The Role of Ethnic Socialization,Ethnic Identity and Self-Esteem: Implications for Bi-ethnic Adolescents’ School Adjustment

Bi-ethnic adolescents of marriage migrant mothers in Korea are often encouraged to be “pure” Koreans for their adjustments and not given the opportunities to explore their ethnic identity or to learn about their mother’s culture of origin. Existing studies conducted with mono-ethnic minorities in other countries, however, do not support this belief. We tested a conceptual model on the role of ethnic socialization, ethnic identity and self-esteem on school adjustment among bi-ethnic adolescents in Korea based on social identity theory and theoretical models of ethnic socialization and ethnic identity. We used data from 2015 National Survey of Multicultural Families. The study sample consisted of 296 adolescents aged 9–18 who were born between Korean fathers and Vietnamese marriage migrant mothers. We used structural equation modeling to specifically examine the association between ethnic socialization in terms of parents’ linguistic socialization and adolescents’ school adjustment mediated by ethnic identity in the form of ethnic regard and self-esteem among bi-ethnic adolescents. The results verified the hypothesized model, showing positive relationships between linguistic socialization and ethnic regard, ethnic regard and self-esteem, self-esteem and school adjustment, and ethnic regard and school adjustment. Additionally, the results of bootstrapping test showed that the indirect effect of linguistic socialization on self-esteem through ethnic regard was significant. The indirect effect of ethnic regard on school adjustment through self-esteem was significant and the indirect effect of linguistic socialization on school adjustment via ethnic regard and self-esteem was also significant. These results shed light on the important role of ethnic identity fostered at home among bi-ethnic adolescents of marriage migrant mothers in Korea.     

The learning benefits of teaching: A retrieval practice hypothesis

Teaching educational materials to others enhances the teacher's own learning of those to‐be‐taught materials, although the underlying mechanisms remain largely unknown. Here, we show that the learning‐by‐teaching benefit is possibly a retrieval benefit. Learners (a) solved arithmetic problems (i.e., they neither taught nor retrieved; control group), (b) taught without relying on teaching notes (i.e., they had to retrieve the materials while teaching; teaching group), (c) taught with teaching notes (i.e., they did not retrieve the materials while teaching; teaching without retrieval practice [TnRP] group), or (d) retrieved (i.e., they did not teach but only practised retrieving; retrieval practice group). In a final comprehension test 1 week later, learners in the teaching group, as did those in the retrieval practice group, outperformed learners in the TnRP and control groups. Retrieval practice possibly causes the learning benefits of teaching.     

父母心理控制与对立违抗障碍儿童抑郁和攻击行为的关系:父子依恋和母子依恋的中介效应

采用父母心理控制、亲子依恋、抑郁量表对从北京市、山东省和云南省14所小学筛选出来的246名对立违抗障碍(Oppositional Defiant Disorder,ODD)儿童进行施测,并由被试的班主任填写儿童攻击行为量表,考察父、母心理控制对ODD儿童抑郁和攻击行为的影响,以及父子依恋和母子依恋在其中的中介作用。结果发现:(1)ODD儿童中男生人数更多,且男孩的抑郁和攻击行为更严重;(2)父亲对男孩的心理控制更强,而母亲在对男孩和女孩的心理控制上没有显著差异;(3)父、母心理控制与ODD儿童的父子依恋、母子依恋和抑郁均呈显著相关,但只有父亲心理控制与ODD儿童的攻击行为显著相关;(4)父子依恋在父母心理控制和ODD儿童抑郁之间没有起到显著的中介作用,母子依恋在母亲心理控制和ODD儿童抑郁之间有显著的中介作用。父子依恋和母子依恋在父、母心理控制和ODD儿童攻击行为之间均没有起到显著的中介作用。     

Visual attention shift to printed words during spoken word recognition in Chinese: The role of phonological information

The aim of this study was to investigate the extent to which phonological information mediates the visual attention shift to printed Chinese words in spoken word recognition by using an eye-movement technique with a printed-word paradigm. In this paradigm, participants are visually presented with four printed words on a computer screen, which include a target word, a phonological competitor, and two distractors. Participants are then required to select the target word using a computer mouse, and the eye movements are recorded. In Experiment 1, phonological information was manipulated at the full-phonological overlap; in Experiment 2, phonological information at the partial-phonological overlap was manipulated; and in Experiment 3, the phonological competitors were manipulated to share either fulloverlap or partial-overlap with targets directly. Results of the three experiments showed that the phonological competitor effects were observed at both the full-phonological overlap and partial-phonological overlap conditions. That is, phonological competitors attracted more fixations than distractors, which suggested that phonological information mediates the visual attention shift during spoken word recognition. More importantly, we found that the mediating role of phonological information varies as a function of the phonological similarity between target words and phonological competitors.     

