系统心理干预增进初二学生良好学业情绪的实验研究

采用2(实验班、对照班)×2(班级辅导+教师与家长辅导、注意即心理安慰剂)×3(学业情绪、自我概念、学业成绩)的实验设计,对65名初中二年级学生进行系统心理干预实验研究.实验研究结果表明:班级辅导+教师与家长辅导的系统心理干预方法可以增加初二学生的正向学业情绪,减少负向学业情绪,并且干预后间隔一个月有延续效应;经过系统心理干预,学生的自我概念也有相应的提升,同时也明湿地提高了学业成绩.说明系统心理干预对增进初二学生良好学业情绪足有效的.     

Examining the role of time and language type in reading development for English Language Learners

The purpose of this study was to examine the development of English reading achievement among English Language Learners (ELLs) and to determine whether the time that an ELL's family was in the United States and the type of native language spoken affected their reading development. Participants were 300 third-grade ELLs from two different native language backgrounds (93 Somali-speaking and 207 Spanish-speaking students) who attended a large Midwestern urban school district. Students' reading achievement was assessed using curriculum-based measurement and a statewide reading assessment. Moderated multiple regression and multiple-group latent growth curve analyses were conducted. Results indicated that the time an ELL's family had been in the U.S. was an important factor in understanding the development of ELLs' reading achievement, whereas language type did not appear to be as important. Implications for research and practice associated with understanding and promoting English reading development among ELLs are discussed.     

Reading ability and disfluency in stuttering and nonstuttering elementary school children

This study was aimed at comparing the reading abilities of elementary school children who stutter with their nonstuttering peers. Forty-four stuttering children from four grade levels were matched with a group of normally fluent controls on the basis of age, sex, and grade level. Reading ability was assessed by means of three Dutch standardized tests yielding a total of six scores. Disfluency scores during oral reading were also obtained for each subject. Results indicated significant differences between the two groups on reading rate and reading errors, but not on reading comprehension. Analysis of reading errors did not show qualitative differences among subjects: stuttering and nonstuttering children made the same kinds of reading errors. Similarly, the two groups did not differ with respect to performances at different grade levels. Among both groups of subjects performances became better with increasing grade on four of the six measures. Correlational analyses indicated that the measures of reading ability used in this study were significantly associated with frequency of disfluency for the nonstuttering children. In contrast, no significant relationship was found between reading ability and disfluency in the stuttering group, except for reading rate. Results are discussed with respect to the possible interaction between verbal performance and linguistic competence in reading ability measures, particularly for the stuttering child.     

Dimensional structure and psychopathology correlates of the fear survey schedule (FSS-III) in a phobic population: A factorial definition of agoraphobia

The responses of 703 non-institutionalized phobics to the Fear Survey Schedule (FSS-III) were factor-analyzed utilizing a principal components procedure. Factors previously identified in student, adolescent and ‘non-phobic patient’ populations—(I) Social Anxiety, (III) Fears related to Bodily Injury, Death and Illness. (IV) Fear of Display to Sexual and Aggressive Scenes, (V) Small Animal Fears—were replicated. Additionally, an Agoraphobia (II) factor, corroborating recent findings by Hallam and Hafner (1978), and pointing to the specificity of this fear, emerged. Due to substantially high intercorrelations found, the Social Inadequacy dimension of the Symptom Checklist (SCL-90) and the Social Anxiety scale (I), on the one hand, and the Agoraphobic dimension of the SCL-90 and the Agoraphobia scale (II), on the other, could be used interchangeably with phobic populations. A higher-order factor analysis run on psychopathology scales employed, including factored FSS scales, yielded three components, (1) Neuroticism, (2) Phobia and (3) Agoraphobia. Opportunity was taken to define the Agoraphobic Syndrome empirically. A specific Somatization dimension was as highly related to Neuroticism, as to the higher-order Agoraphobic cluster, clearly supporting clinical observations with regard to the Agoraphobic syndrome. Some interesting findings are focused upon and discussed.     

