Parental Perceptions of Individual and Dyadic Adjustment as Predictors of Observed Coparenting Cohesion: A Cross‐National Study

Over the past 20 years, systemically guided approaches to understanding early family processes have helped to provide greater clarity concerning the interplay among individual, dyadic, and family level processes. Parental depression, marital functioning, and child adjustment in particular appear to be reliable predictors of coparental and family level functioning. Indeed, cohesion at the level of the family group covaries in theoretically meaningful ways with these indicators of individual and dyadic adjustment. In this study, two collaborating research groups (one in Switzerland, the second in the United States) partnered to examine whether similar patterns of relationships exist among individual and marital adjustment and coparenting processes in families of 4‐year‐old children. Using similar constructs but disparate and occasionally dissimilar measures, both groups measured parent‐reported depression, marital satisfaction, and child behavior problems. Coparenting cooperation and warmth were observed during family interactions. Despite differences between samples and evaluation tools, similar results were found for the Swiss and U.S. samples. A model with depression, marital satisfaction, and child symptoms as predictors of a latent factor of observed coparenting cooperation and warmth showed good fit to data in both samples, suggesting the model was relevant for each. Parameter estimation showed that higher coparenting cooperation and warmth was predicted by lower maternal depression and higher child internalizing symptoms. The common significant effects despite differences in assessment paradigms and instrumentation are of substantive interest. Future directions pertinent to the coparenting questions addressed in this research are discussed.     

康有为的古经新解与经学的近代转型

康有为揭橥孔子和经学的旗帜 ,并借用西学对其进行改铸 ,从而把孔子塑造成君主立宪政体的缔造者 ,把经典改造成君主立宪政体理论的载体。康有为之所以能这样做 ,与经学与时俱进的特征、自身学贯中西的知识储备以及现实社会的需要有很大关系。康氏所为 ,开援西入儒之先河 ,拓展了儒家的外王学与内圣学 ,促进了思想的解放 ,对构建当代新文化也具有借鉴意义。     

Grade retention and enrollment in post-secondary education

Students retained in grade have dropout rates three to seven times higher than do their promoted peers, yet little is known about the outcomes for the most persistent of the retained students who graduate high school. The purpose of this research was to examine the post-secondary (PSE) enrollment rates of retained but persistent high school graduates. Ten thousand 1992 high school graduates in the National Education Longitudinal Study (NELS) data base composed the sample. A logistic regression controlling for gender, socio-economic status (SES), race–ethnicity, and achievement yielded odds ratios indicating significantly lower odds of PSE enrollment for retained graduates compared to promoted graduates. Later grade retention generally reduced the odds of PSE enrollment. Findings suggest that retaining students may be related to negative educational outcomes not realized for many years.     

Generic Response Classes And Relational Frame Theory: Response To Hayes And Barnes-Holmes.

Hayes and Barnes‐Holmes (2004) assert that the concept of a topographically unconstrained response class, the concept that carries the explanatory burden of relational frame theory, appeals to no new principles. Operants are properly defined functionally. I argue that they have stretched the concept of the generic response class beyond its appropriate limits. Skinner conceived of response classes as empirically defined units, mutually interchangeable in quantitative functions. The notion of overarching, generalized operants is an uncritical, analogical extension of this concept. I hold that the conceptual work of relational frame theory is incomplete, that a statement of principle is necessary, even if not new. Finally, I distinguish a supposed commitment to a philosophical “mediationism” from a valid inquiry about mediating behavior; that is, behavior with stimulus products that participate in the control of the behavior of primary interest.     

强迫思维女大学生的箱庭疗法个案研究

探讨箱庭疗法对强迫思维患者的有效性和治疗过程.采用个案研究法,对一名强迫思维女大学生进行12次箱庭治疗,结果发现:来访者的箱庭治疗经历了问题呈现-斗争对抗-转化成长-治愈整合四个阶段;来访者的箱庭作品主题呈现出由"受伤主题"向"治愈主题"的转化.经过箱庭治疗,来访者的强迫症状得以缓解,来访者的内心世界从创伤走向治愈.     

