Over 50 years of research on cognitive style has converged on the importance of individual differences in use of intuition and analysis. This program of research is characterized, however, by two incompatible perspectives about the relation between intuition and analysis. The distinction concerns whether intuition and analysis are opposite poles of a single dimension or whether they are orthogonal constructs. Two studies report meta-analytic investigations of the relation between intuition and analysis. A meta-analysis of the existing research base (k = 80; n = 27 501) showed that intuition and analysis are uncorrelated. A second meta-analysis of combinations of subscales from different cognitive style measures (n = 511) supported the results of the first meta-analysis. Confirmatory factor analysis also supported the existence of two uncorrelated constructs. Overall, the findings support the view that intuition and analysis are independent constructs, rather than opposite ends of a bipolar continuum. In addition, the findings suggest measures of analysis or rationality are not interchangeable. Copyright (C) 2015 John Wiley & Sons, Ltd.

Three studies examine the relation of dispositional status‐seeking with workplace self‐presentation behaviors. The first study showed that the status‐seeking motive provided incremental prediction, over and above narcissism and self‐monitoring, in self‐reported exaggerating, faking, and fabricating in job search. The second study showed that, after controlling for the traits from the five factor model of personality, status‐seeking predicted the undesirable job‐search behaviors, as well as use of impression‐management tactics at work. A field study showed that employee status seeking explained supervisor impressions of employee supplication and ingratiation, even after controlling for task and contextual performance. Male status‐seekers were also more likely to engage in intimidation. Status‐seeking appears to be an important motive for understanding manipulative self‐presentation at work.

According to Costanza and Finkelstein (2015), the definition and measurement of generational membership could be two major problems inherent in the literature on generational differences. So far, researchers have defined generation in terms of groups of people belonging to the same cohorts, age groups, and experience of certain common events (Joshi, Dencker, & Franz, 2011). In this vein, generational difference is operationalized mostly as a categorical variable, and most researchers assign participants into generational categories based on date of birth. For instance, people born in 1958–1959 and 1973–1974 are typically divided into Boomers and Gen X, respectively (Twenge, Campbell, Hoffman, & Lance, 2010).

OBJECTIVE:To investigate the feasibility and effectiveness of a social skills training program in children with child behavior disorders.METHODS:A total of 441 children, aged 7-13 years old, from 6 centers were randomized into intervention (n = 216) and waitlist group (n = 225). The social skills training program was offered to the intervention group 1 hour weekly for totally 12 weeks. The Rutter Parent & Teacher Scale and Achenbach Child Behavior Checklist (CBCL) were used at baseline and completion of intervention.RESULTS:Change of total score, neurotic factor score and antisocial factor score of Rutter Parent Scale in the intervention group was significantly larger than that in the waitlist group (P = 0.000, P = 0.000, P = 0.000). The clinical cure rate of the intervention group (47.69%) was significantly higher than that of the waitlist group (24.89%) after intervention (chi(2) = 24.84, P = 0.000). Change of total score, neurotic factor score and antisocial factor score of Rutter Teacher Scale in the intervention group was significantly larger than that in the waitlist group (P = 0.000, P = 0.003, P = 0.002). The clinical cure rate of the intervention group (56.02%) was significantly higher than that of the waitlist group (38.22%) after intervention (chi(2) = 14.01, P = 0.000). The total score, somatic complaint score and delinquent score of Achenbach Child Behavior Checklist (CBCL) of the intervention group decreased significantly than that of the waitlist group after intervention (P = 0.000, P = 0.000, P = 0.002) with the exception of aggressive behavior score (P = 0.078). The difference and decrease rate of total score, somatic complaint score, delinquent score and aggressive behavior score of intervention group were significantly higher than that of the waitlist group after intervention (P = 0.000, P = 0.000, P = 0.006, P = 0.015, P = 0.000, P = 0.000, P = 0.000, P = 0.012).CONCLUSION:This study provides supports for the use of social skills training program to improve children's behavior problems in both family and school settings.

