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91.
Explaining after by before: Basic aspects of a dynamic systems approach to the study of development 总被引:2,自引:0,他引:2
The basic properties of a dynamic systems approach of development are illustrated by contrasting two simple equations. One, yt+1 = f (yt), is characteristic of dynamic systems models. The other, yi = f (xi), refers to what, for the sake of simplicity, is referred to as the standard developmental approach. We give illustrations from cognitive, language and social development to show the characteristic differences of these two types of models and show their complementarity. The article further compares the “Bloomington” with the “Groningen” approach to dynamic systems theorizing in developmental psychology. It continues with a discussion of two important questions. One involves the issue of measurement and the nature of developmental variables from the viewpoint of dynamic systems. The second concerns the question of short- and long-term time scales in developmental models, which is discussed on the basis of an example, namely dyadic interaction of young children in the context of different social statuses. 相似文献
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The Attentional Focus Model (Karau & Kelly, 1992) predicts that time pressure should lead group members to focus on a restricted range of task-relevant cues and to adopt task completion as their major interaction objective. Although this prediction has been supported in several studies (e.g., Karau & Kelly, 1992; Kelly, Jackson, & Hutson-Comeaux, 1997; Kelly & Karau, 1999; Parks & Cowlin, 1995), the exact processes that underlie information restriction have not been specified. We propose that two processes are involved. Specifically, the restriction of information may occur because time pressure affects the way in which information is initially encoded or attended to before a group enters its decision-making phase, or because group members filter out what they judge to be less important information during group discussion and decision making. We assessed both of these processes within a decision-making experiment where time pressure was manipulated prior to learning information that would be used to perform a task. Recall of information learned prior to group discussion did not differ by time pressure condition, arguing against an encoding process. In contrast, interaction data demonstrated information restriction by group members, arguing for a filtering process. Thought listings collected 1 min into the group discussion in some groups also supported a filtering process, as did questionnaire data. Implications of these findings for the Attentional Focus Model and for effective group decision making are discussed. 相似文献
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论《易经》的英译与世界传播 总被引:1,自引:0,他引:1
翻译是人类交流与传播史上最古老最复杂的文化现象,从17世纪以来,世界上各种语言和风格的不同<易经>翻译版本就层出不穷.<易经>英语翻译对世界影响重大,但长期以来存在多方面的有待解决的问题.本论旨在通过探讨<易经>英译的相关问题以寻找在新世纪全球化语境下<易经>翻译的改进与<易经>世界传播的新思路. 相似文献
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We propose that individuals underestimate the costs of making choices relative to the benefits of finding the best option. Specifically, we demonstrate that research participants make systematic mistakes in predicting the effect of having more, vs. less, choice freedom on task performance and task-induced affect. Even when participants have the information to understand that the costs of choice freedom outweigh its benefits, they still predict that choice freedom will lead to better performance and more positive affect. As a result, those who have the option to choose exercise it, yet end up performing worse and feeling worse than those who do not have that option. 相似文献
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青少年和父母对心理咨询认识的质性研究 总被引:1,自引:0,他引:1
用访谈法探讨8个已求助和5个未求助家庭的青少年和父母对心理咨询的认识;比较已求助者和未求助者、青少年和父母对心理咨询认识的差异。结果显示,青少年和父母从6个方面描述心理咨询:功能、形式、适用问题、服务提供者、求助者和效果,各方面提及次数最多的分别是问题解决、谈话法、心理困扰、心理医生、心理有病的人和有帮助;误解包括心理咨询是针对心理有病的人,只有严重问题才需要求助。已求助者比未求助者更了解心理咨询,提及问题解决、心理困扰和有帮助的次数更多。青少年更多认为心理咨询是心理老师处理正常群体的心理困扰;父母更多认为心理咨询是心理医生处理心理疾病。青少年和父母对心理咨询的认识趋于理性和准确,但仍有误解需要澄清。 相似文献
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The ideas of Vygotsky [Vygotsky, L. S. (1987). Thinking and speech. In The collected works of L. S. Vygotsky, (Vol. 1). New York: Plenum. (Original work published 1934.)] have been increasingly influential in accounting for social–environmental influences on the development of social understanding (SU). In the first part of this article, I examine how Vygotskian ideas have to date been recruited to explanations of the development of SU. Next, I present a model of SU development which draws on two implications of Vygotsky’s ideas: the importance of semiotic mediation for mental functioning, and the dialogic nature of the higher mental functions. I then consider the value of the proposed model in accounting for evidence from three areas of enquiry: the typical development of SU in infancy and early childhood, relations between individual differences in SU and social–environmental variables, and atypical development. The model is suggested to be particularly helpful in understanding the transition from intentional-agent to mental-agent understanding, and the role of language in SU. Remaining challenges include a need to specify further the cognitive processes underlying internalization, and to gather more extensive evidence on the roles of typical and atypical social experience in SU development. 相似文献