Boys’ and girls’ involvement in science learning and their self‐efficacy in Taiwan

This cross‐sectional study investigated the significant differences in students’ self‐efficacy and their involvement in learning science. Nine hundred and twenty‐two elementary school fifth graders, 499 junior high school eighth graders, and 1455 senior or vocational high school eleventh graders completed the students’ questionnaire. Analyses of variance (ANOVAs) and independent t‐tests compared the significant similarities and differences across school levels and genders. The initial findings were as follows: A sharp decline in boys’ and girls’ self‐efficacy scores from elementary to secondary school levels; boys have significantly higher self‐efficacy scores than girls at vocational and senior high school levels; students with more involvement in science learning presented significantly higher self‐efficacy scores than those with less involvement. The significant discrepancies in terms of gender and age in students’ self‐efficacy and involvement in learning science need to be addressed. Implications and limitations are provided.     

The role of ‘action-effects’ and agency in toddlers’ imitation

We report an experiment on imitation by children between 14 and 26 months in which the presence or absence of an outcome of the procedure to be imitated was varied against whether the procedure was one performed by the experimenter or by a descending arrow. The presence of an outcome did not affect performance positively when the procedure was performed by the experimenter, but it did when it was performed by the descending arrow. When there was an outcome, performance on the experimenter-perform and the arrow-perform conditions did not differ. We argue that this result puts pressure on theories like ‘the theory of common coding’ (W. Prinz) which view the presence of an outcome as being crucial to imitation.     

Nature,Red in Tooth and Claw<Superscript>1</Superscript>

“Nature, Red in Tooth and Claw” explores Adorno’s ideas about our mediated relationship with nature. The first section of the paper examines the epistemological significance of his thesis about the preponderance of the object while describing the Kantian features in his notion of mediation. Adorno’s conception of nature will also be examined in the context of a review of J. M. Bernstein’s and Fredric Jameson’s attempts to characterize it. The second section of the paper deals with Adorno’s Freudian account of internal nature. While arguing against Joel Whitebook’s view that Adorno needs a concept of sublimation, I contend that Adorno’s genetic account of the relationship between nature and mind enables him to respond to the Freudian injunction to displace the id with the ego with a view to fostering autonomy. In the final section of the paper, problems with Adorno’s ideas about external and internal nature are briefly discussed. In Marx’s Ecology: Materialism and Nature (New York: Monthly Review Press, 2000) p. 195, John Bellamy Foster remarks on this line from Alfred Lord Tennyson ’s In Memoriam, claiming that it was widely known for “anticipating ”Darwinian’ ideas,’’ including much-maligned and heretical (at the time) materialist doctrines.     

Careers Advice and Tertiary Decision-Making “Downunder” in Australia

This article provides a broad outline of career services in Australia, highlighting distinctive issues relevant to indigenous people, the multicultural context of Australia, and the industrial relations climate. Three studies are summarized, each involving three waves of data collection over the period during which Year 12 students make tertiary education decisions. These studies document the uniquely centralized processing of university admissions with a comment about the implications of the structure for career planning and decision-making.     

Learning by observation and learning by doing in Down and Williams syndromes

New skills may be learned by active experience (experiential learning or learning by doing) or by observation of others’ experience (learning by observation). In general, learning by observation reduces the time and the attempts needed to learn complex actions and behaviors. The present research aimed to compare learning by observation and learning by doing in two clinical populations with different etiology of intellectual disability (ID), as individuals with Down syndrome (DS) and individuals with Williams syndrome (WS), with the hypothesis that specific profiles of learning may be found in each syndrome. To this end, we used a mixture of new and existing data to compare the performances of 24 individuals with DS, 24 individuals with WS and 24 typically developing children on computerized tasks of learning by observation or learning by doing. The main result was that the two groups with ID exhibited distinct patterns of learning by observation. Thus, individuals with DS were impaired in reproducing the previously observed visuo‐motor sequence, while they were as efficient as TD children in the experiential learning task. On the other hand, individuals with WS benefited from the observational training while they were severely impaired in detecting the visuo‐motor sequence in the experiential learning task (when presented first). The present findings reinforce the syndrome‐specific hypothesis and the view of ID as a variety of conditions in which some cognitive functions are more disrupted than others because of the differences in genetic profile and brain morphology and functionality. These findings have important implications for clinicians, who should take into account the genetic etiology of ID in developing learning programs for treatment and education.     

