Beyond androgyny: The emergence of sex-role transcendence as a theoretical construct

Recent trends in sex-role research are reviewed with the purpose of showing a paradigm shift in the kinds of issues and questions thought to be important for an understanding of sex-role development. Two recent advances, conceptualizations of androgyny and sex-role transcendence are described with particular emphasis on the emergence of sex-role transcendence as a new theoretical construct. It is argued that while personality, social-learning, and structural-developmental theories account for sex-role identity and androgyny, only structural-developmental theory provides an adequate conceptual framework for the construct of sex-role transcendence. Questions are raised concerning the empirical demonstration of the concept.     

The Evolution of Business: Learning,Innovation, and Sustainability in the Twenty-First Century

This article-as part of a broader evolutionary inquiry toward human fulfillment, societal wellbeing, and environmental sustainability-explores new frontiers for business. In a rapidly changing global environment, corporations can become evolutionary change agents for the creation of a sustainable global civilization by fostering financial, social, and environmental results. The contemporary metaphors used to describe the business world can be limited in times when an emergent paradigm calls for new visions and actions. An evolutionary understanding, grounded in evolutionary systems theory, can open possibilities for leadership and innovation toward sustainability. Complex systems, such as organizations, need to learn to learn in harmony with the dynamics of their milieu in order to co-evolve and create value. The paper concludes with a reflection on the implications of the evolutionary paradigm for business education.     

Daily Time-Place Learning in Young Children

Abstract

Pre-school children find it difficult to correctly report if it is morning or afternoon. The present study tested whether children could learn a non-verbal Time-Place Learning (TPL) task that depended on time of day. Twenty-five 4-year-olds were repeatedly asked to find a toy in one of two boxes. Children in the Cued condition were told the toy was in one box in the morning and in another box in the afternoon. Children in the Not Cued condition were told the toy was sometimes in one box and sometimes in the other box. After 80 trials, children were asked if it was morning or afternoon. About 65% of the children learned the TPL task, and about three-quarters of the children verbally identified if it was morning or afternoon. However, the children who learned the TPL task were not necessarily the children who correctly answered whether it was morning or afternoon, and those in the Cued condition were no more likely to solve the task than those in the Not Cued condition. The implication is that children have a sense of time that can be used to solve spatio-temporal contingencies, but does not depend on the verbal understanding of time of day.     

Help-seeking: An understudied problem-solving skill in children

Traditional approaches to the study of young children's behavior in helping relationships are examined and criticized as inadequate because they have failed to represent the child's perspective from the role of “active helpee” (i.e., help-seeker in such relationships). By failing to look at helping from the perspective of the one who seeks help, researchers have neglected to pursue an important lead in understanding why some children are able to learn and progress independently when confronted with the same obstacles that serve to defeat other children. This article focuses on instrumental help-seeking defined as an active, complex social-cognitive activity that is essential to learning and achievement. In the first sections of this article, it is argued that instrumental help-seeking can be formally distinguished from passive dependency as well as from the actual giving and receiving of help. In following sections, a heuristic model of the help-seeking process is offered, prior research relevant to the model is reviewed, and ideas for research on help-seeking in children are suggested within the framework of this model.     

A qualitative exploration of the motor skills required for elite triathlon performance

PurposeThe purpose of this research was to investigate the beliefs, attitudes, and experiences of stakeholders in youth triathlon regarding the important motor subskills that are required to be successful at the elite level of triathlon competition.MethodTwenty-five participants were recruited from five stakeholder groups in triathlon and interviewed via video conference. A constructionist and relativist approach to thematic analysis was used to identify three first order themes and several second order themes.ResultsThe first, first order theme was ‘Continuous Motor Skills' which consisted of the invariant features of triathlon's continuous motor skills and the parameterization of continuous motor skills. The second, first order theme was ‘Discrete Motor Skills' and consisted of discrete motor skills involved with cornering and change of direction in each discipline and transition phases in triathlon. The final first order theme was ‘Adaptability in Continuous and Discrete Motor Skills'.ConclusionThis research provides a novel and more broad understanding of the beliefs, attitudes, and experiences of stakeholders in triathlon regarding important motor skills that are required to succeed at the elite level of the sport. This novel and broad understanding of important triathlon motor skills has theoretical implications for evaluating triathlon performance with skill acquisition as a primary focus. Additionally, this research is practically important for coaches, administrators, and athletic performance staff who design training programs and pathways for young, developing triathletes.     

Perceiving versus inferring movements to understand dynamic events: The influence of content complexity

ObjectivesWhat type of visual presentation is best in helping learners to understand the functioning of a dynamic system and under what conditions? This study investigated the effect of content complexity on perceived cognitive load and performance resulting from studying depicted movements of team play either in an explicit manner (animation) or via arrow symbols (static diagram).DesignA 2 (treatment: diagram vs. animation) × 2 (content complexity: low vs. high) between subjects design was adopted in the experiment.MethodsForty-eight university students were randomly assigned to the four study conditions and required to perform a reconstruction test and rate their perceived cognitive load following the study phase.ResultsData analyses revealed that for low-complexity content, participants exposed to the animation treatment learned more efficiently – based on the combination of learning and cognitive load scores – than those exposed to the diagram treatment. On the other hand, for high-complexity content, participants exposed to the diagram treatment learned more efficiently than those exposed to the animation treatment.ConclusionThe findings stress the importance of considering the task complexity factor when designing and presenting instructional materials to learners.     

Human dignity and human rights in the philosophy of absolute idealism

The tides of change constantly surface new currents in the world of business. No longer is it sufficient to seek the static positional advantage offered by classical Porterian analysis. This article explores the emerging direction of business strategy as expressed by the concept of evolutionary advantage. It examines first the major forms of business knowledge over the last century, then considers mainstream frameworks for strategic analysis, and offers, as a compelling alternative, the emerging notions of evolutionary development and evolutionary learning. Through application of Evolutionary Systems Design, it is shown how an organization may cultivate strategies for sustainable success.     

王夫之易学中的实有思想与清初务实学风

王夫之治《易》，务实求真，主张非无而有，非虚而实．非妄而真，其批判矛头直指佛老，提出了天地自然皆为实有的思想，从客观实际出发，说明天地自然的本性。王夫之易学中的实有思想与清初务实学风有关，受着明清之际反对虚理，崇尚务实思潮的影响。从哲理或思辨意义上说，他对实有思想研讨之湛深，创获之丰富．超拔于同时代人。     

An effective metacognitive strategy: learning by doing and explaining with a computer‐based Cognitive Tutor

Recent studies have shown that self‐explanation is an effective metacognitive strategy, but how can it be leveraged to improve students' learning in actual classrooms? How do instructional treatments that emphasizes self‐explanation affect students' learning, as compared to other instructional treatments? We investigated whether self‐explanation can be scaffolded effectively in a classroom environment using a Cognitive Tutor, which is intelligent instructional software that supports guided learning by doing. In two classroom experiments, we found that students who explained their steps during problem‐solving practice with a Cognitive Tutor learned with greater understanding compared to students who did not explain steps. The explainers better explained their solutions steps and were more successful on transfer problems. We interpret these results as follows: By engaging in explanation, students acquired better‐integrated visual and verbal declarative knowledge and acquired less shallow procedural knowledge. The research demonstrates that the benefits of self‐explanation can be achieved in a relatively simple computer‐based approach that scales well for classroom use.