Consciousness of Social Face: The Development and Validation of a Scale Measuring Desire to Gain Face Versus Fear of Losing Face

ABSTRACT

This article describes the development and validation of a scale that measures two distinct needs for individuals to manage their social “face”. Scale development process resulted in an 11-item Consciousness of Social Face (CSF) scale made up of the following two correlated dimensions: desire to gain face and fear of losing face. The two-factor correlated structure of CSF scale was stable across multiple samples of both students and non-students subjects. The construct validity of CSF scale, including convergent validity, discriminant validity, and criterion-related validity was also demonstrated by examining relationships with other personality or demographical variables.     

小学生求知欲培养的实验研究

本研究探讨了小学生求知欲的构成因素及其培养因子;制定了测评小学生求知欲的问卷;运用现场教育实验,对小学生求知欲进行了培养研究.研究结果表明1.激发学生积极的学习态度、使之获得成功的体验,能有效地提高小学生求知欲的水平,它们是促进小学生求知欲发展的重要途径.2.求知需要、学习态度、积极的情绪情感体验是构成小学生求知欲的重要因素.     

Development of Bimanual Skill: The Search for Stable Patterns of Coordination

In 2 experiments, dynamic systems theory predictions concerning intrinsic dynamics and variability of bimanual coordination were examined at different developmental stages. In Experiment 1, ten 4-, 6-, 7-, 8-, and 10-year-old children and adults performed unimanual dominant, unimanual nondominant, and bimanual continuous circle drawing. All tasks were performed at the participants' preferred rate, size, and mode of coordination. The 4-, 6-, and 7-year-old children produced larger circles with longer durations than those of the 8- and 10-year-olds and the adults. That finding demonstrates that younger children display different intrinsic dynamics than older children and adults. The 4-, 6-, and 7-year-old children also displayed more variability in bimanual coordination (more time in less stable patterns of coordination, higher standard deviation in relative phase) and produced more transitions between coordination patterns than the 8- and 10-year-olds and the adults. In Experiment 2, the same participants performed bimanual circles at increasing rates. Consistent with predictions of the HKB model (H. Haken, J. A. S. Kelso, & H. Bunz, 1985), the number of transitions decreased as speed increased. Some support was found for the notion that age-related variables of attention and rate contribute to the increased variability in young children's bimanual coordination.     

Cognition as a dynamic system: Principles from embodiment

Traditional approaches to cognitive development concentrate on the stability of cognition and explain that stability via concepts segregated from perceiving acting. A dynamic systems approach in contrast focuses on the self-organization of behavior in tasks. This article uses recent results concerning the embodiment of cognition to argue for a dynamic systems approach. The embodiment hypothesis is the idea that intelligence emerges in the interaction of an organism with an environment and as a result of sensory-motor activity. The continual coupling of cognition to the world through the body both adapts cognition to the idiosyncrasies of the here and now, makes it relevant, and provides the mechanism for developmental change.     

A Stage Is a Stage Is a Stage: A Direct Comparison of Two Scoring Systems

L. Kohlberg (1969) argued that his moral stages captured a developmental sequence specific to the moral domain. To explore that contention, the author compared stage assignments obtained with the Standard Issue Scoring System (A. Colby & L. Kohlberg, 1987a, 1987b) and those obtained with a generalized content-independent stage-scoring system called the Hierarchical Complexity Scoring System (T. L. Dawson, 2002a), on 637 moral judgment interviews (participants' ages ranged from 5 to 86 years). The correlation between stage scores produced with the 2 systems was .88. Although standard issue scoring and hierarchical complexity scoring often awarded different scores up to Kohlberg's Moral Stage 2/3, from his Moral Stage 3 onward, scores awarded with the two systems predominantly agreed. The author explores the implications for developmental research.     

Development of upper visual field bias for faces in infants

The spatial location of the face and body seen in daily life influences human perception and recognition. This contextual effect of spatial locations suggests that daily experience affects how humans visually process the face and body. However, it remains unclear whether this effect is caused by experience, or innate neural pathways. To address this issue, we examined the development of visual field asymmetry for face processing, in which faces in the upper visual field were processed preferentially compared to the lower visual field. We found that a developmental change occurred between 6 and 7 months. Older infants aged 7–8 months showed bias toward faces in the upper visual field, similar to adults, but younger infants of 5–6 months showed no such visual field bias. Furthermore, older infants preferentially memorized faces in the upper visual field, rather than in the lower visual field. These results suggest that visual field asymmetry is acquired through development, and might be caused by the learning of spatial location in daily experience.     

Development and validation of the Eyewitness Metamemory Scale

Metamemory can be defined as the knowledge about one's memory capabilities and about strategies that can aid memory. In this paper, we describe the development and validation of the Eyewitness Metamemory Scale (EMS), tailored specifically for use in face memory and eyewitness identification settings. Participants (N = 800) completed the EMS and other measures on general metamemory. Results from exploratory and confirmatory factor analysis revealed good factorial validity, internal consistency, and content validity. The EMS items emerged into three distinct factors: memory contentment, memory discontentment, and memory strategies. The EMS is a brief and easily administrable questionnaire that might be used to assess self‐ratings of face recognition capacity and use of strategies to encode faces.     