Protégé anxiety attachment and feedback in mentoring relationships

A model focused on protégé anxious attachment and feedback in mentoring relationships was tested with a sample of matched doctoral student protégés and their faculty mentors. Results show that protégé anxious attachment was associated with less feedback seeking and less feedback acceptance. Protégé feedback acceptance was associated with both the quality and frequency of feedback provided by the mentor. Frequency, but not quality of mentor feedback, was associated with protégé scholarly productivity. Results underscore the value of focusing on specific behavioral aspects of the mentoring process.     

Effectiveness of <Reasoning and rehabilitation> in reducing reoffending

This article aims to review the effectiveness of the program in reducing recidivism. Nineteen evaluations (involving 32 separate comparisons) were located in which experimental and control groups were compared. A meta-analysis showed that, overall, there was a significant 14% decrease in recidivism for program participants compared to controls. This program was effective in Canada and the United Kingdom but not in the United States. It was effective in community and institutional settings, whether or not it was given on a voluntary basis, and for low-risk and high-risk offenders. However, the program was more effective in older studies than in more recent evaluations.     

Meaning and Method in the Social Sciences<Superscript>1</Superscript>

Academia’s mathematical metaphysics are briefly explored en route to an elaboration of the qualitatively rigorous requirements underpinning the calibration and unambiguous interpretation of quantitative instrumentation in any science. Of particular interest are Gadamer’s emphases on number as the paradigm of the noetic, on the role of play in interpretation, and on Hegel’s sense of method as the activity of the thing itself that thought experiences. These point toward and overlap with (1) Latour’s study of the metrological social networks through which technological phenomena are brought into language as modes of being that can be understood, and (2) the way that Rasch’s models for measurement comprise a potential beginning for metaphysically astute, qualitatively and quantitatively integrated, mathematical methods in the social sciences. The paper closes with observations on the general problem that is philosophy, the need to remain open to multiplicities of meaning even as clear understandings are sought and obtained.     

Stability and Change in Domain‐specific Self‐esteem and Global Self‐esteem

A notable uptick of interest in the stability of self‐esteem has been observed over the past few years. Most researchers, however, have focused on unidimensional rather than multidimensional conceptualizations of self‐esteem. The paucity of empirical research is surprising given conflicting theoretical perspectives on the stability of self‐esteem. The goal of the present study was to thoroughly disentangle different conceptualizations of self‐esteem and test opposing classical theories on (i) the stability and (ii) the direction of mutual influence of these different forms of self‐esteem. We analysed two‐year longitudinal data from participants (N = 644 at T1, N = 241 at T2) with an average age of 47.0 years (SD = 12.4). Analyses using a latent variable approach revealed that the domains of self‐esteem were relatively stable in terms of rank order and mean levels. In fact, the size of the stability coefficients was comparable to that of other trait measures that have been reported in the literature and paralleled the stability observed for global self‐esteem. Results did not provide support for either top‐down or bottom‐up effects between domain‐specific and global self‐esteem. These findings have important theoretical and practical implications regarding the stability and development of self‐esteem in adulthood and advance the understanding of self‐esteem in personality theory. © 2018 European Association of Personality Psychology     

Parallel&#x2014;and distance&#x2014;alleys with moving points in the horizontal plane

Stimulus points were presented on the horizontal plane of eye level under both dark and illuminated homogeneous spaces. When two apparent movements towards the subject were generated and positions of points were so adjusted that the two movements appeared straight and parallel (P alley) or with a constant lateral distance (D alley), the D alley lay outside the P alley, as traditionally shown with stationary sets of points. The two alleys were constructed with various patterns and velocities of movement, and the Lüneburg formulas were used as experimental equations to describe the results. The equations have two parameters: K (curvature) and o (sensitivity in depth perception). Values of K and o obtained with stationary points in previous experiments are shown too. Predominantly, K < 0 (hyperbolic), and the same is true in the present study. No first-order effect of patterns and velocities of the movement upon K and o was found.     

