Fostering Students’ Appraisals of the Relevance of History by Comparing Analogous Cases of an Enduring Human Issue: A Quasi-Experimental Study

To identify the challenges that students must meet to engage in effective self-directed inquiry, a class was followed for three years, from the fourth through the sixth grades, as they engaged in a sequence of progressively more demanding inquiry activities. Students made substantial progress in understanding the objectives of inquiry, identifying questions, attending to evidence, identifying patterns, making controlled comparisons, interpreting increasingly complex data, supporting claims, and drawing justified conclusions. Retaining awareness of inquiry objectives and integrating influences of multiple variables in predicting outcomes were two areas that remained challenging. A comparison group of seventh graders who had not been involved in the program displayed strikingly different approaches to an inquiry task, indicating that the skills identified here are not ones that develop in the absence of appropriate kinds of educational experiences.     

Achievement emotions in elementary,middle, and high school: How do students feel about specific contexts in terms of settings and subject‐domains?

The present work investigates students' representation of achievement emotions, focusing in context‐specific situations in terms of settings and subject‐domains, as a function of grade level. We involved 527 fourth‐, seventh‐, and eleventh‐graders, who evaluated ten discrete emotions through questionnaires, with reference to verbal language and mathematics, and different settings (class, homework, tests). Confirmatory multitrait‐multimethod analyses indicated higher salience of subject‐domains rather than settings for all the emotions; however, complexity of reality was best explained when also settings were accounted for. Analyses of variance revealed higher intensity of positive emotions for younger students, and the opposite pattern for older students; significant differences for most of the emotions based on the evaluative nature of settings, moderated by class levels; more intense positive emotions for mathematics and more intense negative emotions for Italian. Results are discussed considering their theoretical and applied relevance, corroborating previous literature on domain‐specificity.     

论宏观经济调控和管理中的若干伦理问题

宏观经济调控和管理中的伦理问题,是一个不可忽视的领域。中国是一个发展中国家,正处在从传统经济向现代市场经济转型,政府的宏观调控不可或缺;同时政府作为经济活动的主体,其行为也必须遵守适应市场经济运作的规则。     

Within‐subject analysis of a prevention strategy for problem behavior

Although decades of research on functional analysis methodology have identified common contingencies that maintain problem behavior and effective interventions, relatively little research has been conducted on strategies to prevent the initial development of problem behavior. We conducted a 2‐part case study, the purposes of which were to illustrate the use of sensitivity tests as the bases for intervention (Study 1) and subsequently to assess the efficacy of a prevention strategy using a single‐subject design (Study 2). Results showed that the sensitivity tests identified establishing operations that may set the occasion for the development of problem behavior and that interventions based on differential reinforcement prevented increases in the severity of problem behavior relative to untreated and control baselines. Benefits and limitations to this individualized approach to prevention are discussed.     

Exploring inter-task transfer following a CO-OP approach with four children with DCD: A single subject multiple baseline design

IntroductionCognitive Orientation to daily Occupational Performance (CO-OP) approach has been shown to be effective for improving the performance of tasks worked on in therapy and the use of cognitive strategies. No study to date seems to have explored its effectiveness for improving performance of untrained tasks (inter-task transfer) in children with Developmental Coordination Disorder (DCD).ObjectiveThis study aimed to determine whether CO-OP leads to improved performance in an untrained task.MethodsA single-subject design with multiple baselines across skills was adopted, with three replications. Four children with DCD (7–12 years) received 10 sessions of CO-OP intervention where each child worked on three tasks during therapy sessions and a fourth task was identified, but not worked on, to verify inter-task transfer. Task performance was rated over four phases (baseline, intervention, post-intervention, follow-up) using the Performance Quality Rating Scale (PQRS-OD). Graphed data was statistically analyzed using a two or three standard deviation band method.ResultsSignificant improvement was obtained for 11 of 12 tasks worked on during therapy and for two of the four untrained tasks.ConclusionThese results indicate that the effectiveness of CO-OP to improve untrained tasks in children merit further exploration.     