Development of Recognition of Face Parts from Unfamiliar Faces

The present study examined developmental changes in the ability to recognize face parts. In Experiment 1, participants were familiarized with whole faces and given a recognition test with old and new eyes, noses, mouths, inner faces, outer faces, or whole faces. Adults were above chance in their recognition of the eye and mouth regions. However, children did not naturally encode and recognize face parts independently of the entire face. In addition, all age groups showed comparable inner and outer face recognition, except for 8‐ to 9‐year‐olds who showed a recognition advantage for outer faces. In Experiment 2, when participants were familiarized with eyes, noses, or mouths and tested with eyes, noses, or mouths, respectively, all ages showed above‐chance recognition of eyes and mouths. Thirteen‐ to 14‐year‐olds were adult‐like in their recognition of the eye region, but mouth recognition continued to develop beyond 14 years of age. Nose recognition was above chance among 13‐ to 14‐year‐olds, but recognition scores remained low even in adulthood. The present findings reveal unique developmental trajectories in the use of isolated facial regions in face recognition and suggest that featural cues (as a class) have a different ontogenetic course relative to holistic and configural cues. Copyright © 2012 John Wiley & Sons, Ltd.     

Implementation and Development of Federally-Funded Systems of Care Over Time

This study describes development in federally funded systems of care. Data for this study were collected using the System of Care Assessment that rated grantees' enactment of system of care principles in the infrastructure and service delivery domains. Data were collected by trained raters who conducted several site visits over the funding period. This study described system development over time across 61 sites and tested whether gains were statistically significant. Latent profile analysis was used to explore whether sites could be meaningfully grouped based on their baseline service delivery domain scores. Differences across groups were tested in terms of community, system, and client characteristics. Differential growth across groups was also examined. Overall, systems of care developed over time in both the infrastructure and service delivery domains. Although infrastructure scores were generally lower than service delivery scores, greater gains were seen for the infrastructure domain. Three groups of sites were identified that could be distinguished in terms of degree of development overall, and for specific system of care principles. The groups of sites differed in terms of community factors, system features, and client characteristics. In addition, repeated measures analyses found differential growth in system development over time across groups.     

Age differences in the personality hierarchy: A multi-sample replication study across the life span

This replication and extension of Mõttus and Rozgonjuk (2019) compared the extents of age-related information captured by different levels of the personality trait hierarchy (domains, facets and nuances, indexed by individual items) in several samples (N = 51,524) of different age ranges and cultural backgrounds, and tested with different instruments. Across samples and measures, lower trait hierarchy levels (especially nuances) tended to contain substantially more age-sensitive information than higher levels; most of the unique age-sensitive information was in nuances. Besides showing the need for more nuanced personality (development) research, the findings suggest ways of testing novel hypotheses that rely on systematic between-trait variance in age differences.     

Systems of Care as Asset-Building Communities: Implementing Strengths-Based Planning and Positive Youth Development

Using a strength-based approach is one of the hallmarks of the system of care (SOC) initiative, and is consistent with the foundations of community psychology. However, while strengths-based planning is recommended and child and family teams often list child and family strengths, the care plans often do not incorporate the strengths in strategies and interventions. The research base regarding strength implementation and effectiveness is summarized, and needed research is outlined. Steps are offered for promoting the use of strengths in SOCS. Implementing programs from the field of positive youth development is advocated as a way that the educational and criminal justice systems could be more actively engaged in implementing strength-based strategies in SOCs. Promoting SOCs to focus more attentively to asset-building (at the child, family, and community level) is compatible with a public health model that addresses mental health concerns in the context of a full range of supports and services so that all children might experience good mental health and realize their potential.     

Addressing Cultural Factors in Development of System Interventions

SUMMARY

The purpose of this article is to address various issues concerning multicultural interventions at a system level. Diversity is presented through a different conceptual approach and specific implications for school psychological practice are addressed. In this theoretical context an alternative model of school psychological services that was developed in the Greek educational system is presented and a primary intervention program is described as a paradigm of multicultural system/community intervention. Finally, the components of a transnational approach to multicultural system/community interventions that provides the basic procedural guidelines to developing effective, culturally sensitive interventions in the school environment is proposed.     

初级运动区的fMRI实验研究

本实验采用功能磁共振为实验仪器,被试进行运动准备和运动执行两种作业活动,实验设计为延时序列运动任务。在对实验数据进行预处理,反卷积、标准化处理后,采用欧式距离公式进行聚类统计,统计结果显示,M1区不仅具有运动执行和运动准备的功能,还发现其他功能区域的激活,不是单纯的运动执行功能,这一区域与三种活动有关。     

Greater Intermanual Transfer in the Elderly Suggests Age-Related Bilateral Motor Cortex Activation Is Compensatory

ABSTRACT. Hemispheric lateralization of movement control diminishes with age; whether this is compensatory or maladaptive is debated. The authors hypothesized that if compensatory, bilateral activation would lead to greater intermanual transfer in older subjects learning tasks that activate the cortex unilaterally in young adults. They studied 10 young and 14 older subjects, learning a unimanual visuomotor task comprising a feedforward phase, where there is unilateral cortical activation in young adults, and a feedback phase, which activates the cortex bilaterally in both age groups. Increased intermanual transfer was demonstrated in older subjects during feedforward learning, with no difference between groups during feedback learning. This finding is consistent with bilateral cortical activation being compensatory to maintain performance despite declining computational efficiency in neural networks.