Hierarchical organization of a reference system in newborn spontaneous movements

In this paper, we studied spontaneous newborn movements regarding the coordination of the four limbs, arms and legs, from a dynamic perspective. We used the method of recurrence plots to analyse the kinematic data from audiovisual recordings of neonates. We identified temporal and spatial synchronization of the four limbs that resulted in high recurrence patterns of biomechanical reference configurations. Furthermore, we identified transitions between linear and nonlinear epochs in the movement behavior of newborns on different time scales by means of recurrence quantification analysis. Results are discussed in the context of the concept of a structural hierarchy, in which different time scales correspond to hierarchical levels of organization.     

Hierarchical, job content, and double plateaus: A mixed-method study of stress, depression and coping responses

Hierarchically, job content, and double plateaued employees from a variety of industries were surveyed regarding their experiences. Plateau-specific stress was higher than the stress experienced by the general population. Plateaued employees also reported more depression than the general population. Double plateaued employees reported higher depression than hierarchically plateaued employees. Content analysis revealed 27 distinct coping strategies reported by employees, representing 7 coping meta-themes. The most frequently occurring meta-themes were Discuss Problem, Job Withdrawal, and Mental Coping. Hierarchically plateaued employees reported slightly greater use of Mental Coping strategies than job content and double plateaued employees.     

心理治疗效果评定量表(简式)在中、德应用的心理测量学研究(英文)

419名中国和德国被试参加了本研究,并回答了若干简式心理健康量表。所选的这套量表能对心理治疗不同阶段的效果(Howard’s阶段模型:重新认识期-转变期-康复期)进行测查。本研究目的在于考察这些简式量表能否用于认知-行为治疗跨文化培训项目中的质量管理。结果显示,这些量表在中德两种文化背景下都有很高的信度和效度(聚合效度和敏感性)。尽管项目间的高相关似乎提示心理健康模型只有一个维度,但探索性因素和理论分析则更支持心理健康是一个分为8个亚维度的模型,其中每个亚维度或者与基础情绪、或者与社会性情感相连关联。本文最后就研究结果及其对心理治疗质量控制的意义进行了详细讨论。     

Self-Interest, Symbolic Attitudes, and Support for Public Policy: A Multilevel Analysis

This paper examines the role of self-interest and symbolic attitudes as predictors of support for two domestic policy issues—guaranteed jobs and incomes and national health insurance—in the American National Election Survey (ANES) between 1972 and 2004. As was the case in 1976 when Sears, Lau, Tyler, and Allen (1980 ) first explored this topic, symbolic attitudes continue to be much more important predictors of policy attitudes than various indicators of self-interest over the 30 years we analyze. We explore this finding further to determine whether any individual/internal and external/contextual variables affect the magnitude of self-interest effects on policy support. Five possible internal moderators of self-interest effects are examined: (1) political knowledge, (2) issue publics, (3) political values, (4) social identifications, and (5) emotions, but none are found to boost the magnitude of the self-interest effect. However, we do find some evidence that contextual variables representing the social/information environment moderate the impact of self-interest on public opinion.     

从楚地出土易类文献看《周易》文本早期形态

从楚地出土的多种易类文献来看,《周易》一书在形成与起源之初表现出了种种样态。至少形成了三种使用周易的方式,即“只用易卦”的方式、“实用筮书”的方式以及“经典文本”的方式。在《周易》经典文本的定型过程中,《周易》文本早期形态在占筮内容、文献编撰、易类体例以及卜筮关系等诸多方面得以充分展开。     

A cross-cultural validation of stage development: A Rasch re-analysis of longitudinal socio-moral reasoning data

Kohlberg's characterization of moral development as displaying an invariant hierarchical order of structurally consistent stages is losing ground. However, by applying Rasch analysis, Dawson recently gave new interpretation and support to his characterization of stage development. Using Rasch models, we replicated and strengthened her findings in a re-analysis of three sets of longitudinal socio-moral reasoning data collected in Iceland. A new application of Rasch analysis provided support for upward development. Our results supported Kohlberg's characterization of stage development and the cross-cultural stability of Dawson's findings that were exclusively based on US samples. We conclude that proposals to replace Kohlberg's characterization of moral development are premature.     

