Evaluating The Effectiveness of a State-Mandated Benchmark Reading Assessment: mCLASS Reading 3D (Text Reading and Comprehension)

We examined which of two instruments (Text Reading and Comprehension inventory [TRC] or a traditional informal reading inventory [IRI]) provides the more valid assessment of a primary-grade student's reading instructional level. The TRC is currently the required, benchmark reading assessment for students in grades K–3 in the state of North Carolina. The TRC and IRI were administered to 196 students in grades 1–3. Results showed that the TRC, when compared to the IRI, (a) underestimated students’ reading instructional level, and (b) took three times as long to administer. Suggestions for improving the instrument are offered.     

Creative Reading in the Information Age: Paradoxes of Close and Distant Reading

This article reflects on transformations of modes of reading in an information age, asking what “creative reading” entails in information‐intensive, multimodal environments. We currently face the challenge of the development of reading strategies that oscillate between “close” and “distant” reading. For years, these reading strategies have been a topic of debate between practitioners of Digital Humanities on the one hand, and “traditional” humanists on the other. This ongoing polemics presents reading methods in an unnecessarily polarized manner. I argue that creativity research can be operationalized to come to a more productive model to characterize the ways we read in an information age. I show that the “schism” between close and distant reading is structured around a number of apparent paradoxes that I unravel such as hyper‐ and deep attention/attention and distraction, and convergence and divergence. The paradox of creativity resides in the fact that we find convergence in divergence and vice versa, that the two by definition intertwine. Building on these concepts, I propose a model that considers reading in terms of scale variance. I suggest the humanities turn to creativity research and the interrelations between divergent‐exploratory and convergent‐integrative thinking (Lubart), for a conceptual framework that will allow us to train students on all levels how to read (and how and when not to read), in an information age.     

人心难读：冲突中的预测偏差及其心理机制

冲突事件是指当事某方采取的行动可能对另一方造成直接且明显的伤害、进而导致紧张关系的事件。拒绝他人请求、反驳他人观点、与他人一起参与竞争等皆有可能诱发冲突。有效的冲突管理有助于减少冲突带来的消极影响,发挥冲突潜在的积极影响。但是,广泛存在的预测偏差严重妨碍了冲突管理。因此,欲解决冲突管理的难题,必须探究人类在冲突中的预测偏差。现有研究多着眼于非冲突中的预测偏差,采取信息驱动的视角,将预测偏差的主要原因归结为人受限于认知上的不足,因而认为预测偏差是一种错误,主要关注其消极影响。然而,现有研究忽视了冲突中的预测偏差的独特性。冲突中,预测偏差可能受人的自我保护动机和避免人际伤害动机驱动自上而下地产生,并具有一定的适应性。 基于对现有研究的总结,本项目旨在突破当前的理论困境,探讨冲突事件中预测偏差的独特规律及其心理机制与后果,具体而言包括四大目标：(1)聚焦冲突事件中的预测偏差,并以对应的非冲突事件作为对照,揭示预测偏差在冲突中独特的表现形式,提出冲突事件的“偏差放大效应”,即与非冲突事件相比,在冲突事件中,预测偏差的程度会被放大,例如反驳他人者对他人的体验产生较大的错误预测,而赞同他人者则相对能更准确地预测他人的体验;(2)从动机性认知视角探讨“偏差放大效应”的心理成因,揭示“负性驱动机制”,即人因为担忧冲突事件的负性结果,出于自我保护的目的而在注意、知觉、思维等认知加工环节把冲突事件的潜在结果加工得更加消极,作最坏的打算以应对冲突;(3)考察“负性驱动机制”下预测偏差导致的后果,如使人采取回避行为,具体表现为人际退缩和不作为等;(4)设计有效的去偏差方案,以直接和间接两种方式改变预测者的动机,进而改变其认知加工,减弱预测偏差。 通过完成以上目标,本项目将构建解释冲突事件中预测偏差的理论模型。该理论模型立足于动机性认知的视角,从现象层面揭示“偏差放大效应”,将负性偏差理论拓展到人际过程中;从机制层面突破信息驱动视角的局限,揭示动机性认知在人际互动中的指导作用;从思想层面基于生态理性观辩证分析预测偏差的适应性作用,促使研究者重新审视“何为理性”。该模型弥补了以往研究忽视动机对预测偏差的影响这一不足,并将预测偏差和负性偏差、动机性认知等理论结合起来,形成了更完整的理论框架。本项目有助于推动对预测偏差的全面理解,发展行为决策理论,帮助公众和社会治理者准确预测他人,提升冲突管理能力,提高决策质量。     

