Environnement psycho-technologique (EPT) et comportements d’apprentissage avec les technologies (CAT) : developpement et adaptation française de deux mesures

The 4th industrial revolution and the omnipresence of technologies have largely modified the work context and more specifically the learning process. We postulate the emergence of a new psycho-technological environment, which is characterized by more opportunities to learn and more accessible technologies. To our knowledge, no measurement can capture the perception of psycho-technological environment (PTE) and learning behaviors with technologies (LBT). The aim of this study is therefore to compensate for this lack of tools with the development of French-language. Two studies that combine 389 students were conducted. In the first study, based on a sample of 151 students, two scales were developed via an explanatory factorial analysis. In the second study, based on a sample of 238 students, a confirmatory factorial analysis confirmed the psychometric qualities of our scales. This first validation study shows good validity and fiability with the good psychometric qualities of our scales.     

What did mummy say? Dyadic interactions between young "hard to manage" children and their mothers

Thirty preschoolers rated as hard to manage on Goodman's (R. Goodman, 1997) Strengths and Difficulties Questionnaire (SDQ), and a group of matched control children were observed and recorded on audiotape at home, interacting with their mothers (Time 1). At the 18-month follow-up home visits (Time 2), the children and mothers were filmed across 4 observation settings. Mother–child interactions were rated on affect, control, responsiveness and connectedness of communication. At Time 1, mothers of the hard to manage group used more negative control and engaged in fewer connected conversations than did mothers in the control group. At Time 2, mothers of the hard to manage group displayed higher levels of negative control and lower levels of positive control. These results are discussed in terms of the importance of examining connected communication and different observation contexts when examining dyadic mother–child interactions.     

The Suspended Aesthetic: Slavoj Žižek on Eastern European Film

Slavoj iek's writings on Krzysztof Kies´lowski and Andrej Tarkovskij represent direct challenges to the Central and Eastern European tradition of spiritual art and to dominant aesthetic concepts as such. He refuses to separate the solemn films of Kies´lowski and Tarkovskij from popular culture and stresses their import as ethical statements by their directors. Despite this ethical emphasis, iek makes an important contribution to philosophical aesthetics. He implicitly defines art as a suspension of reality which reveals time in its fragility and potentiality. Defining iek's aesthetics in terms of suspension helps to explain his partiality for Kies´lowski and Tarkovskij and bears comparison to the Russian tradition of philosophical aesthetics, in particular Aleksej Losev and Alexander Bakshy.     

20世纪中国儒学研究的回顾与反思

在 2 0世纪 ,儒学遭遇到空前的危机与严峻的挑战 ,也面临着重建与复兴的历史机遇。百年儒学演进及儒学研究的历史大致经历了五个阶段 ,在“古今中西之争”及中国文化现代化的思潮中 ,儒学并没有“博物馆化” ,儒学的命运大致经历了受到怀疑、批判、解构、重新诠释后成为现代思想学术形态 ,或获得创造性转换 ,以至汇入多元的世界文化大流之中的历程。 2 0世纪与 2 1世纪之交 ,儒学不仅是“文化中国”、“全球伦理”建设的重要精神资源 ,也是“文明对话”的重要角色 ,对 2 0世纪儒学研究的回顾与反思 ,既是历史性的课题 ,也是一项具有现实性、前瞻性的课题。     

Effects of the Novel Acetylcholinesterase InhibitorN-Octyl-1,2,3,4-tetrahydro-9-aminoacridine on Locomotor Activity and Avoidance Learning in Mice

The acetylcholinesterase reversible inhibitorN-octyl-1,2,3,4-tetrahydro-9-aminoacridine (THA-C8) is a new synthesized derivative of tacrine (THA) characterized by an alkyl chain in the molecular structure which ameliorates the penetrability of the compound into the central nervous system. THA-C8 (0.1–5 mg/kg) significantly reduced spontaneous locomotor activity in CD1 mice at a dose of 3 mg/kg. Moreover, THA-C8 (0.2–2 mg/kg) significantly improved shuttle-box avoidance acquisition at doses (0.25, 0.3, 1 mg/kg) not affecting locomotion and that are much lower than the doses reported to be effective for THA in animal models. From the data reported it seems that the new compound could be interesting for therapeutic purposes.     

Stepfamilies Doing Family: A Meta‐Ethnography

The present review examines how stepfamily members without a shared history co‐construct a shared family identity and what family processes are relevant in this stepfamily formation. Three databases (Web of Science, PsycInfo, and ProQuest) were systematically searched, resulting in 20 included qualitative studies. The meta‐ethnography approach of Noblit and Hare allowed synthesizing these qualitative studies and constructing a comprehensive framework of stepfamilies doing family. Three interdependent family tasks were identified: (a) honoring the past, (b) marking the present, and (c) investing in the future. Stepfamily members’ experiences of these family tasks are strongly affected by the dominant societal perspectives and characterized by an underlying dialectical tension between wanting to be like a first‐time family and feeling the differences in their family structure at the same time. These findings clearly demonstrate the family work that all stepfamily members undertake and provide a broader context for interpreting stepfamilies’ co‐construction of a new family identity.     

Anger Can Help: A Transactional Model and Three Pathways of the Experience and Expression of Anger

Anger is a significant human emotion with far‐reaching implications for individuals and relationships. We propose a transactional model of anger that highlights its relational relevance and potentially positive function, in addition to problematic malformations. By evolutionary design, physical, self‐concept, or attachment threats all similarly trigger diffuse physiological arousal, psychologically experienced as anger‐emotion. Anger is first a signaling and motivational system. Anger is then formed to affirming, productive use or malformed to destructive ends. A functional, prosocial approach to anger organizes it for protective and corrective personal and relational adaptation. In our model, threat perception interacts with a person's view of self in relation to other to produce helpful or harmful anger. Inflated or collapsed views of self in relation to other produce distinct manifestations of destructive anger that are harmful to self, other, and relationship. Conversely, a balanced view of self in relation to other promotes constructive anger and catalyzes self, other, and relationship healing. Clinical use of the model to shape healing personal and relational contact with anger is explored.     

Clinical Guidelines for Working With Stepfamilies: What Family,Couple, Individual,and Child Therapists Need to Know

This article draws on four decades of research and clinical practice to delineate guidelines for evidence‐informed, clinically sound work with stepfamilies for couple, family, individual adult, and child therapists. Few clinicians receive adequate training in working with the intense and often complex dynamics created by stepfamily structure and history. This is despite the fact that stepfamilies are a fundamentally different family form that occurs world‐wide. As a result many clinicians rely on their training in first‐time family models. This is not only often unhelpful, but all too often inadvertently destructive. The article integrates a large body of increasingly sophisticated research about stepfamilies with the author's four decades of clinical practice with stepfamily relationships. It describes the ways in which stepfamilies are different from first‐time families. It delineates the dynamics of five major challenges stepfamily structure creates: (1) Insider/outsider positions are intense and they are fixed. (2) Children struggle with losses, loyalty binds, and change. (3) Issues of parenting, stepparenting, and discipline often divide the couple. (4) Stepcouples must build a new family culture while navigating previously established family cultures. (5) Ex‐spouses (other parents outside the household) are part of the family. Some available data are shared on the impact of cultural and legal differences on these challenges. A three‐level model of clinical intervention is presented: Psychoeducational, Interpersonal, and Intrapsychic/Intergenerational Family‐of‐Origin. The article describes some “easy wrong turns” for well‐meaning therapists and lists some general clinical guidelines for working with stepfamily relationships.