The Protective Functions of Social Support and Coping for Women Experiencing Intimate Partner Abuse

This study evaluated two alternate models exploring protective factors in the relationship between intimate partner abuse and health: one in which social support was proposed to mediate the violence-health relation, and a second in which coping was proposed to mediate this relation, while social support would moderate the abuse-coping relation. Women were administered questionnaires measuring coping, social support, violence, and health status. Relationship violence predicted mental health status only, although mental health did predict physical health. Coping was found to serve as a mediator between abuse and health. Implications for future research and clinical applications are discussed.     

Stuart,Elizabeth, Gay and Lesbian Theologies: Repetitions with Critical Difference

Abstract

In response to the constructive criticism of four male scholars of religious studies, this piece clarifies some of the arguments of my earlier essay, ‘Who's Afraid of Gay Theology?’. It argues for a cautious approach to identify one's gendered and sexed identity as an author within men's studies since such self-revelation may narrow the range of possible textual readings. The unintended consequence may be lesser rather than the wished-for greater transparency of both text and author. This essay makes a few suggestions of how to navigate the difficult terrain of language, gender, social privilege, and male intimacy.     

Teaching with Complicating Views: Beyond the Survey,Behind the Pro and Con

In this article I propose a method of selecting and assigning readings in the religious studies or theology classroom, such that these readings complicate one another, rather than standing in opposition or as simple alternatives. Such a strategy emulates key pedagogical insights of twelfth‐century sentence collection, an activity at the very heart of the earliest universities in Europe. It also draws support from the theories of intellectual development advanced by William G. Perry, Jr. and the Women's Ways of Knowing Collaborative. Both precedents suggest a principle of “complicating views” that can be flexibly employed in a variety of ways and diverse pedagogical contexts, as illustrated by examples from several classes. Such strategies aim to avoid reinforcing intellectual patterns of dualism or undifferentiated relativism; instead, they attempt to promote students' ability to integrate discordant voices and to appreciate diverse points of view, while also staking their own claims relative to them.     

Factors and processes in children's transitive deductions

Transitive tasks are important for understanding how children develop socio-cognitively. However, developmental research has been restricted largely to questions surrounding maturation. We asked 6-, 7- and 8-year-olds (N?=?117) to solve a composite of five different transitive tasks. Tasks included conditions asking about item-C (associated with the marked relation) in addition to the usual case of asking only about item-A (associated with the unmarked relation). Here, children found resolving item-C much easier than resolving item-A, a finding running counter to long-standing assumptions about transitive reasoning. Considering gender perhaps for the first time, boys exhibited higher transitive scores than girls overall. Finally, analysing in the context of one recent and well-specified theory of spatial transitive reasoning, we generated the prediction that reporting the full series should be easier than deducing any one item from that series. This prediction was not upheld. We discuss amendments necessary to accommodate all our earlier findings.     

教改对教师工作生活质量影响的跨文化比较研究

本研究采用跨文化教育协作组(CCCRE)编制的访谈问卷,采用结构化访谈方式,通过跨文化教育研究协作对9个国家513名教师进行访谈调查。本文着重探讨了教改的种类、起因和角色特征对教师工作生活质量的影响。结果表明:1)教改类型对教师人际关系和职业发展的变化有显著影响2)教改起因对教师的时间利用和职业发展有显著影响,并在时间利用上显示出文化上的差异。3)我国教改在起因上表现出与总体趋同态势,但它们对教师的人际关系和职业发展的变化有更积极的影响。4)执行者是教师在教改中的主要角色,但这种角色对教师的工作生活质量没有显著影响。     

合作指数与社会距离对合作行为的影响

利用囚徒困境范式,考察了合作指数CI（0.1~0.9）与社会距离（亲密、陌生）对个体合作行为的影响。结果发现,社会距离和合作指数均会对合作行为产生影响,两者的交互效应不显著;合作率会受到合作指数的促进作用,但不会随合作指数的增高立即增长;在CI = 0.1~0.9这9个水平下,亲密被试间的合作率均显著高于陌生被试间的合作率。这一结果说明,合作指数对合作行为的促进作用存在阈值;社会距离缩小可促进个体的合作倾向增强,并更快地达到合作水平;合作指数与社会距离相互独立地影响合作行为。     

Odor as a conditioned inhibitor: Applicability of the Rescorla-Wagner model to feeding behavior

Hooded rats were given conditioned inhibition training in which the taste of saccharin alone was always followed by induced illness, but the taste of saccharin plus the odor of amyl acetate was not. In a series of three subsequent tests—summation, enhancement of conditioning, and retardation—it was demonstrated that the odor had acquired active inhibitory properties. The results paralleled those obtained with more traditionally studied stimuli and techniques and hence were found to be readily predictable from a recent model of conditioning set forth by Rescorla and Wagner (1972).     

Reconstruction of arbitrary versus logical sequences by preschool children

The ability of preschool children to construct and reconstruct ordered sequences was examined in a series of four experiments. In Expt. 1, the task was to copy, with the model present or absent, the order of items pegged on a clothesline. In Expts. 2–4, the subjects were required to reconstruct ordered series of pictures from memory. In all experiments, the orders were either logical or arbitrary. Reconstruction of an arbitrary series of events is within the problem solving capacity of 4-yr-old children if (a) reconstruction takes place in the presence of the model or follows immediately upon the removal of the model and (b) the original sequence is presented simultaneously. If, however, the lag between viewing and reconstruction is increased and/or the original set is not viewed simultaneously, as a unit, performance declines. The provision of an inherent order to the items within a set, either by introducing a connective narrative, or a depicted logical sequence, is sufficient to maintain that order over time and to provide a unifying cohesion to the items when viewed successively.     

Delayed reward learning: Disproof of the traditional theory

Without the aid of secondary rewards to bridge the temporal gap, each of 15 rats learned to select the rewarded side of a T-maze although the reward was delayed until 1 min after the response was emitted. Similar results were obtained from another group of eight rats for which the length of the delay was 5 min. In a final experiment using the same basic procedure, five groups of rats were trained for 25 days with delays of 0.5, 1.0, 2.0, 4.0, or 8.0 min. The percentage of correct responses did not significantly differ among groups. According to prevailing psychological theory, these results are impossible.