教师互动问卷中文版的初步修订及应用

教师互动问卷（ＱＴＩ）是国外研究师生间教师行为时广泛采用的有效工具,国内目前尚缺少这方面的研究工具,因此,我们对ＱＴＩ进行了中文版的修订。修订经过了翻译、试测、修订、重测、信度与效度的考查等一系列环节。试测和重测的被试分别为９２名和３４７名中小学教师。统计结果表明,ＱＴＩ中文版有较好的信度、效度和区分度,可以用于我国教师行为的研究。此外,应用ＱＴＩ将教师划分为合作一支配型与对一服从型两类,效果较好     

Young children's awareness of socially mediated rejection of food: Why is food dropped at the table “dirty”?

We sometimes drop food at mealtimes. Once dropped, the food becomes dirty or inedible not only in a physical but also in a social sense. Even without physical contact with contaminants, we may not eat fallen food in some social contexts, e.g., a high-quality restaurant. Such thinking is referred here as “socially mediated rejection.” In Study 1, Japanese children were observed during mealtimes at home and at school. Even 2-year-olds reacted to fallen food differently between at school and home. In Study 2, 4- and 6-year-olds and adults were presented several stories in an experiment, and were asked to predict the story character's bodily and emotional reactions to eating fallen food. Preschoolers noticed that physically contaminated food would cause bodily harm more than socially rejected food.     

社会交往情境中权力和反馈对情绪的影响

以往关于权力是否影响情绪的研究存在结果争议,这意味着可能存在其它因素的作用。本研究基于权力控制理论和社会距离理论,探究了社交情境中权力和反馈对情绪的影响。研究1采用经验取样法收集了140名被试五天内的1706段社交经历,研究2采用实验法考察了148名被试的社交经历。结果表明,权力和反馈对情绪存在交互影响:(1)当个体处于低权力情境时,反馈影响情绪,反馈越积极,情绪也越积极;(2)当个体获得积极反馈时,权力不影响情绪;当个体获得消极反馈时,权力影响情绪,权力越高,情绪相对更积极。本研究有助于厘清以往研究关于权力与情绪关系的争议。     

Emotional interaction in a group of preterm infants at 3 and 6 months of corrected age

Twenty preterm infants (birthweight<1500 g) and 20 healthy fullterm infants were compared with respect to emotional interaction with their mothers in a face‐to‐face situation at 3 months of age and in a feeding situation at 6 months of age (ages corrected for preterm birth). The assessed outcome was analysed with respect to infant variables (group, gender, gestational age, birthweight and neonatal risk factors) and maternal variables (age, education and parity). The outcomes at 3 and 6 months of age were also compared with findings of Griffiths’ testing at 10 months of age. At 3 months of age, the findings reveal no significant difference between the two groups with respect to emotional interaction. Maternal variables are more important for this interaction than are infant variables. The mother's level of formal education has a significant impact in both groups. In the group of fullterm infants, significantly lower scores for interaction are obtained by first‐time mothers in comparison with multi‐parae mothers. At 6 months of age, the difference between fullterm and preterm infants is significant. The preterm infants and their mothers now relate to one another more poorly than is the case for the fullterm dyads. These findings suggest that the difficulties encountered by the preterm infant emerge with time. Emotional interaction at this age and the results of Griffiths’ testing 4 months later are significantly correlated. Copyright © 1999 John Wiley & Sons, Ltd.     

Difficult Differences: A Socio‐cultural Analysis of How Diversity Can Enable and Inhibit Creativity

The relationship between diversity and creativity can be seen as paradoxical. A diversity of perspectives should be advantageous for collaborative creativity, yet its benefits are often offset by adverse social processes. One suggestion for overcoming these negative effects is perspective taking. We compared four dyads with low scores on trait perspective taking with four dyads who were high on trait perspective taking on a brainstorming task followed by reconstructive interviews. Trait‐based perspective taking was strongly associated with greater creativity. However, contrary with expectation, interactional perspective taking behaviors (including questioning, signaling understanding, repairing) were associated with lesser creativity. The dyads that generated the fewest ideas were most likely to get stuck within ideational domains, struggling to understand one‐another, having to elaborate and justify their ideas more. In contrast, the dyads that generated many ideas were more likely to recognize each other's ideas as valuable without extensive justification or negotiation. We suggest that perspective taking is crucially important for mediating diversity in the generation of new ideas not only because it enables understanding the perspective of the other, but because it entails an atmosphere of tolerance, playfulness, and mutual recognition.     

