Issues of knowledge in the policy of self-determination for aboriginal Australian communities

Since 1972, the direction of policy concerning development of Aboriginal Australian communities has been towards adoption of the notion of self-determination. This paper presents a case study of how one particular Aboriginal community has combined local knowledge with non-Aboriginal knowledge to develop an alternative mathematics curriculum that will promote community development and authentic self-determination.     

Attention demands during reading and the occurrence of brief (express) fixations

Eye movements were recorded while subjects read passages of text repeatedly (Experiment 1) and while normal text and strings ofhomogeneous letters were fixated (Experiment 2). Text repetition decreased fixation durations and increased saccade size, presumably because it decreased attention demands. Irrespective ofrepetition, however, no distinct distribution of brief (express) fixations emerged. In Experiment 2, fixation durations were shorter and saccades were larger when strings of homogeneous letters were “read,” indicating that this condition decreased attention demands. Again, however, no distinct distribution of express fixations emerged. These findings pose problems for the view that attentional processes determine the occurrence of brief (express) fixation durations in reading. Supplementary analyses of Experiments 1 and 2 suggested that visuospatial processing affected fixation durations, irrespective of linguistic processing demands.     

An artificial eye for evaluating videobased eye recording systems

Videobased corneal-reflection-to-pupil-center systems are widely used in eye movement research. In this paper, an artificial eye drawn on a computer screen is presented. The artificial eye provides a way to simulate measurements of eye position in human subjects. The method allows testing videobased systems on the level of the signal and on the level of the calibration algorithm used to map the eye position parameters to stimulus space. In addition, the artificial eye can be used to evaluate specific hypotheses concerning the functioning or malfunctioning of the eye recorder and as a help in developing data analysis programs.     

When are puppies receptive to emotion-induced human chemosignals? The cases of fear and happiness

Animal Cognition - We report an observational, double-blind, experimental study that examines the effects of human emotional odors on puppies between 3 and 6 months and adult dogs...     

What makes people happy? Decoupling the experiential-material continuum

Extant literature suggests that consumers derive more happiness from experiences (e.g., vacations) than from material possessions (e.g., furniture). However, this literature typically pits material against experiential consumption, treating them as a single bipolar construct of their relative dominance: more material or more experiential. This focus on relative dominance leaves unanswered questions regarding how different levels of material and experiential qualities each contribute to happiness. Four preregistered studies (N = 3,288), using hundreds of product categories, measured levels of material and experiential qualities using two unipolar items. These studies investigate recalled, evoked, and anticipated happiness. Results show a more nuanced view of the experiential advantage that is critical for future research and consumer theory: material and experiential qualities both have positive relationships with happiness. Further, there is no inherent trade-off between experiential and material qualities: consumers can enjoy consumption that is high on both (e.g., swimming pools and home improvements).     

工作记忆、加工速度与流体智力的发展

近几年有关认知发展心理机制的研究成为一个认知发展领域一个颇引人注目的内容．这些研究探讨了年龄、工作记忆、加工速度与流体智力之间的关系。研究发现．在流体智力的发展过程中,工作记忆可能比加工速度发挥着更直接、更一般的作用,而加工速度则对工作记忆的发展起直接调节作用。     

The Eclipse of Imagination Within Educational ‘Official’ Framework and Why It Should be Returned to Educational Discourse: A Deweyan Perspective

In recent decades, the shift towards the “learnification” of educational discourse has de facto reframed educational purposes and schooling practice, thus reframing what students should know, strive for, and, in a sense, be. In this paper, given the efforts to disrupt the dominance of learning discourse, I seek to engage regarding a specific concern, namely, the progressive removal of imagination within educational official framework. Indeed, imagination has virtually disappeared from the documents, publications, web pages and recommendations of major educational agencies and institutions worldwide, with important and potentially damaging consequences for schooling, teaching and learning. Employing a Deweyan perspective, I argue that imagination plays a crucial role in the creation of pivotal educational features and phenomena, such as knowledge, inquiry, choice and deliberation, critical agency, meaning creation, and, importantly, the openness of possibilities. Therefore, the eclipse of imagination becomes, at the very same time, the eclipse of education; nurturing imagination is about nurturing education.     

Maternal Depression and Youth Internalizing and Externalizing Symptomatology: Severity and Chronicity of Past Maternal Depression and Current Maternal Depressive Symptoms

Maternal depression is a well-documented risk factor for youth depression, and taking into account its severity and chronicity may provide important insight into the degree of risk conferred. This study explored the degree to which the severity/chronicity of maternal depression history explained variance in youth internalizing and externalizing symptoms above and beyond current maternal depressive symptoms among 171 youth (58 % male) ages 8 to 12 over a span of 3 years. Severity and chronicity of past maternal depression and current maternal depressive symptoms were examined as predictors of parent-reported youth internalizing and externalizing symptomatology, as well as youth self-reported depressive symptoms. Severity and chronicity of past maternal depression did not account for additional variance in youth internalizing and externalizing symptoms at Time 1 beyond what was accounted for by maternal depressive symptoms at Time 1. Longitudinal growth curve modeling indicated that prior severity/chronicity of maternal depression predicted levels of youth internalizing and externalizing symptoms at each time point when controlling for current maternal depressive symptoms at each time point. Chronicity of maternal depression, apart from severity, also predicted rate of change in youth externalizing symptoms over time. These findings highlight the importance of screening and assessing for current maternal depressive symptoms, as well as the nature of past depressive episodes. Possible mechanisms underlying the association between severity/chronicity of maternal depression and youth outcomes, such as residual effects from depressive history on mother–child interactions, are discussed.     

The Relationships of Teacher Ethnic Discrimination,Ethnic Identification,and Host National Identification to School Misconduct of Turkish and Moroccan Immigrant Adolescents in Belgium

We focus on school misconduct and how ethnic teacher discrimination, ethnic identification, and host national identification are associated with school misconduct of male and female immigrant adolescents. Additionally, we verify the moderating role of ethnic identification and host national identification. The results show that discrimination and host national identification are related with the school deviance of immigrant adolescents. The relationship between discrimination and school deviance differs for male and female adolescents. Ethnic identification and host national identification only moderate the relationship of ethnic teacher discrimination and school delinquency for girls who experienced ethnic teacher discrimination on a frequent basis.