文本阅读中背景信息的加工过程：激活与整合

采用移动窗口技术和眼动技术探讨了文本阅读中当前信息跟背景信息的具体加工过程。被试为华南师范大学本科生92名。实验1使用移动窗口技术,计算机屏幕上每次只呈现一个句子,让被试自己按键逐句进行阅读,通过分析不同实验条件下探测词的再认反应时间和不同实验条件下目标句的阅读时间来探讨文本阅读中信息加工的具体过程。实验2使用眼动技术在一种更自然的情境中通过分析不同实验条件下眼动指标的差异来进一步探讨文本阅读中信息加工的具体过程。实验结果表明,文本阅读中背景信息的加工过程包括激活和整合两个阶段,这两个阶段相互独立但又紧密联系,激活是整合发生的前提,有整合必先发生激活,但激活发生后并不一定会发生整合;文本阅读过程中读者阅读时间的延长主要发生在整合阶段     

Memories of Me: Comparisons from Osnabrueck (Germany) and Delhi (India) Students and Their Mothers

The present study explores the dialogical relationship between autobiographical remembering, self and culture from a developmental and trans-generational perspective. It draws on a comparative design including self-describing memories of 10 Indian students from Delhi and 13 German students from Osnabrueck. Moreover, stories often told about oneself during childhood were investigated from the students’ as well as from their mothers’ perspective. Analysis revealed not only culture-specific ways of telling about one’s past that point to different prevailing socio-cultural philosophies, but also trans-generational similarities of stories repeatedly told to and about the child. The findings suggest that self-defining stories develop and are dialogically intertwined with the cultural narrative practices that children engage in during the course of socialization. Theoretical implications for our understanding of self-development are discussed from a Bakhtinian perspective.     

Some Consequences (and Enablings) of Process Metaphysics

The interactivist model has explored a number of consequences of process metaphysics. These include reversals of some fundamental metaphysical assumptions dominant since the ancient Greeks, and multiple further consequences throughout the metaphysics of the world, minds, and persons. This article surveys some of these consequences, ranging from issues regarding entities and supervenience to the emergence of normative phenomena such as representation, rationality, persons, and ethics.     

Wisdom's Information: Rereading a Biblical Image in the Light of Some Contemporary Science and Speculation

The biblical image of Wisdom as the power who "orders all things well" in nature and in human life can be read in the light of contemporary information theory. Some current scientific speculation offers an interpretation of reality as a vast information-processing system, in which informational situations are continuously transformed through algorithmic operations. This interpretation finds a metaphysical counterpart in the distinction between "nature natured" and "nature naturing" in the philosophical theology of Samuel Taylor Coleridge. This confluence of religious, metaphysical, and scientific imagery suggests a picture of the world in which the processes of "nature naturing,""human humaning," and "God Godding" inform and recur in each other.     

The Metaphorical Conception of Scientific Explanation: Rereading Mary Hesse

Summary  In 1997, five decades after the publication of the landmark Hempel-Oppenheim article “Studies in the Logic of Explanation”([1948], 1970) Wesley Salmon published Causality and Explanation, a book that re-addresses the issue of scientific explanation. He provided an overview of the basic approaches to scientific explanation, stressed their weaknesses, and offered novel insights. However, he failed to mention Mary Hesse’s approach to the topic and analyze her standpoint. This essay brings front and center Hesse’s approach to scientific explanation formulated in the 1960s and argues that rereading Hesse’s account one can overcome the criticisms addressed towards another influential theory of explanation that of Bas van Fraassen’s. Furthermore, it could bring the traditional philosophy of science into a fruitful conversation with science and technology studies and gender studies in science, technology and medicine.     

Inaccurate reporting and inappropriate variables: a reply to Vecchio's (1990) examination of cognitive resource theory.

In an article in the Journal of Applied Psychology, Vecchio (1990) purported to test cognitive resource theory (Fiedler, 1986; Fiedler & Garcia, 1987). We present evidence that Vecchio's article seriously misrepresented previous work on cognitive resource theory and also contained several flaws in methodology that call into question his conclusions regarding the validity of cognitive resource theory.     

The Consequences of Completion: How Level of Completion Influences Information Concealment by Decision Makers

Numerous studies have demonstrated that decision makers will allocate additional resources to failing projects if those projects are close to completion, as opposed to far from completion. The present work considers whether high project completion leads to other effects; namely, decision‐maker willingness to conceal negative information about a project. Three studies (1 at the group level, 2 at the individual level; 1 using qualitative data, 2 using quantitative data) established a link between project completion, incremental investment behavior, and the tendency to conceal negative information.     

