Аномальная и поведенческая психология

The main purpose of this paper is to Survey the role of family function (FF) and curricular self-regulation (CS) in curricular burning out (CB) among Bushehr students. This is a descriptive-surveying research whose study population was 1958 students among which 362 persons were randomly selected as the sample based on multiclustering sampling method. Data were gathered via two standard questionnaires including Berso’ curricular burning out, Kanel’s self-regulation, and Opstien’s family function). Some descriptive and inferential indices were applied to analyse the collected data using Amos-21. Findings, according to SEM, showed that the acquired model had an acceptable goodness fitness representing 72% of the curricular burning out variance by family function and curricular self-regulation while 18% of curricular self-regulation could be predicted by family function.

The institutionalization is related with a deprivation of social-emotional stimulation and with alterations in the physiology of the prefrontal cortex, the electroencephalogram (EEG) and the social behavior. The aim of this study was to compare the EEG correlation during a social decision making task (Ultimatum Game) in a group of institutionalized (INST) adolescents with a never institutionalized group (NINST). The EEG correlations among prefrontal (Fp1-F3, Fp2-F4), prefronto-temporal (F3-T3, F4-T4) and prefronto-parietal (F3-P3, F4-P4) areas were recorded in 20 adolescents: 10 INST and 10 NINST. There were not differences between both groups in behavioral parameters. However, the INST group showed a higher correlation in delta and alpha-1 during the acceptance and rejection of proposals respectively, between Fp1-F3 areas. This group also presented a lower gamma correlation between F3-T3 areas during the acceptance and the rejection of proposals. Finally, INST group showed, during the acceptance of proposals, a lower gamma correlation between F3-P3 and higher F4-P4 delta correlation. These results reflect the neural characteristics of processing information from complex environments in institutionalized population and perhaps represent the bias for presentation of psychiatric conditions.

Dynamic Assessment, as an umbrella term, covers a myriad of educational approaches that employ instructional interventions in the assessment process to assess a learner’s current capabilities, to provide a prognosis of his development potential, to promote the realization of that potential, and ultimately to effect enduring structural changes in the learner’s cognition such that the learner would eventually be capable of independent functioning, problem solving, and adaptation to the life circumstances to which he might be exposed. In this position paper, we adopt a three-tier conception of cognitive modifiability at psychological, systems, and cellular levels. At the psychological level, research has clearly demonstrated that cognitive modifiability is a fact of life and that cognition, and by implication, humans are malleable, open systems capable of change for the better or worse. Literature suggests that memory mechanisms of consolidation and reconsolidation at cellular and systems levels could be invoked to explain the cognitive modifiability at psychological level. Neuro-scientific evidence indicates that each time a consolidated memory is recalled and the neuronal ensemble holding that memory is exited, the relevant neurons enter a labile volatile state. Through protein synthesis, release of chemicals, and changes in Neuro-electric signals, these neurons could re-stabilize themselves and reconsolidate a reconstructed and thus, modified version of the original memory. In systems consolidation, molecularly consolidated memories of one brain system transfer to another brain system and undergo a second more time-consuming phase of consolidation there over a period of weeks to years. Reactivation of a memory in the target system temporarily turns it into an unstable trace and sends it to the source system, later to be reconsolidated to a target system memory again.