What cognitive and numerical skills best define learning disabilities in mathematics? / ¿Qué habilidades cognitivas y numéricas definen mejor las dificultades de aprendizaje en matemáticas?

Differentiating students with mathematical learning disabilities (MLD) from those with low achievement (LA) is still an unresolved issue. This study explored whether the specific combination of certain cognitive and numerical skills can classify students with MLD, with LA, and without MLD. In order to do this, an analysis was carried out of the performance of 756 Spanish students in grades two to six, on different numerical and cognitive tasks. Two factors were extracted using a principal component analysis of the tasks: a semantic-cognitive factor and a verbal-automation factor. The results obtained from comparing the groups showed that students with MLD and LA demonstrated significant differences in the semantic-cognitive factor, and that these differences were consistent across grade levels. In contrast, there were no differences between groups in the automatic-verbal factor. These results confirm that the groups are not only quantitatively different but also qualitatively different.     

中学生学业羞愧:测量、生理唤醒及其与学业成绩的关系

测量中学生学业羞愧情绪,探讨诱发学业羞愧时的生理唤醒及其与学业成绩的关系。调查191名中学生学业羞愧体验和情境基础上,用自编的中学生学业羞愧问卷从292名施测中学生中选取34人作为高分组,30人为低分组,使用16导生理记录仪记录他们产生学业羞愧和自豪情绪时的生理变化;又从347名施测中学生中选取问卷得分前后各20%的学生,比较问卷得分高低组的学业成绩,然后又将他们的成绩分段计算了学业羞愧问卷得分与学业成绩之间的关系。结果表明:中学生学业羞愧问卷具有较好的信效度;学业羞愧有较明显的生理唤醒;学业成绩较好和最好的学生体验到较多的学业羞愧。未来研究应注意学业羞愧对学生行为、学业成绩等影响的相关因素,发挥羞愧的积极作用。     

线索靶子关联和搜索策略对注意捕获的作用——来自意义线索的证据

采用线索化范式,操作性地建立线索和靶子间的关联,通过比较不同搜索策略任务下不同线索靶子关联条件间的捕获量考察关联水平及搜索策略对注意捕获的作用,并分析抽象的意义概念对空间注意分配的调节作用。结果发现(1)意义线索的注意捕获符合关联性的注意定向假说,只有符合当前注意控制定势的线索才具有捕获注意的能力;(2)知觉关联在调节无意注意定向上具有主导性,调节能力强,能将其他因素效应掩盖;语义关联单独作用时对无意注意定向有调节作用,但调节程度小,效应易被掩盖;(3)搜索策略虽然能够大大提高反应速度,但只有基于特征独子的搜索模式对无意注意定向有调节作用,且调节能力有限。研究再次认证了空间无意注意转移中注意控制定势的作用,同时指出抽象的概念加工能够根据当前的环境有效指导后续的选择和行为。     

Thriving,burnout, and coping strategies of early and later career counseling center psychologists in the United States

We interviewed seven early career psychologists (ECPs) and seven later career psychologists (LCPs) employed at university counseling centers in the United States about their experiences with thriving, burnout, and coping. We analyzed the data using Consensual Qualitative Research. Typical factors that contributed to thriving included recognition for achievement and the climate of counseling center and campus, although the latter was more important for ECPs than LCPs. Typical factors that contributed to burnout included challenges with tasks and responsibilities and challenges related to professional relationships. Finally, interpersonal support (general), self-care, cognitive strategies, and behavioral strategies (typical) were coping strategies used by both ECPs and LCPs, but only ECPs identified using personal therapy. Implications for counseling centers and for research are presented.     

中小学生学业成就与非智力因素的相关研究

本研究对1250名中小学生非智力因素的发展水平进行了调查,共得到有效问卷1186份,目的在于了解非智力因素与学业成就的相关程度。结果表明：就全体被试而言,我们问卷中所涉及的11种非智力因素及总量表分数与被试的学习成绩存在着非常显著的正相关;非智力因素与被试学习成绩的相关程度存在着一定的年龄、学校类型和性别差异。     

关于我国学生汉语阅读困难的研究

旨在探讨在我国学生的汉语学习中是否存在阅读困难问题。研究分别采用了目前国外较常使用的两种阅读困难操作定义和新近提出的截点法,对我国学生汉语学习中的阅读困难问题进行了考查。结果揭示出阅读困难在汉语学习者中同样存在,检出率分别为４．５５％和７．９６％．中国学生的阅读困难既表现在词汇上也表现在理解上;研究还发现同为阅读困难者男生和女生呈现出不同的特点。     

An analysis of the relationship of teachers' reported use of classroom management strategies on types of classroom interactions

The results of an investigation to determine teachers' reported use of classroom management strategies and their relationship to teacher and student interactions are presented. We interviewed 20 teachers to determine how they developed and used classroom management strategies, and then observed the interactions of these teachers with children with serious behavior disorders (SBD). Results identified two groups of teachers: one that scored high on planned use of the strategies, and one that scored low. Comparisons between the two groups of the interaction patterns revealed small, but statistically significant differences in the mean length and total percent time involved in positive interactions. The group reporting higher use of the management strategies engaged in positive interactions which were longer in duration than the interactions of the group reporting lower use. The results are discussed in terms of further research needs and implications for teacher training programs.     

The Revelation Argument. A 'Communicational Fallacy'

In this paper it is argued that much can be gained for the analysis and evaluation of arguing when fallacies are not, or not only, conceived of as flawed premise–conclusion complexes but rather as argumentative moves which distort harmfully an interaction aiming at resolving communication problems argumentatively. Starting from Normative Pragmatics and the pragma-dialectical concept of fallacy, a case study is presented to illustrate a fallacy which is termed the 'revelation argument' because it is characterized by an interactor's revealing her thoughts and/or emotions to the addressees and claiming that these would have justificatory or refutatory potential with respect to the problem discussed. Although the revelation argument may not be a paradigm case of resolution- hindering moves, it is an extreme case of flawed reasoning that illustrates plainly the advantages of a communicational perspective on arguing and fallacies.     

Sex differences in historical knowledge and school grades: a 26 nation study

Sex differences among ninth grade school students in historical knowledge and grades were examined in 29 samples drawn from 26 countries. Boys obtained higher mean scores on the tests of historical knowledge in all samples, while girls obtained better grades in 22 of the samples.     

A Systematic Framework for Integrating Psychological Evaluations and Interventions

A systematic framework for an integrative approach to psychological evaluations and interventions is proposed based on the executive system model of intelligence, the transactional processes of stress and coping, and the field properties of the personal domain. The executive system of intelligence is a comprehensive model that helps to explain the active components of various types of psychotherapies. We are proposing that psychotherapies facilitate clients' uses of their executive functions to develop coping strategies in their transactions with the environment and the events in their life space. A clinical case is presented to illustrate our systematic approach to psychological evaluation and intervention.