A型、D型人格影响冠心病预后的心理生理机制

Coronary heart disease （CHD）is a common cardiovascular disease in the elderly, is also a typical psychosomatic disease. Personality factors are very important in many psychological factors impacting on the prognosis of patients with CHD. The most influential personality factors to CHD are Type A and Type D personality. The previous research has shown that although Type A personality increased the prevalence of CHD, it cannot predict the development and prognosis after diagnosis. In contradict, Type D personality can predict prognosis. There is still no clinic-based or theory-based answer to the question: Why Type A personality cannot predict the outcome while Type D personality could predict the prognosis independently. The current research conducted a systematic investigation to the above question, which included one comparison study between CHD patients and control group, and four studies on reaction experiment and answered the question: why Type A personality cannot predict whereas Type D personality could effectively predict prognosis of CHD. The findings of the current research were: Type A and Type D personality influence CHD prognosis through different psychological mechanisms: both dimensions of Type D personality have direct influence on social support, whereas neither dimensions of Type A personality related to social support, directly of indirectly. Negative affection component of Type D personality significantly related to anxiety and depression, Social repression significantly related to anxiety but not depression. Both dimensions of Type A personality significantly related to anxiety but not depression. Neither under rest or diaphragmatic breathing conditions, Type A personality had no significant influence on vestibular autonomic reaction among healthy young males. Neither Type A nor Type D personality had significant influence on vestibular autonomic reaction among old CHD patients under rest condition. Type D personality predicted lower sympathetic excitation under rest condition, and lower cardiac vagal tone under diaphragmatic breathing condition among healthy young males. When actively reacted to stimuli (math calculation) under rest condition, Type A personality increased sympathetic excitation among healthy young males. When actively reacted to stimuli (math calculation) under diaphragmatic breathing condition, Type A personality increased cardiac vagal tone among the same group of subjects. When actively reacted to stimuli under neither condition, Type D personality showed no significant influence on vestibular autonomic reaction among young males. When passively reacted to stimuli under neither condition, Type A personality showed no significant influence on vestibular autonomic reaction among young males. When passively stimulated followed rest, Type D personality increased sympathetic excitation and decreased cardiac vagal tone among young males. When passively stimulated followed diaphragmatic breathing, Typed showed no significant influence on vestibular autonomic reaction among young males. The above results indicated that Type A and Type D personalities had different psychological mechanisms to the outcome of CHD treatment: neither dimensions of Type A personality had direct or indirect effects on social support; both dimensions of Type D personality had direct and indirect effects on social support. Negative affection component of Type D personality significantly related to anxiety and depression, Social repression significantly related to anxiety but not depression. Both dimensions of Type A personality significantly related to anxiety but not depression. Social support positively related to the outcome after CHD treatment. The biological mechanisms of Type A and Type B personality to CHD prognosis differed in the following ways: Type A personality increased sympathetic excitation when actively stimulated, but had no influence when passively stimulated among young male subjects. When passively stimulated after rest, Type D personality predicted high sympathetic excitation and low cardiac vagal tone among young males, but not vestibular autonomic reaction among young males. Key words: Type A personality, Type D personality, Coronary Heart Disease (CHD), Prognosis, Psychobiological Mechanisms

中学生的性别—理科刻板印象及其影响因素

Gender stereotype has a great effect on an individual’s cognition and behavior. Notably, stereotyped cognition about gender and science exerts an influence on an individual’s academic or career choice. In order to weaken the negative effect of gender-science stereotype and facilitate girls’ participation in science, this study examined the development of implicit gender-science stereotype and influence factors with implicit association test and questionnaires in a sample of secondary school students. The present work showed that: Firstly, there were no gender differences and gender predominance in performance of math and physics during secondary school years. However, girls tended to attribute success in math and physics to unstable factors, or the failure to stable factors. The reverse was true for boys’ attribution. This gender difference in attribution was especially evident in their study of physics. Secondly, 7th to 11th grade students implicitly regarded science as male domain, with the exception of 7th grade boys, who thought both boys and girls can study science well. On the whole, this gender-science stereotype was more and more evident as the specialization of science subjects’ progresses through secondary school, and this inclination decreased with increasing grade. Thirdly, the negative correlation between explicit and implicit stereotype which appeared in girls from 8th grade grew stronger with increasing grade and became significant in 10th grade. On the contrary, the significantly positive correlation existed in 7th -11th boys. Fourthly, the experience including attitude toward science, science interests and self –efficacy in math and physics had significantly negative effect on girls’ implicit gender-science stereotype, and significantly positive effect on boys’. It was showed that gender moderated the effect of experience in the study of science and implicit gender-science stereotype, and the attitude toward science mediated the relationship between science interests, self-efficacy and implicit gender-science stereotype. Fifthly, the perceived teacher’s class behaviours by students and the perceived parents’ gender stereotype by children had strong predictive power on students’ implicit gender-science stereotype. And the perceived teachers’ and parents’ performance expectancies can influence gender-science stereotype indirectly through self-efficacy in related subjects and attitude toward science. In conclusion, the present study showed that cognitive bias about gender and science existed in Chinese secondary school students. The information conveyed from teachers and parents interacting with students’ experience in the study of science affect the formation of stereotyped cognition.