Differences in infant temperament between Chile and the US

Temperament refers to individual differences in reactivity and self-regulation and is influenced by genetic and experiential variation and maturation. Temperament reflects biologically based individual differences that emerge in early life and remain relatively stable thereafter. Given the growing interest in cultural variation in infant temperament, this study examined the temperament of 12-month-old children in Chile and the US. The aims were to validate a version of the Infant Behavior Questionnaire – Revised – Very Short Form in Spanish for Chile and to compare Chilean and US infants’ temperament. For the first aim, 150 Chilean infants aged 10–15 months were assessed, and 73 US infants aged 10–15 months were examined for the second aim. The children’s parents completed a demographic questionnaire and the IBQ-R-VSF, which measures three dimensions of temperament: Surgency, Negative Affectivity, and Effortful Control. The reliability of each dimension for the Chilean sample was between 0.70 and 0.75, and significant differences between Chilean and US infants emerged. Parents of Chilean infants reported higher levels of Effortful Control, whereas US parents reported that their infants exhibited higher levels of Negative Affectivity. A relationship between parents’ higher educational level and infants’ higher levels of Surgency was found for both countries. No gender or age differences were observed for any of the three temperament dimensions. These results and their implications for cultural studies are discussed.     

当代教育心理学的研究和发展

随着教育心理学的发展,其学科的独立性愈加明显,研究课题也发生了相应的变化,并且表现出所受当代心理学新理论影响的敏感性。在本文中,作者通过以上三个方面,来跟踪与评述当代教育心理学的研究与发展,强调了中国文化作为教育心理学重要资源的意义,提倡了一种东西方心理学和积极心理学的观点。     

美国八年制医学教育认证标准对我国医学教育认证观念的启示

美国八年制医学教育认证已形成运作较为成熟的体系,以美国八年制医学教育认证的标准为立足点,通过对美国医学教育认证的起源及其标准内容设置与修订的分析,总结出该标准不仅对美国医学教育认证的发展,而且对整个美国医学教育发挥着不可忽视的作用,对实现美国医学院校的规范化、医学人才培养精英化、医学教育的连贯性做出了重要贡献。结合我国现行的临床医学专业认证标准及临床医学专业认证的实践,提出在医学教育认证观念转变上增加人文因素、坚持以学生为本、实现与时俱进等三项启示。     

儿童能力自我知觉的影响因素概述

该文在综合大量实证研究成果的基础上,全面概括并细致分析了影响儿童能力自我知觉发展与表现的三方面主要因素,即1)主体因素,包括能力概念、认知发展水平、需要动机及相关经验等;2)教育环境;3)任务性质。     

Validity Issues in Assessing Linguistic Minorities

Throughout the world, tests are administered to some examinees who are not fully proficient in the language in which they are being tested. It has long been acknowledged that proficiency in the language in which a test is administered often affects examinees’ performance on a test. Depending on the context and intended uses for a particular assessment, linguistic proficiency may be relevant to the tested construct and subsequent interpretations, or may be a source of construct-irrelevant variance that undermines accurate interpretation of the test performance of linguistic minorities who are not proficient in the language of the assessment. In this article, we highlight key validity issues to be considered when testing linguistic minorities, regardless of whether language is central or construct-irrelevant. We discuss examples of the different types of studies test users and developers could conduct to evaluate the validity of scores of linguistic minorities. These issues span test development and validation activities. We conclude with a list of critical factors to consider in test development and evaluation whenever linguistic minorities are tested.     

家长教育期望对学业倦怠的影响:家长投入的中介及家庭功能的调节

本研究以北京市2921名中小学生及其家长为调查对象,考察了家长教育期望对其子女学业倦怠的影响,以及家长投入的中介作用和家庭功能的调节作用。结果发现：（1）在控制年级、性别后,家长教育期望依然负向预测子女的学业倦怠;（2）家长投入在家长教育期望与学业倦怠之间起部分中介作用,即教育期望能够通过提升家长投入,进而降低子女的学业倦怠水平;（3）家庭功能在家长投入与学业倦怠的关系中起到调节作用,只有家庭功能良好时,家长投入才能显著降低子女的学业倦怠水平。这一结果对于家长如何科学有效地促进子女的学业发展具有启示意义。     

Teaching Elder: Erik H. Erickson

A renowned child psychoanalyst, Erik H. Erikson (1902–1994) is perhaps best known for his work on developmental theory (Childhood and Society, 1950) and his studies of the lives of Martin Luther (Young Man Luther, 1958) and Gandhi (Gandhi's Truth, 1969). Twice he found himself intensely engaged in the role of teacher – once as a young artist who had been called by a friend to help in the progressive school formed for the children of Sigmund and Anna Freud's patients in Vienna (1927–1932), and years later (1960–1970) as a tenured professor at Harvard. This essay describes Erickson's teaching experience in both settings and suggests some of the reasons he was honored by Harvard in 1980 as a “humane teacher.” Implications from Erikson's educational practice are drawn that demonstrate how Erikson moved beyond the rote memorization and authoritarian educational practice he experienced as a youth. The essay suggests Erikson's teaching stance at Harvard fits the author's theological tradition's use of the term “teaching elder.”