基于组织政治技能的研究

组织中的政治技能是国外最近研究的热点课题。本文重点介绍了政治技能的概念、结构维度、影响因素及其政治技能的作用,并指出了其未来研究的趋势。     

Physical activity and motor skills in children: A differentiated approach

Being physically active plays an essential role in a child's physical development. While there is ample evidence for a positive association between physical activity (PA) and motor skills in children, the question of how PA should be implemented to optimally foster motor skill proficiency is less clear. To address this gap, the current longitudinal study compared four groups of children with different patterns of leisure-time PA engagement—namely children engaging in either structured PA, unstructured PA, a combination of structured and unstructured PA, or no PA at all—with respect to their gross and fine motor skill development. Results of repeated measures mixed modeling procedures revealed that engaging in structured PA—either exclusively or in combination with unstructured PA—is beneficial for children's gross motor development, whereas engaging in unstructured PA lacks such effectiveness. As to fine motor skills, a beneficial tendency of structured PA was observed as well. Hence, PA seems to be beneficial for motor skill development particularly when implemented in a formal setting with guided opportunities for practice. In conclusion, regularly engaging in structured PA constitutes a promising way to promote motor skills and support motor development over the long term.     

What enhances the development of emotion understanding in young children? A longitudinal study of interpersonal predictors

We studied potential determinants of the development of children's emotion understanding (EU) from age 4 to 6 in a Norwegian community sample (N = 974) using the Test of Emotion Comprehension. Interpersonal predictors included the accuracy of parental mentalization, parental emotional availability, and teacher‐reported child social skills. Intrapersonal child factors were child gender and verbal skills. Overall, children's EU increased significantly over time. After adjusting for child gender, age‐4 EU, and parental socio‐economic status, greater child verbal and social skills and greater parental mentalization each uniquely predicted growth in EU. Results are discussed in terms of theory and research on children's EU and parents' emotion socialization.     

The changing relationship between people and their job – the validity of career information

ABSTRACT

An overview of the evolution of career information in light of the changing nature of the world of work is presented. Owing to the constant fundamental changes in the labour market, the distribution of paid work has been also constantly changing. In this article, a more dynamic and – often temporary – interplay between citizens and their professional context is proposed. The case of Hungary has been used to describe the changing nature between people and their jobs. The historical overview helps explain the development of career information from pre-modernity to post-modernity and justifies the need for a more dynamic model of work adjustment and individual career development.     

Association of preterm birth and intrauterine growth restriction with childhood motor development: Brisa cohort,Brazil

The present study investigated the association between preterm birth PT conditions, intrauterine growth restriction IUGR and the combination of both PT-IUGR with infant motor development. A cohort with 1006 children was monitored during prenatal, at birth, and two years of age. Bayley-III screening was used to evaluate of fine and gross motor skills. The data did not indicate an increased risk for motor delays in the PT or IUGR, composed mainly by mild cases. However, the combination of the conditions PT-IUGR increased the risk of delays in motor, which emphasizes the importance of monitoring the motor development of the group.     

The effect of augmented feedback on the performance and learning of gross motor and sport-specific skills: A systematic review

BackgroundAugmented feedback is often provided by coaches and practitioners as a method to enhance the performance of athletes and learners. When implementing a feedback intervention, it is important to assess the expertise of the learner and the complexity of the skill, to ensure an appropriate feedback modality, frequency, and timing is provided. However, researchers have a limited understanding of how these variables interact to influence the performance and learning of gross motor and sport-specific skills.ObjectivesThe purpose of this systematic review was to examine the effects of augmented feedback on the performance and learning of gross motor and sport-specific skills in an adult population.MethodsA systematic literature search was conducted on electronic databases, PubMed, Web of Science and PsycINFO, from inception to March 2020, with a revised search completed to January 2022. The search terms used were related to augmented feedback and motor performance and learning. Studies were included if they consisted of a randomised control trial with pre- and retention-testing measures, which investigated an AF intervention on a gross motor and/or sport-specific skill in a healthy adult population. Risk of bias was assessed using the revised Cochrane risk-of-bias tool for randomised trials (RoB2).ResultsTwenty-four studies were included, with a total of 895 participants. Most studies reported a learning improvement following the provision of AF. One study documented a decrease in performance, and two studies reported no learning improvement Conflicting evidence was reported regarding which feedback frequency, timing, and duration was most appropriate. Furthermore, the inconsistency in methodological designs (control group types; timing of retention-tests; lack of retention tests) limited the comparisons that could be made between studies. Eighteen studies reported a high risk of bias, with the remaining six presenting some concerns.ConclusionAlthough studies have shown positive effects of AF on the performance and learning of gross motor and sport-specific skills, the majority are at a high risk of bias. Additionally, studies lacked standardisation in methodology, and results surrounding features of AF interventions were conflicting. Despite the conceptually sound rationale, further research is required to provide stronger evidence and a more robust understanding to better inform practitioners on how AF truly impacts the performance and learning of gross motor and sport-specific skills.RegistrationThis systematic review was registered on the Open Science Framework (https://osf.io/mrxzg) (10.17605/OSF.IO/MRXZG)     

Number sense at 12 months predicts 4-year-olds’ maths skills

Preverbal infants spontaneously represent the number of objects in collections. Is this ‘sense of number’ (also referred to as Approximate Number System, ANS) part of the cognitive foundations of mathematical skills? Multiple studies reported a correlation between the ANS and mathematical achievement in children. However, some have suggested that such correlation might be mediated by general-purpose inhibitory skills. We addressed the question using a longitudinal approach: we tested the ANS of 60 12 months old infants and, when they were 4 years old (final N = 40), their symbolic math achievement as well as general intelligence and inhibitory skills. Results showed that the ANS at 12 months is a specific predictor of later maths skills independent from general intelligence or inhibitory skills. The correlation between ANS and maths persists when both abilities are measured at four years. These results confirm that the ANS has an early, specific and longstanding relation with mathematical abilities in childhood.

Research Highlights

• In the literature there is a lively debate about the correlation between the ANS and maths skills.
• We longitudinally tested a sample of 60 preverbal infants at 12 months and rested them at 4 years (final sample of 40 infants).
• The ANS tested at 12 months predicted later symbolic mathematical skills at 4 years, even when controlling for inhibition, general intelligence and perceptual skills.
• The ANS tested at 4 years remained linked with symbolic maths skills, confirming this early and longstanding relation in childhood.

     

Reflective structured dialogue: A conversation with 2018 American Academy of Religion excellence in teaching award winner Jill DeTemple

This conversation between the 2018 American Academy of Religion Excellence in Teaching Award winner Jill DeTemple and the editors of Teaching Theology and Religion continues an occasional series of interviews that has previously featured Jonathan Z. Smith, Stephen Prothero, Mary Pierce Brosmer, Mary Elizabeth Mullino Moore, and two previous AAR Teaching Award Winners, Joanne Maguire and Lynn Neal. After initial discussion about teaching the intro course we launch into a long discussion of “Reflective Structured Dialogue” – an effective teaching technique for staging contentious conversations, building trust and understanding, and a dialogic culture of curiosity. 1 1 The authors would like to dedicate this article to the memory of Ruel W. Tyson, Jr., a champion of collaborative scholarship and intellectual community. The research referenced in this article was supported by a subaward agreement from the University of Connecticut with funds provided by Grant No. 58942 from the John Templeton Foundation. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of UCONN or the John Templeton Foundation.