Gendered Capital: Childhood Socialization and the ??Boy Crisis?? in Education

This study examined the effect of gender socialization on kindergarten grades using data from the Early Childhood Longitudinal Study- Kindergarten Cohort. The sample consisted of 6,394 children (3,177 girls; 3,217 boys) from across the United States. MANOVA and follow-up tests revealed that both boys and girls tend to participate in gender-typed activities. Girls are more likely to have positive school attitudes and exhibit positive social behavior; boys are more likely to have negative school attitudes. Regression analyses indicated that participation in ??female?? activities and positive social behavior positively affect grades; participation in ??male?? activities has no direct effect. Positive attitudes positively affect the grades of girls; negative attitudes negatively affect the grades of boys. Teacher evaluation practices are also considered.     

Thinking groups: Rhetorical enactment of collective identity in three Israeli Kibbutzim

The present paper reports a case study about public deliberations in three Israeli kibbutzim regarding a disputed school issue: whether to maintain a traditional in-kibbutz high school despite a heavy financial burden or to close it and send kibbutz youths to a public regional school The results served as a demonstration of a 'thinking group' (i.e. of how the collective aims of a group are achieved by the coordinated rhetorical behaviour of individuals according to the formal rules of the collective deliberations). First, video-recordings of six general assembly meetings in which the issue was discussed was analyzed as to their argumentative content. Second, the extracted arguments were presented to a sample of 342 kibbutz members to capture the distribution of opinions in the population. It is proposed that most kibbutz members were willing to preserve their collective living and saw the closure of their in-kibbutz school as a threat to their traditional collective identity. We observed a distinct form of public rhetoric during the deliberations in the general meetings which provides a podium for the disputed opinions, preserves the kibbutz shared identity representation and avoids social friction.     

WHAT IS A SCIENTIFIC WORLD VIEW,AND HOW DOES IT BEAR ON THE INTERPLAY OF SCIENCE AND RELIGION?

Abstract. What is a scientific worldview, and why should we care? One worldview can knit together various notions, and therefore understanding a worldview requires analysis of its component parts. Stripped to its minimum, a scientific worldview consists strictly of falsifiable components. Such a worldview, based solely on ideas that can be tested with empirical observation, conforms to the highest levels of objectivity but is severely limited in utility. The limits arise for two reasons: first, many falsifiable ideas cannot be tested adequately until their repercussions already have been felt; second, the reach of science is limited, and ethics, which compose an inevitable part of any useful worldview, are largely unfalsifiable. Thus, a worldview that acts only on scientific components is crippled by a lack of moral relevance. Organized religion traditionally has played a central role in defining moral values, but it lost much of its influence after the discovery that key principles (such as the personal Creator of Genesis) contradict empirical reality. The apparent conundrum is that strictly scientific worldviews are amoral, while many long‐held religious worldviews have proven unscientific. The way out of this conundrum is to recognize that nonscientific ideas, as distinct from unscientific ideas, are acceptable components of a scientific worldview, because they do not contradict science. Nonscientific components of a worldview should draw upon scientific findings to explore traditional religious themes, such as faith and taboo. In contrast, unscientific ideas have been falsified and survive only via ignorance, denial, wishful thinking, blind faith, and institutional inertia. A worldview composed of both scientific components and scientifically informed nonscientific components can be both objective and ethically persuasive.     

Establishment and replication of emotion regulation profiles: implications for psychological health

Background and Objectives: A promising method of capturing the complex nature of emotion regulation is to assess composite profiles of regulation (i.e., default pattern of regulation across multiple strategies). However, it remains unclear whether regulatory profiles demonstrate consistency across samples and in relation to mental health. Design: Two studies are presented here. Both utilized a cross-sectional design, and the second study presents a replication of the first. Method: Both studies utilized self-report data from independent undergraduate samples to perform latent profile analyses of emotion regulation use. Results: Studies 1 and 2 demonstrated evidence for four replicable regulatory profiles: Adaptive, Accepting (with or without Suppression), Non-accepting, and Maladaptive. Profiles were also related to symptoms of depression and anxiety, such that those consistently relying on adaptive strategies reported lower symptoms than those relying more heavily on maladaptive strategies. Conclusions: These findings clarify previous work which tied regulatory profiles to psychological health by extending a person-centered approach to understanding the ways in which individuals regulate their emotions.     

Supporting Integrity of Discrete Trial Teaching via Tiered Consultation: A Pilot Study

Empirically supported consultation procedures for supporting implementation of evidence-based interventions for Autism Spectrum Disorder (ASD), such as performance feedback, may be challenging to implement in public schools. Educators may find performance feedback aversive, and support personnel may find its directiveness incompatible with their professional roles. This pilot study extends recent advances in implementation science, by investigating the influence of tiered consultation on intervention integrity of Discrete Trial Teaching (DTT). A less intensive form of implementation support was examined for its feasibility and effectiveness. Collaborative Student Data Review (CSDR) includes discussion, general feedback, and modeling. Preliminary findings indicate that CSDR is a feasible and acceptable form of implementation support, and that it shows potential as a form of implementation support for DTT.     

Behavioral skills training in scent detection research: Interactions between trainer and animal behavior

Animal trainers working in scent detection programs are responsible for arranging training contingencies as well as for observing and recording animal behavior. We provided behavioral skills training (BST) to animal trainers working with scent detection rats to improve the treatment integrity of scent‐detection research sessions. We evaluated the trainers' behavior at baseline and during the sequential introduction of each component of BST (instructions, modeling, and feedback). We observed incremental improvements in treatment integrity with the introduction of each BST component. Posttraining probes revealed that these improvements were sustained at least 3 weeks post‐BST. As the trainers' behavior was modified during BST, we observed decrements in measures of rat performance. We discuss the nature of these interactions and their implications for the use of BST in scent detection research and in situations in which intervention with one party produces concomitant effects on the behavior of another.     

医疗广告影响公众就医行为的心理探析

利用耗散结构理论自组织概念来分析中医对病情的描述、诊断及治疗方法。先用伯纳德(Bénard)涡流概念来说明自组织耗散结构一般性质。再通过一个病案表明自组织概念与中医诊疗手段的一致性。自组织概念为研究中医提供了有力的数学工具。     

Mental Models: An Alternative Evaluation of a Sensemaking Approach to Ethics Instruction

In spite of the wide variety of approaches to ethics training it is still debatable which approach has the highest potential to enhance professionals' integrity. The current effort assesses a novel curriculum that focuses on metacognitive reasoning strategies researchers use when making sense of day-to-day professional practices that have ethical implications. The evaluated trainings effectiveness was assessed by examining five key sensemaking processes, such as framing, emotion regulation, forecasting, self-reflection, and information integration that experts and novices apply in ethical decision-making. Mental models of trained and untrained graduate students, as well as faculty, working in the field of physical sciences were compared using a think-aloud protocol 6 months following the ethics training. Evaluation and comparison of the mental models of participants provided further validation evidence for sensemaking training. Specifically, it was found that trained students applied metacognitive reasoning strategies learned during training in their ethical decision-making that resulted in complex mental models focused on the objective assessment of the situation. Mental models of faculty and untrained students were externally-driven with a heavy focus on autobiographical processes. The study shows that sensemaking training has a potential to induce shifts in researchers' mental models by making them more cognitively complex via the use of metacognitive reasoning strategies. Furthermore, field experts may benefit from sensemaking training to improve their ethical decision-making framework in highly complex, novel, and ambiguous situations.