The differential processing of price in gains and losses: the effects of frame and need for cognition

Perhaps the most fundamental principle of decision theory is that more money is preferred to less: the principle of desired wealth. Based on this and other principles such as reference dependence and loss aversion, researchers have derived and demonstrated mental accounting (MA) rules for multiple outcome situations. Experiment 1 tested the invariance of the desired wealth principle and two mental accounting rules (mixed gain, e.g. $100 gain and a $50 loss; mixed loss, e.g. $100 loss and a $50 gain) across types of decision maker and frame. The desired wealth principle and the MA rule for mixed gains were found to vary depending upon (1) the thoughtfulness of the decision maker (need for cognition, NC), and (2) the frame used to describe gains and losses (e.g. a gain of $x versus a gain of y%). The MA rule for mixed losses, however, was found to be immune to framing effects, even among people who are generally less thoughtful. The differential processing of gains and losses across frames (dollar versus percentage) and individuals (less versus more thoughtful) was tested further in Experiment 2 where evaluations of mixed losses were made at the level of the gestalt as well as the constituent (the gain and the loss being evaluated separately). Framing effects were evidenced only among subjects lower in NC and only when the constituent gain was evaluated. Evaluations of the overall mixed loss and the constituent loss were comparable across situation and individual, suggesting that losses motivate greater processing among people otherwise inclined toward cognitive miserliness. Copyright © 2000 John Wiley & Sons, Ltd.     

Some foundations and directions for applied developmental psychology

Applied developmental psychology (ADP) is an “umbrella” discipline which includes a range of psychological sciences and professions committed to use of the data base and methods of developmental psychology to address problems in education, health, human services and public policy. ADP emerges now as a manifestation of increasing recognition of the limits of developmental psychology's traditional models and paradigms, increasing recognition of our appropriate role in social problem-solving and public policy formation and an employment market which reflects these awarenesses. Consideration of clinical psychology as an ADP provides examples of synergies and distinctions helpful in defining ADP. The “linkage” concept inherent in a “scientist-practitioner” model is emphasized as a key in this definition and as a basis for designing appropriate doctoral training programs in ADP.     

Modeling,praising, and collaborating: Effects of adult behavior on children of the same sex and opposite sex

The study assessed children's responsiveness to adults of both sexes as a function of the adults behavior. Paris of male and female adults administered games to 96 children. Each child was assigned to either the modeling, praise, or collaboration condition. Depending on the condition, each adult, in turn, (a) modeled selection of a specific set of play materials, (b) praised the child for playing with the materials, or (c) collaborated with the child while they played together with the materials. Results showed a greater responsiveness to the same-sex adult in the collaboration condition and to the cross-sex adult in the praise condition, as measured by the time spent playing with the materials previously associated with each adult and by comments to each adult. In the modeling condition, there was a nonsignificant same-sex effect for children's actual responsiveness, but a significant same-sex effect for self-reported responsiveness. Sex-typing scores, which were independently assessed, were related to same-sex responsiveness in the collaboration condition only. Different, and perhaps complementary, influences of same-sex and cross-sex adults on children's sex-typed preferences are considered.     

Subdirectly Irreducible Modal Algebras and Initial Frames

The duality between general frames and modal algebras allows to transfer a problem about the relational (Kripke) semantics into algebraic terms, and conversely. We here deal with the conjecture: the modal algebra A is subdirectly irreducible (s.i.) if and only if the dual frame A* is generated. We show that it is false in general, and that it becomes true under some mild assumptions, which include the finite case and the case of K4. We also prove that a Kripke frame F is generated if and only if the dual algebra F* is s.i. The technical result is that A is s.i. when the set of points which generate the dual frame A* is not of zero measure.     

Stimulus equivalence and arbitrarily applicable relational responding.

Subjects' responses to nonarbitrary stimulus relations of sameness, oppositeness, or difference were brought under contextual control. In the presence of the SAME context, selecting the same comparison as the sample was reinforced. In the presence of the OPPOSITE context, selecting a comparison as far from the sample as possible on the physical dimension defined by the set of comparisons was reinforced. Given the DIFFERENT context, selecting any comparison other than the sample was reinforced. Subjects were then exposed to arbitrary matching-to-sample training in the presence of these same contextual cues. Some subjects received training using the SAME and OPPOSITE contexts, others received SAME and DIFFERENT, and others received SAME, OPPOSITE, and DIFFERENT. The stimulus networks established allowed testing for a wide variety of derived relations. In two experiments it was shown that derived performances were consistent with relational responding brought to bear by the contextual cues. In contexts relevant to the relation of sameness, stimulus equivalence emerged. Other kinds of relational networks emerged in the other contexts. Arbitrarily applicable relational responding may give rise to a very wide variety of derived stimulus relations. The kinds of performances seen in stimulus equivalence do not appear to be unique.