Agendas,Relevance and Dialogic Ascent

E. C. W. Krabbe characterizes a metadialogue as a dialogue about a dialogue, which in turn, is characterized as a ground level dialogue. Krabbe raises a number of interesting questions about this distinction, of which the most pressing is whether the difference between ground level and metadialogues can be drawn in a principled and suitably general way. In this note, I develop the idea that something counts as a metadialogue to the extent that it stands to its ground level counterpart in a relation of irrelevance. The irrelevance in question subsumes a triple of subconcepts: strategic relevance, agenda-relevance and irredundancy-relevance.     

Peirce on Educational Beliefs

This article contends that Charles Sanders Peirce (1839–1914) may enhance our understanding of educational beliefs and that Peirce’s logic may be a tool to distinguish between a dogmatic and a pragmatic justification of such beliefs. The first part of the article elaborates on Peirce’s comprehension of beliefs as mediated, socially situated and future-oriented. The second part points to how Peirce promotes his “method of inquiry” as an ethos of science. The method is not judged by the conclusions it lead to or by the knowledge it may produce. Contrary, as the results are unavoidably provisional and rectifiable, Peirce holds the method productive due to the norms guiding the inquiry: (1) the pragmatic principle, (2) the social principle, (3) fallibilism and (4) abduction. In sum, when adopting a peircean conception, educational research, theory building and practice should be characterized as a mutual commitment towards shared processes of joint learning. In that, Peirce’s method of inquiry may be fruitful in sorting dogmatism from pragmatism.     

智力水平与人格类型特征对高中生学业负担态度形成的影响

以829名高中生为对象,对“瑞文标准推理测验”、“加利福尼亚人格调查表”和“中学生学业负担态度量表”的测试数据进行聚类分析和F检验,探讨学生智力水平与人格类型特征对其学业负担态度形成的影响。结果显示,不同智力水平学生对待学业负担的态度无显著差异,但积极进取型学生与固执冲动型及消极退缩型学生间的差异显著。积极进取的人格类型特征有助于形成学生对待学业负担的积极态度,而消极人格类型特征导致学生对待学业负担更为消极的态度。     

论转型期我国完善医疗保障制度的必要性

通过回顾我国医疗保障制度建立、发展与改革的历史,对我国社会转型期医疗保障制度所面临的困难和问题进行了分析.在此基础上提出了我国加快完善多层次医疗保障体系的客观必然性.     

Improving mother–child interaction in low‐income Turkish–Dutch families: A study of mechanisms mediating improvements resulting from participating in a home‐based preschool intervention program

This study examined whether the effects on cognitive and language outcomes of a recently developed home‐based educational intervention program, Opstap Opnieuw, for 4–6‐years‐old disadvantaged children could be explained by improved mother–child interaction. The present sample (n=30) was drawn from a larger sample of Turkish–Dutch families (n=181) for which in a previous study significant effects of Opstap Opnieuw were found on children's (first) language and cognitive pre‐math skill, 5 months after the program ended. The present study focused on two facets of interaction quality as possible mediators of these program effects: the mean cognitive distancing level of mothers' communication and instruction behaviour as an indicator of the cognitive and verbal stimulation provided, and the degree of cooperation as an indicator of mothers' social‐emotional support to their children. Both measures were based on systematic observation of mother–child interaction during sorting tasks. Participation in the program appeared to improve mothers' social‐emotional support behaviour substantially, but not their cognitive distancing behaviour. For Turkish (first language) vocabulary, about half of the program effect appeared to be mediated by the improved social‐emotional support. For cognitive pre‐mathematical skills, two‐thirds of the program effect appeared to be mediated by improved social‐emotional support. Mothers' cognitive distancing was moderately‐strongly related to children's vocabulary development, but did not mediate program effects. Some implications of the results are discussed. Copyright © 2004 John Wiley & Sons, Ltd.     

行动识别理论

本文介绍Vallacher和Wegner提出的“行动识别理论”。文章结合实验围绕人们行动识别的特点与原则、行动识别与行动的交互作用、决定行动识别水平的因素以及行动识别水平的个体差异和高水平行动识别者与低水平行动识别者的不同行动风格展开介绍。这些研究不仅有其对认知与行动之间关系作科学探索的理论价值,而且对人们更好地实现目标而进行日常行为管理也有着重要的启示意义。     

青少年亲子关系与心理健康的相关研究

本文采用亲子关系测验(PCRR)与SCL-90量表评定了349名青少年的亲子关系与心理健康状况,运用相关分析的方法探讨了亲子关系对心理健康的影响。结果表明：80％以上的青少年家庭至少存在一种不良的亲子关系,其中最突出的类型为期待型亲子关系、溺爱型亲子关系和不安型亲子关系;青少年在强迫症、人际关系不良、焦虑和敌对等方面存在比较多的心理健康问题;亲子关系与心理健康状况存在显著的高相关,不同类型的不良好亲子关系与青少年不同的心理健康问题有关。     

关于RB效应加工水平的研究

本研究采用正字法相似的汉字作为实验材料考察了RSVP任务中的RB效应的加工水平。研究发现：(1)RB效应不仅出现在重复字中,而且也出现在正字法相似字中,但其强度弱于重复字中的RB效应;(!)在正字法相似的汉字加工中．由于加工相似字的识别错误发生在语义加工之前的阶段．因此．RB效应的产生点可能出现在记忆加工之前的知觉阶段。     

Does physical pain impair abstract thinking?

The ability to think abstractly constitutes a fundamental dimension of human cognition. Although abstraction has been extensively studied, its emotional and affective antecedents have been largely overlooked. One experiment was conducted to examine whether physical pain affects abstraction. Drawing on Construal Level Theory [Trope, Y., &; Liberman, N. (2010). Construal-level theory of psychological distance. Psychological Review, 117, 440–463] and Loewenstein’s [(1996). Out of control: Visceral influences on behavior. Organizational Behavior and Human Decision Processes, 65, 272–292] visceral factors theory, we hypothesised that pain impairs abstraction because pain constricts people’s mental horizons and lead to a concrete, inward-focus toward oneself in the here and now. Physical pain was manipulated between subjects (N?=?150). The participants either kept their left hand immersed in cold (painful) water or neutral (painless) water while we measured abstract versus concrete behaviour identification, categorisation, and perceptual processing. Bayesian statistical analyses indicate substantial evidence against the hypothesis that pain impairs abstraction. In contrast to many other previously studied cognitive outcomes (e.g. attention), abstraction appears to be largely immune to acute, experimentally induced pain.     

Valuing Ideas of Social Justice in MFT Curricula

Training programs committed to the development of culturally sensitive family therapists must support dialogue that creates awareness of social structures promoting inequity and oppression. In order to facilitate meaningful conversations about issues of social justice educators have to critically examine their own philosophies and teaching methods to create a learning environment that promotes this dialogue for all students. This article outlines our philosophy of teaching and presents two core MFT graduate courses as examples of how issues of social justice can be valued in the didactic component of marital and family therapy (MFT) training.