Mother–child interaction and sleep regulation in one‐year‐olds

The regulation of sleep–wake states is controlled not only by biological mechanisms but by care‐giving context as well. In this study the association between mother–child relationship and the infant's sleep was examined. Thirty‐seven 12‐month‐olds and their mothers participated in a 10‐minute laboratory play episode. The dyadic interaction was coded with the Early Parent–Child Relational Assessment (Clark, 1985) and with the Emotional Availability scales (Biringen, Robinson, & Emde, 1993). The child's sleep was measured at home with a small‐computerized activity monitor. Although mothers' behavior was not related to the child's sleep, infants who were more responsive in the play episode woke up more frequently compared to infants who were less involved in the interaction. The link between social‐emotional competency and fragmented sleep, among nonrisk infants, could be an age‐related phenomenon. ©2001 Michigan Association for Infant Mental Health.     

Boys’ and Girls’ Relational and Physical Aggression in Nine Countries

Distinguishing between relational and physical aggression has become a key feature of many developmental studies in North America and Western Europe, but very little information is available on relational and physical aggression in more diverse cultural contexts. This study examined the factor structure of, associations between, and gender differences in relational and physical aggression in China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. Children ages 7–10 years (N = 1,410) reported on their relationally and physically aggressive behavior. Relational and physical aggression shared a common factor structure across countries. In all nine countries, relational and physical aggression were significantly correlated (average r = .49). Countries differed in the mean levels of both relational and physical aggression that children reported using and with respect to whether children reported using more physical than relational aggression or more relational than physical aggression. Boys reported being more physically aggressive than girls across all nine countries; no consistent gender differences emerged in relational aggression. Despite mean‐level differences in relational and physical aggression across countries, the findings provided support for cross‐country similarities in associations between relational and physical aggression as well as links between gender and aggression. Aggr. Behav. 38:298‐308, 2012. © 2012 Wiley Periodicals, Inc.     

Protégés’ and mentors’ reactions to participating in formal mentoring programs: A qualitative investigation

Mentors and protégés from two formal mentoring programs were interviewed about the benefits associated with program participation, problems encountered in the program, and recommendations for program improvements. The most commonly reported benefits for protégés included learning, coaching, career planning, and psychosocial support. Mentors most frequently reported learning, developing a personal relationship, personal gratification, and enhanced managerial skills. Both groups identified a range of problems including mentor-protégé mismatches, scheduling difficulties, and geographic distance. Unique problems were also identified, including mentor neglect (by protégés), unmet expectations (by protégés), structural separation from the mentor (by protégés), and feelings of personal inadequacy (by mentors). Finally, suggestions for program improvement were identified such as clearer communication of program objectives, better matching, targeted participation in the program, and better program monitoring. Findings are discussed in terms of what we currently know about informal mentoring and implications for mentoring theory. Suggestions for mentoring practice are also discussed.     

‘Translation’ and ‘transformation’ in the analytic situation: Freud – Bion – Laplanche

Following a short introduction to the core theses of Jean Laplanche’s theory of a ‘general seduction’ the author presents the resultant clinical position of the analyst. In the same way that an adult sends ‘enigmatic messages’ to the child, it is the analyst’s task to reopen this primal situation so that the patient can find new ‘translations’ for these messages. Laplanche distinguishes between the function of the analytic frame – which represents and supports attachment – and the ‘sexual’– which is the repressed and constitutes the unconscious. Only the focus on this unconscious facilitates the deconstruction of ‘incorrect’ translations. Accordingly, the analyst, says Laplanche, should not take part in construction – this is a self‐construction of the patient – but only in reconstruction. The author compares this clinical model with Freud’s notions and the ‘transformation processes’ through the alpha function as described by Bion. She illustrates Laplanche’s model and the interpretation strategy with case material.