Psychology’s Adaptation to Medical Schools,Teaching Hospitals,and Academic Medical Centers: The Role of Academic Medicine Organizations

Psychologists in medical schools, teaching hospitals, and academic medical centers are comparatively small in number, and are often undervalued and denied full practice privileges. As a profession, psychologists must therefore adapt to the realities of a physician-driven, physician-controlled environment. Psychologists’ adaptation to academic medical settings has been considered from several vantage points. An overlooked aspect of adaptation is psychologists’ knowledge of and participation in academic medicine organizations that regulate medical education and specialization. These organizations significantly influence teaching hospital and medical school environments and the psychologists and academic physicians who work in those environments. This paper focuses primarily on three academic medicine organizations, the Liaison Committee on Medical Education (LCME), the Accreditation Council for Graduate Medical Education (ACGME), and the American Board of Medical Specialties (ABMS), which together shape and regulate medical education across all levels and specialties. Knowledge of the evolution and workings of these organizations is useful information for psychologists, but beyond that, such information is a framework that provides benchmarks for understanding psychology’s evolving system of education and specialization.     

The role of career adaptability resources in dual career pathways: A person-oriented longitudinal study across elite sports upper secondary school

ObjectivesObtaining education is an important milestone in athletes’ preparation for their professional career after sport. Literature indicates that combining school and sport is not an easy task for many aspiring youth athletes. It has been proposed that career adaptability, which refers to psychosocial resources enabling individuals to solve complex occupational transitions, present and anticipated vocational development tasks, and career related challenges could be a relevant concept for applied work with student-athletes. In this study, we examined whether there are distinct developmental profiles of career adaptability among adolescent athletes across the upper secondary school years. We also investigated the associations between career adaptability and sport withdrawal and academic achievement.Design and methodsA total of 391 Finnish-speaking student-athletes completed the questionnaire on career adaptability (Career Adapt-Abilities Scale – Dual Career Form; Ryba & Aunola, 2015; Ryba et al., 2017) at the beginning and end of upper secondary school. The participants’ background information about their sport participation and grade point average were collected upon completion of each grade of upper secondary school. The data were analysed using cluster analysis, cross-tabulation, and one-way analysis of variance.ResultsFour distinct adaptability profiles were identified: higher adaptability, lower adaptability, increasing adaptability, and decreasing adaptability. Higher and lower adaptability profiles showed stable levels of adaptability across time, whereas the adaptability level either increased or decreased in the other two profiles. Student-athletes with a lower career adaptability profile were overrepresented among those who withdrew from competitive sports, and they reported lower grade point averages than those with higher scores of career adaptability.ConclusionsHigh scores of career adaptability were associated with high grades, whereas low scores of career adaptability were associated with low grades and a probability to withdraw from competitive sport. Therefore, it is recommended that career adaptability be considered as important self-regulation resources for sustaining dual career pathways over time.     

Just How Correct is Political Correctness? A Critique of the Opposition's Arguments

I begin by examining three factors which enable the term political correctness (hereafter PC) itself to feed into the hands of its opponents: namely, the trivialization of the actual issues which are attributed to PC, the villainization of those involved in the PC movement, and the conferring of a sense of legitimacy on the opposition movement.The bulk of the paper provides a detailed summary and critique of every single articulated Canadian position I encountered against such PC measures as fair language policies. I have distinguished between arguments directed at the ideological content and the methodology of PC. Arguments directed at the ideological content are divided into the threat to freedom of expression argument, the threat to academic freedom argument, and the degeneration into triviality argument; arguments directed at the methdology are divided into the argument that PC commits the very evils that it addresses and the argument that PC uses unjust means to get its way.The paper ends by claiming that if PC means minimizing sexual and racial harrassment, discourgaing homophobic, racist, and sexist discourse within educational settings, and curtailing policies which victimize oppressed groups, then political correctness is not merely correct, but morally obligatory as well.     

浅田惟常与《伤寒论识》

浅田惟常是日本折衷考证派的代表人物，《伤寒论识》是其涵泳《伤寒论》三十年后之力作。浅田氏认为“辨脉”、“平脉”、“伤寒例”非仲景原作，故仅对六经病等篇进行了注释；他以小学方法考释《伤寒论》，广罗博证，语多精辟。何廉臣称其“足于丹波氏《伤寒论辑义》并传”，其评价是恰如其分的。     

It’s Greek to me: Domain specific relationships between intellectual helplessness and academic performance

ABSTRACT

In a study of the domain specificity of intellectual learned helplessness, we collected data from 376 students in 14 classrooms. We measured feelings of intellectual helplessness for mathematics and language skills, anxiety about performance in each of these domains, and general working memory. Multilevel modeling analyses found that feelings of helplessness in language skills were negatively related to grades in language but were unrelated to grades in mathematics. Similarly, feelings of helplessness in mathematics were negatively related to grades in mathematics but were unrelated to grades in language. Controlling for anxiety or working memory did not change these relationships, nor did they vary across the age of students. The results support conceptualizations in which learned helplessness has a domain specific component.