Ternary eutectic growth during directional solidification of Ag–Cu–Sb alloy

The directional solidification process of ternary Ag_42.4Cu_21.6Sb₃₆ eutectic alloy within a wide growth rate range from 2 to 60 μm/s was accomplished at a constant temperature gradient of 50 K/cm. As growth rate increases, the ternary (θ(Cu₂Sb) + ε(Ag₃Sb) + Sb) eutectic morphology evolves from “lamellar (θ + ε) plus fibrous (Sb)” structure into “(θ + Sb) fibres in continuous ε matrix” structure. The θ and (Sb) phase spacings decrease with the increase of growth rate according to power functions with exponent values of 0.55 and 0.56, respectively. It is also found that the microhardness of directionally solidified Ag_42.4Cu_21.6Sb₃₆ alloy samples is enhanced with the increase of growth rate, and the decrease of θ and (Sb) phase spacings.     

Fitting direct covariance structures by the MSTRUCT modeling language of the CALIS procedure

This paper demonstrates the usefulness and flexibility of the general structural equation modelling (SEM) approach to fitting direct covariance patterns or structures (as opposed to fitting implied covariance structures from functional relationships among variables). In particular, the MSTRUCT modelling language (or syntax) of the CALIS procedure (SAS/STAT version 9.22 or later: SAS Institute, 2010) is used to illustrate the SEM approach. The MSTRUCT modelling language supports a direct covariance pattern specification of each covariance element. It also supports the input of additional independent and dependent parameters. Model tests, fit statistics, estimates, and their standard errors are then produced under the general SEM framework. By using numerical and computational examples, the following tests of basic covariance patterns are illustrated: sphericity, compound symmetry, and multiple‐group covariance patterns. Specification and testing of two complex correlation structures, the circumplex pattern and the composite direct product models with or without composite errors and scales, are also illustrated by the MSTRUCT syntax. It is concluded that the SEM approach offers a general and flexible modelling of direct covariance and correlation patterns. In conjunction with the use of SAS macros, the MSTRUCT syntax provides an easy‐to‐use interface for specifying and fitting complex covariance and correlation structures, even when the number of variables or parameters becomes large.     

Cognitive disruption and altered hippocampus synaptic function in Reelin haploinsufficient mice

The heterozygote reeler mouse (HRM) shows many neuroanatomical and biochemical features that are also present in some human cognitive disorders, such as schizophrenia. In the present study, hippocampal dependent plasticity and cognitive function of the HRM were characterized in detail in an attempt to reveal phenotypic functional differences that result from Reelin haploinsufficiency. The HRM and wild type mice show similar levels of overall activity, coordination, thermal nociception, startle responses, and anxiety-like behavior. In addition, both genotypes show similar shock threshold, identical cued freezing behavior and comparable spatial learning in Morris water maze tasks. However, a significant reduction in contextual fear conditioned learning was observed in the HRM. Electrophysiological studies in hippocampal CA1 synapses revealed a plethora of differences between genotypes. The HRM exhibits reduced field excitatory postsynaptic potentials in responses to similar synaptic inputs, lowered paired pulse facilitation ratio and impaired long-term depression and tetanus-induced long-term potentiation (LTP). Also, deficits were detected in LTP elicited by theta burst stimulation or by a whole cell pairing protocol. These physiologic differences could not be accounted for by changes in the overall amount of glutamate receptor subunits. In addition, it was determined that network-driven excitatory and inhibitory activities recorded in CA1 pyramidal neurons showed that the HRM had comparable amplitude and frequency of spontaneous excitatory postsynaptic currents, but a marked reduction in spontaneous inhibitory postsynaptic currents. Thus, the HRM exhibits a specific hippocampal-dependent learning deficit accompanied with a pronounced impairment of hippocampal plasticity and functional inhibitory innervation.     

华西圣教书会的文字事工及其影响(1899-1919)

华西圣教书会于1899年初成立于重庆,存续40余年,于1941年关闭,是基督教在华西地区最重要的文字机构之一①.本文以清末民初为时限,考察华西圣教书会成立过程及其出版、发行状况,并分析基督教文字事业对华西社会变迁所起到的重大作用.     

Development and validation of a Coping with Discrimination Scale: factor structure, reliability, and validity

Four studies were conducted to develop and validate the Coping With Discrimination Scale (CDS). In Study 1, an exploratory factor analysis (N = 328) identified 5 factors: Education/Advocacy, Internalization, Drug and Alcohol Use, Resistance, and Detachment, with internal consistency reliability estimates ranging from .72 to .90. In Study 2, a confirmatory factor analysis (N = 328) provided cross-validation of the 5-factor model as well as evidence for validity of the scale. The validity evidence was similar across racial groups and for males and females. In Study 3, the estimated 2-week test-retest reliabilities (N = 53) were between .48 and .85 for the 5 factors. Education/Advocacy, Internalization, Drug and Alcohol Use, and Detachment were positively associated with active coping, self-blame, substance use, and behavioral disengagement, respectively, providing further support for validity of the CDS. Finally, incremental validity evidence was obtained in Study 4 (N = 220), where it was shown that the CDS explained variance in outcome variables (i.e., depression, life satisfaction, self-esteem, and ethnic identity) that could not be explained by general coping strategies.