Syntactic Creativity Errors in Children's Wh-Questions

Previous work has reported that children creatively make syntactic errors that are ungrammatical in their target language, but are grammatical in another language. One of the most well-known examples is medial wh-question errors in English-speaking children's wh-questions (e.g., What do you think who the cat chased? from Thornton, 1990). The evidence for this non-target-like structure in both production and comprehension has been taken to support the existence of innate, syntactic parameters that define all possible grammatical variation, which serve as a top-down constraint guiding children's language acquisition process. The present study reports new story-based production and comprehension experiments that challenge this interpretation. While we replicated previous observations of medial wh-question errors in children's sentence production (Experiment 1), we saw a reduction in evidence indicating that English-speaking children assign interpretations that conform to the medial wh-question pattern (Experiment 2). Crucially, we found no correlation between production and comprehension errors (Experiment 3). We suggest that these errors are the result of children's immature sentence production mechanisms rather than immature grammatical knowledge.     

Behavioral skills training to increase interview skills of adolescent males in a juvenile residential treatment facility

Some studies suggest that acquiring employment following release from prison may reduce recidivism; however, few studies have evaluated procedures for teaching job-related skills to adolescents in residential detention facilities. Stocco et al. (2017) used behavioral skills training (BST) to improve interview skills of college students. The current study used a nonconcurrent multiple baseline design across participants to evaluate the extent to which BST improved interview skills for 7 adolescents who had been adjudicated for sexual offenses. Results show that BST increased appropriate responses to interview questions for 4 students and BST plus modifications (i.e., stimulus and response prompts) increased correct responding to questions for the other 3. In addition, BST increased appropriate questions, correct posture, and smiling, and decreased fidgeting for all 7 students. We briefly discuss the social implications of teaching interview skills to adjudicated adolescents, as well as the limitations of the findings.     

Evaluation of a telehealth parent training program in teaching self-care skills to children with autism

The present study used synchronous video conferencing to remotely deliver a behavioral skills training-based (BST) parent training program to 3 parents of children with autism in the family home. Parents were taught to implement graduated guidance to teach their children several important self-care skills. Parents did not correctly implement graduated guidance after receiving detailed written instructions only. After parents received the BST parent training package, however, all parents implemented graduated guidance with near-perfect levels of fidelity, and all children completed the targeted self-care skills with substantially higher levels of accuracy and independence. Furthermore, parents reported high levels of satisfaction with graduated guidance, the telehealth BST training package, and their children's ability to complete self-care skills.     

微表情研究及其应用

微表情是一种持续时间仅为1/25秒至1/5秒的非常快速的表情, 表达了人试图压抑与隐藏的真正情感。本文系统梳理已公开发表的微表情实证研究报告, 对注重于测量微表情识别能力的早期研究、目前基于微表情训练工具(METT)的微表情识别应用研究以及刚刚萌芽的微表情表达研究进行总结分析, 明确指出以往研究中存在的问题, 建议未来研究应探讨METT在不同文化中的有效性, 研究微表情表达的基本特点和主要影响因素, 并注重发展自动化的微表情识别工具。本文提出, 基于微表情的自动谎言识别系统将是微表情研究未来的应用方向之一。     

试论《淮南子》中齐地的五行思想

《淮南子》中保存了大量的关于五行思想的资料,通过分析排比这些资料,我们能够勾勒出《淮南子》阴阳五行的大致框架,这将有助于我们更好地把握它的内容。同时,在五行思想上,《淮南子》与《管子》、《吕氏春秋》、《春秋繁露》等书有着密切的联系,通过论述《淮南子》中的五行思想,可以发现它们之间的内在联系。     

Executive cognitive functioning mediates the relation between language competence and antisocial behavior in conduct‐disordered adolescent females

The purpose of this study was to determine (1) whether adolescent females with a conduct disorder (CD) demonstrate inferior language skills and lower executive cognitive functioning (ECF) compared with controls and (2) whether the relations between language abilities and different forms of antisocial behavior (ASB) are mediated by ECF. Language skills were measured using the Test of Language Competence–Expanded, ECF was measured using multiple neuropsychological tests, and ASB was assessed using various self‐report and psychiatric interview indices reflecting mild delinquency to severe violence. Subjects were 223 adolescent females with a CD and 97 normal controls ranging between 14 and 18 years of age (N = 320). The CD group demonstrated significantly poorer language skills and lower ECF compared with the controls. Moreover, even when controlling for chronological age and socioeconomic status, ECF still fully mediated the relations between language competence and each measure of ASB. The results are discussed in relation to a neurobehavioral model of ASB. Aggr. Behav. 26:359–375, 2000. © 2000 Wiley‐Liss, Inc.     

