对学习不良青少年进行了学业情绪的干预。结果表明： 1、以1731名初一到高三学生为被试，通过三次取样测试，编制的《青少年学业情绪问卷》具有较好的理论构想和信、效度指标，是研究青少年学业情绪问题的一个有效工具。 2、采用问卷法，比较了学习不良青少年和一般青少年在学业情绪上的特点，被试为普通初中与高中学生1034人，其中学习不良学生506人。结果表明，学习不良青少年比一般青少年有更少的积极学业情绪、更多的消极学业情绪。学习不良青少年与一般青少年在学业情绪上的差异主要体现在初一、初二和高二、高三年级。总体上，消极学业情绪有随着学业时间的延续而增强的趋势，积极学业情绪有随着学业时间延续而降低的趋势。男生的积极学业情绪多于女生，女生的消极学业情绪多于男生。学习不良青少年的学业情绪受人际、学业、课堂、个人等多方面因素的影响，其中人际因素是最主要的因素。 3、以1209名青少年为被试，采用结构方程模型检验了学业情绪对学业成就的影响模式。结果发现，积极高唤醒学业情绪通过成就目标、学业效能、学习策略间接影响学业成就；积极低唤醒、消极低唤醒和消极高唤醒学业情绪对学业成就有直接影响。学业情绪影响学习不良青少年学业成就的模式形态与一般青少年相同。 4、学业情绪对学习不良青少年的选择性注意和持续性注意有一定影响。对70名高一学习不良青少年研究的结果表明，对积极低唤醒学业情绪下选择性注意的反应时成绩优于消极学业情绪。对69名高二学习不良青少年研究的结果表明，消极高唤醒的学业情绪能够增加持续性注意的虚报率，降低抑制能力，而积极高唤醒的学业情绪能够提高判断标准，占用更多的心理资源。 5、以358名高中学生为被试（其中学习不良学生52人），通过学业情绪的整合性教育干预发现，该干预能够有效促进学习不良青少年及全体青少年学业情绪的改善；短期内对学习不良及全体青少年的学业成就提高有积极作用。