小学儿童互选友谊的发展趋势及攻击行为的影响：3年追踪研究

对小学3、4年级的285名儿童进行了3年追踪调查,分析了儿童分别与男、女生互选友谊数的变化趋势及其在个体间的差异,探讨了外部攻击和关系攻击分别对两类互选友谊数的影响。结果表明：（1）儿童的男、女生互选友谊数在3年时间内都有显著的增加趋势,并表现出显著的性别差异,儿童与同性互选友谊数显著多于他们与异性的互选友谊数,男生与女生互选友谊数的增加速度比女生与女生互选友谊数增加速度慢,儿童与男生的互选友谊数越多,他/她与女生的互选友谊数就越少,表明了性别隔离现象的存在。（2）在控制了关系攻击的影响后,儿童的外部攻击对他们在各时间点测得的与女生的互选友谊数有显著的消极影响,而对他们与男生的互选友谊数影响不显著;在控制了外部攻击的影响后,儿童的关系攻击对他们在各时间点测得的与女生的互选友谊数有显著的积极影响,而对他们与男生的互选友谊数影响不显著。这说明外部攻击和关系攻击对儿童互选友谊数的影响存在性别差异     

Developing the Horizons of the Mind: Reich's Response to the Commentators

Some aspects of my writing the monograph Developing the Horizons of the Mind (2002) are highlighted, the central characteristics of relational and contextual reasoning (RCR) are explained, and the contributions to this symposium by John Albright, Varadaraja V. Raman, and John Teske are discussed.     

Mainstreams and Perspectives in Research on Learning (Mathematics) From Instruction

Le domaine de l’enseignement et de l’apprentissage des mathématiques est un exemple des plus représentatives de l’orientation des recherches sur l’apprentissage et l’instruction dans les différentes matières. Au cours du dernier quart de siècle écoulé, ce champ de questionnement a produit nombre d’investigations qui résultent d’une conception de l’apprentissage des mathématiques comme construction sociale de la signification et de la comprehension basée sur la modélisation de la réalité. Dans cet article, quelques tendances majeures et perspectives de recherche s.0s principalement aux Etats‐Unis et en Europe. Il y sera montré que d’une part, les investigations empiriques ont déjà produit des blocs de construction pour l’élaboration d’une théorie de l’apprentissage des mathématiques à partir d’instructions mais que, d’autre part, des questions et des problèmes majeurs requièrent d’être démêlés par la poursuite d’investigations. Ceci y sera documenté de façon exemplaire en utilisant comme cadre de référence quatre composants principaux d’une théorie de l’apprentissage des mathématiques à partir d’instructions: une théorie de l’expertise visant à analyser des compétences dans un domaine; une théorie de l’acquisition tendant à comprendre et expliquer les processus d’apprentissage qui conduisent à la réalisation de compétences; une théorie de l’intervention, focalisée sur la conception d’environnements enseignement‐apprentissage puissants pour provoquer ces processus d’acquisition; et une théorie de l’évaluation s’adressant au développement de méthodes et techniques pour la construction et l’application d’outils et instruments d’évaluation. The domain of mathematics learning and teaching is one of the most representative examples of the subject‐matter orientation in research on learning and instruction. During the last quarter of the past century this field of inquiry has produced a vast body of investigations, resulting in an enriched conception of mathematics learning as involving the (social) construction of meaning and understanding based on modeling of reality. In this article some of the main trends and perspectives in the field of research on mathematics learning and instruction are discussed, and illustrated with examples of empirical research, mainly carried out in Europe and the United States. It will be shown that, on the one hand, the available empirical investigations have already yielded substantial building blocks for the elaboration of a theory of mathematics learning from instruction, but that, on the other hand, major issues and problems need to be unravelled by continued inquiry. This will be documented in an exemplary way, using as a frame of reference four main components of a theory of learning mathematics from instruction: a theory of expertise, aiming at analysing competence in a domain; a theory of acquisition, attempting to understand and explain the processes of learning that are conducive to the attainment of competence; a theory of intervention, focusing on the design of powerful teaching–learning environments for eliciting those acquisition processes; and a theory of assessment, addressing the development of methods and techniques for the construction and application of assessment tools and instruments.     

小学生学习动机的培养:五年追踪研究

采用聚合交叉研究设计,利用"学思维"活动课程,对某小学1～3年级学生的学习动机进行了4年的干预培养,停止培养一年后,再次收集了数据,分析了变化趋势、即时效果及其长时效应。结果表明:(1)随着年龄的增大,儿童的表层动机和成就动机呈下降趋势;深层动机呈先上升后下降的趋势;(2)男生的表层动机和成就动机都高于女生;(3)年级越高,表层动机、深层动机和成就动机越低;(4)培养一年后,实验组学生的深层动机显著高于控制组,且长时效应显著。