我与另一个我:网络自我与现实自我的关系辨析

与现实自我相对,网络自我是个体在网络世界中的自我。在网络生活日益普及的今天,探讨网络自我与现实自我之间的关系具有重要意义。综合自我身份、外形及人格等方面的研究,可以得知网络自我在一定程度上是现实自我的虚拟投射,但对于一些容易受到社会评价的特征,个体会对网络自我进行适度的理想化。同时,网络平台属性以及用户个人特征都会影响网络自我与现实自我之间的关系。未来研究可以结合不同平台与场景、多种研究方法、在不同文化背景下对网络自我与现实自我之间的关系进行进一步探索。     

The Reading Literacy test for Secondary Education (CompLEC)

A new test to evaluate reading literacy, the Test of Reading Literacy for Secondary Education (CompLEC) is presented. CompLEC is based on the PISA assessment framework and new definitions of reading literacy. The test, easy to apply and score, assesses the level of reading literacy of children between 11 and 14 years of age in several reading situations (i.e., public, educational, personal and occupational) and with different types of texts (i.e., continuous and non-continuous). The scale has been standardized with a sample of 1,854 students from five different Spanish regions. Empirical results show that CompLEC is a homogeneous, reliable and valid instrument.     

The Swedish National Adult Reading Test (NART-SWE): a test of premorbid IQ

The purpose of this study was to construct a Swedish version of the National Adult Reading Test (NART-SWE), a test for assessment of premorbid IQ, and to investigate its validity and reliability on healthy controls and patients with mild Alzheimer's disease. As Swedish pronunciation rules are fixed, NART-SWE was constructed using loan words. NART-SWE has satisfactory psychometric properties: Inter-rater and retest reliability as well as internal consistency are very high. The NART-SWE demonstrates face validity. In addition, high correlation with IQ was obtained. A significant model emerged when using NART-SWE to predict IQ. Furthermore, no significant differences were observed when comparing performance for healthy controls' with that of patients with Alzheimer's disease on NART-SWE. It does appear that reading of irregular words is intact in mild Alzheimer's disease.     

Desiring (With) Bion: An Experience in Reading

This article considers my experience of reading Wilfred R. Bion’s book Learning from experience (1962) and how transference operates in and around his work. I argue that Bion’s work cannot simply be read but must be felt. I highlight the importance of Learning from experience for psychoanalytic practitioners becoming more self-reflexive about our theoretical and clinical practices, but also to bring attention to the process through which many of us come to Bion’s insights “first hand” if you like, which is through his writings, in our position as readers.     

The Nonconscious Nature of Power: Cues and Consequences

Power – asymmetric control over valued resources – is a fundamental dimension of social relations. Classical conceptualizations of power emphasize its conscious nature. In this review, we reveal how power often operates nonconsciously and identify the different methods and paradigms used to activate or create a psychological sense of power outside of conscious awareness. First, we establish that cues of power are often attended to nonconsciously, which explains why people can be so accurate at determining their own and others’ level of power yet so inaccurate at identifying the specific cues diagnostic of possessing power. Second, we discuss how people are often unaware of how the possession of power fundamentally alters basic psychological and behavioral tendencies and describe the range of methodologies – roles, cues, episodic recall, conceptual priming – used to identify the nonconscious effects of power. Power produces two broad types of effects: It increases abstraction in thought and approach in behavior, both of which make individuals more focused on their own goals and internal states. Like other psychological constructs and processes, even ones that are inherently social and relational, power’s cues and consequences do not have to be conscious for its profound influence on basic psychological and interpersonal processes to emerge. We discuss the implications of the nonconscious nature of power for limiting the corrupting, dark side often revealed among the powerful.     

文本阅读过程中跨文本背景信息激活与整合研究

研究文本阅读过程中跨文本背景信息激活与整合模式。实验1探讨被试在阅读分为两个故事的每篇材料时,后面故事的信息能否通过共振激活前面故事的信息;实验2进一步验证读者是否将分为两个故事的材料作为一个文本来阅读。结果表明,被试是将分为两个故事的材料作为两个文本来阅读,并且阅读后一个故事时可以跨文本激活前一个故事的信息。本研究证实了跨文本的共振激活,深化了O’brien等人的研究。     

影响阅读困难儿童信息加工过程的因素

文章探讨了学习不良儿童中阅读困难者信息加工过程的特点,重点介绍了阅读困难儿童在语音、命名-速度上存在的缺陷及据此提出的不同假设,并分析了相互补偿模型及其在阅读困难儿童阅读过程中的作用,最后介绍了对阅读困难儿童信息加工特点研究的展望及其实践意义。