On being guided – a typology of career guidance in EU discourses*

With this article we want to illustrate how the central publications of the European Union legitimate a role of Career Guidance Services (CGS) that help in establishing a desired form of social order. Using the Sociology of Knowledge Approach to Discourse, we reconstructed four typical metaphorical conceptualisations of CGS that go along with desirable and taken-for-granted subject positions. The results reveal the assigned active role of CGS in establishing a specific vision of and in transforming the European society. We conclude by outlining the ways in which critique is expressed within the discourse and by highlighting the inherent ambivalences of these practices of critique.     

＂I Effaced Myself＂ and ＂The Disappearance of the Subject＂： A Comparison between Zhuangzi and Jean Baudrillard＇s Anti-Subjectivism

In the chapter ＂The Adjustment of Controversies＂ in his eponymous work, Zhuangzi has the character Nanguo Ziqi declare ＂I effaced myself,＂ thereby holding that one can return to the state of naturalness only after breaking with the ＂self＂ that is in opposition to ＂objects,＂ abandoning his subject-object standpoint and entering a state of ＂effacement＂ wherein one fuses with the Dao. Coincidently, the French philosopher Jean Baudrillard also repeatedly stresses the ＂disappearance of the subject＂ in his later philosophy, trying to dissolve subject-centrism by means of a counterattack by the object wherein its logic would entrap the subject. Although they lived in different times, both Zhuangzi and Baudrillard note the same human predicament--the situation wherein the ＂I as subject＂ constantly obscures the ＂real I.＂ Their resolutions of the predicament are similar： both put their hopes in the dissolution of the ＂I＂ or self in subject-object relations, with Zhuangzi declaring ＂I effaced myself＇ and Baudrillard mooting the ＂disappearance of the subject.＂ They differ, however, on how to dissolve the ＂I＂ （myself）. Briefly, Zhuangzi advocates ＂effacing myself through the Dao,＂ that is, quitting one＇s ＂fixed mindset＂ and ＂egoism＂ and returning to the Dao by means of ＂forgetting＂ or ＂effacing＂; Baudrillard, on the other hand, proposes to ＂efface oneself through the object,＂ i.e., replace the supremacy of the subject with that of the object. Baudrillard＇s theory has often been criticized as pataphysics because of its nihilism without transcendence; in contrast, Zhuangzi＇s view, which construes the whole world as the unfolding of the Dao, seems more thought-provoking.     

受众需求状况、名人代言、广告词和产品成熟度对手机广告效果的影响

以手机广告为例,通过两个实验探讨了受众需求状况、名人代言、广告词和产品成熟度对广告效果的影响.结果发现,名人效应和品牌效应显著;需求状况、产品类型以及代言人类型问的交互作用显著.不同类型广告词的使用对广告效果的影响没有显著差异.     

Between private and public: Towards a conception of the transitional subject

Elaborating upon Winnicott’s seminal contributions on the transitional object, the author proposes a conception of a transitional subject in which the patient comes into being simultaneously between private and public, subjective creation and material life, me and not‐me. By anchoring subjective creation in the real world (including the body), the patient creates a basis for authentic psychesoma as well as for both personal and symbolic contributions to the world beyond omnipotence, including the world of other subjects. In this sense, intersubjective life is seen as predicated upon transitionality, with the patient seen as simultaneously coming into being as a distinctly personal subject and, in part, as a symbol. Clinical phenomenology is described and is interpreted with respect to the need within psychoanalysis itself for a third, and for a realm of meaning‐creation that lies beyond privacy, omnipotence, and the dyad.     

Psychotherapy’s Philosophical Values: Insight or Absorption?

According to insight-oriented psychotherapies, the change clients undergo during therapy results from insights gained into the “true” nature of the self, which entail greater self-knowledge and self-understanding. In this paper, I question such claims through a critical examination of the epistemological and metaphysical values underlying such forms of therapy. I claim that such psychotherapeutic practices are engaged in a process that subtly “absorbs” clients into the therapist’s philosophical framework which is characterized by a certain problematic conception of subjectivity, knowledge, and reality. Through mechanisms which are intrinsic to the therapeutic encounter, such as suggestion and power, such therapies construct and reconfigure clients along the lines of socially accepted norms and values. Consequently, insight-oriented psychotherapy results in a deceptive form of social control.