Objective To explore the effectiveness and acceptability of social skills training for children with behavior problems,and to provide basis for intervention.Methods 150 children with behavior problems were screened from psychotic centers.Social skill training was given to the children.The trainer observed the scene and conducted group discussions with children and their parents.And then noted children's experience.Results 82.7% parents reflected that children's behavior problems had improved obviously,17.3% thought it had no improvement.Both parents and children accepted and welcame this intervention way.The difference of children's Rutter questionnaire scores before and after training was significant(P0.01).Conclusion Social skill training is helpful and acceptable in improving behavior problems of behavior disorder children and has potential to be spread.

OBJECTIVE:To investigate the effectiveness of social skills training for 50 children aged 7 to 14 with child behavior disorders, as compared with 51 children on a waiting-list to be treated. METHODS:A total of 101 children with behavior disorders were selected as the sample. Fifty were randomly assigned in the intervention group, who received 12 weeks of social skills training by health education teachers, and the other 51 children were in the control group who received social skills training after 12 weeks. The Rutter parent and Teacher Scale and CBCL (achenbach child behavior checklist) were used to evaluate the effect before and after intervention. RESULTS:Before intervention, the total scores, A (antisocial/disobey behavior)and N (neurosis behavior ) scores of the Rutter parent Scale were of no difference. After intervention, the total subtraction scores(4.10+/-3.21),A subtraction scores(1.10+/-1.37)and N subtraction scores(1.32+/-0.91)in the intervention group improved significantly(P<0.05-0.001), the recovery rate by clinical evaluation was 34%. After intervention, the total subtraction scores(2.50+/-1.96), A subtraction scores(0.74+/-1.10)and N subtraction scores(0.96+/-0.95) of the Rutter Teacher Scale in the intervention group improved significantly(P<0.01), the recovery rate by clinical evaluation was 58%. After intervention, the total subtraction scores(5.44+/-3.98), somatization subtraction scores(1.10+/-1.27), disobey subtraction scores(1.36+/-1.35) of CBCL in the intervention group improved significantly(P<0.01). The effective rate by clinical evaluation was 54%. The intervention way was accepted by children and their parents. CONCLUSION:Social skills training is acceptable and is helpful in improving psychosocial competence for children with behavior problems.

目的:分析首发精神分裂症患者前驱症状发生情况,以及其与精神分裂症发生发展的关系.方法:应用前驱症状问卷对北京大学精神卫生研究所和门诊已被确诊、病程限定在5年以内的首发精神分裂症患者235例进行调查.结果:235例精神分裂症前驱症状发生率高于50%的症状有:焦虑、易激惹(68.1%);抑郁情绪反应(60.0%);人际关系差、社会活动交往困难(54.9%);独自呆坐、寡言少语(53.6%);精力不足、主动性差(54.5%);猜疑或偏执观念(58.7%);睡眠障碍(54.9%);注意力不集中(56.6%).分析其中196例精神分裂症偏执型的前驱症状发生率与总体发生率基本类同.结论:精神分裂症的前驱症状以生活被动、主动性较差、敏感多疑、注意力不集中为主,这些非特异性的前驱症状在精神分裂症的发病中起到重要作用.

Objective: To investigate the possible risk factors, that might be responsible for the initiating of hyperglycemia in schizophrenic patients Methods: Altogether 987 inpatients with schizophrenia were included Clinical data such as the types of antipsychotics, family history of diabetes, sex, age, and illness course were collected and analyzed by statistics Results:Thirty-five inpatients were diagnosed as hyperglycemia The results showed that hyperglycemia was positively related to the course as well as duration of antipsychotic treatment, and aging and female possibly influence the level of blood glucose as well However, factors such as types of antipsychotics, family history of diabetes mellitus, weight changes, have no obviously relations with hyperglycemia Conclusion:The study suggests that chronic courses and long-term treatments with antipsychotics may be the risk factors for hyperglycemia in schizophrenia

Objective:To evaluate the effect of integrative mental therapy based on social skills training on ADHD children and to explore the method of social skills training Method:12 ADHD children were treated by integrative psycho therapy based on social skills training for 8 weeks The Rutter Scale?Conners Parent Rating Scale and CBCL (Achenbach child behavior checklist) were used to evaluate the effect before and after therapy Results:After therapy, the total scores of the Rutter Scale decreased significantly The total and most factor scores of Conners Parent Rating Scale significantly lower than that before therapy Some factor scores of CBCL decreased in some children Conclusion:The integrative mental therapy based on social skills training is helpful to children with ADHD