Rowing together: Interpersonal coordination dynamics with and without mechanical coupling

Although most research on interpersonal coordination focuses on perceptual forms of interaction, many interpersonal actions also involve interactions of mechanical nature. We examined the effect of mechanical coupling in a rowing task from a coupled oscillator perspective: 16 pairs of rowers rowed on ergometers that were physically connected through slides (mechanical coupling condition) or on separate ergometers (no mechanical coupling condition). They rowed in two patterns (in- and antiphase) and at two movement frequencies (20 and 30 strokes per minute). Seven out of sixteen pairs showed one or more coordinative breakdowns, which only occurred in the antiphase condition. The occurrence of these breakdowns was not affected by mechanical coupling, nor by movement frequency. For the other nine pairs, variability of steady state coordination was substantially lower in the mechanical coupling condition. Together, these results show that the increase in coupling strength through mechanical coupling stabilizes coordination, even more so for antiphase coordination.     

A novel two-body sensor system to study spontaneous movements in infants during caregiver physical contact

Spontaneous movements, which refer to repetitive limb movements in the absence of any external stimulus, have been found to be reflective of neurodevelopmental status during infancy. These movements are modulated by both individual and environmental factors, including physical contact (holding) with the caregiver. However, it is a challenge to measure spontaneous movements during physical contact because infant-generated movements become coupled with caregiver-generated movements in such contexts. Here, we propose the use of a novel two-body sensor system to distinguish infant-generated movements in the presence of physical contact with the caregiver. Data from seven typically developing infants and their caregivers were recorded during different simulated home activities, which involved different combinations of physical interaction, caregiver’s movement and infant positions. The two-body sensor system consisted of two wearable accelerometers – one placed on the infant’s arm and one on the caregiver’s arm, and we developed a Kalman-filter based algorithm to isolate the infant-generated movements. In addition, video was recorded for qualitative analysis. Results indicated that spontaneous movement activity was higher when there was no physical contact with caregiver. When there was physical contact, spontaneous movements were increased when the caregiver was still and when the infant was held horizontally. These results show that the novel two-body sensor system and the associated algorithms were able to isolate infant-generated movements during physical contact with the caregiver. This approach holds promise for the automated long-term tracking of spontaneous movements in infants, which may provide critical insight into developmental disorders.     

Effects of children’s hearing loss on the synchrony between parents’ object naming and children’s attention

Children’s attentional state during parent-child interactions is important for word learning. The current study examines the real-time attentional patterns of toddlers with and without hearing loss (N = 15, age range: 12–37 months) in parent-child interactions. High-density gaze data recorded from head-mounted eye-trackers were used to investigate the synchrony between parents’ naming of novel objects and children’s sustained attention on the named objects in joint play. Results show that the sheer quantities of parents’ naming and children’s sustained attention episodes were comparable in children with hearing loss and their peers with normal hearing. However, parents’ naming and children’s sustained attention episodes were less synchronized in the hearing loss group compared to children with normal hearing. Possible implications are discussed.     

Case–contrast study about parent–infant interaction in a Brazilian sample of siblings of children with autism spectrum disorders

Siblings of children with autism spectrum disorders (ASD) present greater susceptibility to developmental problems, in comparison with siblings of typically developing children. The greater prevalence of mental health disorders among parents of children with ASD increases younger siblings’ vulnerability to emotional problems. The aim of this study is to compare the interaction between carers and babies aged 2 to 26 months (M = 11.7, SD = 6.9) who are siblings of children with ASD (ASD dyads) with the interaction of dyads of siblings of typically developing children (TD dyads). The protocol of Clinical Indicators of Risk for Child Development and the Coding Interactive Behaviour measures were used to evaluate interaction. ASD dyads presented higher scores of constriction in their interaction, P = .024, with babies presenting higher scores of withdrawal behavior, P = .003, and carers presenting higher scores of depressive mood, P = .008, when compared to TD dyads. The ASD dyads have interactive impairments more frequently than do the TD dyads.