Promoting positive development among youth from refugee and migrant backgrounds: The case of Kicking Goals Together

ObjectivesThe purpose of this study was to explore the case of Kicking Goals Together (KGT), a programme that combines a football competition with a life skills education intervention to elicit Positive Youth Development (PYD) outcomes for youth from refugee and migrant backgrounds. The Holt et al. (2017) model of PYD through sport provided the framework for the analysis of the case.MethodsSemi-structured interviews were conducted with ten participants comprising six of the programme’s participants and four stakeholders. A deductive-inductive content analysis was used to explore the individuals’ perceptions and experiences, the PYD outcomes, and the climate and implicit and explicit processes that related to these outcomes.FindingsThe KGT climate supported the making of new friends and meeting new people; provided supportive relationships with adults; while participants described parents as being proud, supportive, but distanced. Personal outcomes related to PYD included increased confidence, improved networking skills, and enhanced employment opportunities. The social outcomes included improved communication, development of intercultural understanding and acceptance, improved teamwork and leadership, and a greater sense of belonging to a wider and more inclusive community.ConclusionAnalysis of the findings provided support for the analytical generalisation (Smith, 2018) and value of the Holt et al. (2017) model. Specifically, in highlighting how the structure and climate of the KGT initiative supported PYD outcomes. An environment that celebrated cultural diversity, and where youth had access to adults who were “functional advocates” (Whitley, Massey, & Wilkinson, 2018, p. 121) was identified as key to the achievement of these outcomes.     

High school student-athletes’ perceptions and experiences of leadership as a life skill

ObjectivesThe purpose of this study was to gain student-athlete perceptions of: (1) the definition of leadership for high school student-athletes; (2) the process of leadership development in high school sport; and (3) the factors that have helped or hindered leadership transfer between high school sport and other life domains.DesignThis study was grounded in an interpretivist ontological perspective and used focus group interviews to gather insights of student-athletes’ leadership experiences.MethodPurposeful sampling identified 33 high-school student-athlete leaders who were members of student advisory councils for high school state athletic associations in the United States. The 15 females and 18 males participated in focus-group interviews. Reflexive thematic analysis of the interview data was then conducted.ResultsResults revealed that student-athlete leadership was viewed as a skill-set and a mindset, driven by individual agency. As an on-going developmental process, student-athletes gained awareness of leadership skills, increased self-expectations and self-confidence in their use and application of leadership skills, and developed a transformational leadership mindset, as they encountered and engaged with critical learning opportunities in high school sport and gained support from coaches and peers. Leadership application outside of sport was a multidimensional psychological process, including both conscious and implicit elements, and facilitated or constrained by environmental opportunities and social influences.ConclusionsHigh school sport offers a unique context where self-agentic youth leadership development in sport and life can occur through experiential learning opportunities. To this point, future research directions and recommendations for practitioners will be provided.     

Predicting psychological service providers' empowerment in the light of the COVID‐19 pandemic outbreak: A structural equation modelling analysis

This study aimed to investigate the predictors of psychological service providers' empowerment in the light of the COVID‐19 pandemic outbreak. The researcher prepared a psychological service providers' empowerment scale that consisted of 28 items, and this scale was applied in a random sample consisting of 975 psychological service providers. The results showed that the empowerment scale has acceptable validity and reliability. The results of the exploratory factor analysis indicated that the 28 scale items saturate on seven factors, which accounted for 64.42% of the total variance of the scale: the first factor named expect psychological services effectiveness accounted for 27.86%, the second factor named self‐stimulation accounted for 9.71%, the third factor named responsibilities and duties accounted for 7.12%, the fourth factor named psychological services work environment accounted for 6.51%, the fifth factor named psychological service providers’ decision‐making accounted for 5.37%, the sixth factor named creative psychological service provider behaviour accounted for 4.45%, and the seventh factor named psychological services confidence accounted for 3.82% of the total variance of a psychological service providers' empowerment. In order to study the ability to predict the empowerment among psychological service providers, the researcher developed a structural model for psychological service providers' empowerment and then used the structural equation model analysis. The results showed that the proposed structural model of a psychological service providers' empowerment has goodness‐of‐fit, and these results emphasised the ability to predict psychological service providers' empowerment by seven tested factors.     

推进代际公正 建设和谐社会

和谐社会是公平、正义的公正社会。代际公正理念强调对于每一代人（包括老年人）基本贡献的肯定和尊严的维护。在现阶段,公正对待老年人的问题正逐渐凸现,这个问题的解决直接关系到整个社会的公平正义能否实现。为此,除了社会的保障体系的建立和不断完善外,还必须继续弘扬尊老、敬老的中华民族传统美德,在社会、社区乃至每一个家庭中形成尊老敬老的良好风气,以代际和谐、家庭和谐推动社会和谐。