Bridging ears and eyes when learning spoken words: On the effects of bilingual experience at 30 months

From the very first moments of their lives, infants selectively attend to the visible orofacial movements of their social partners and apply their exquisite speech perception skills to the service of lexical learning. Here we explore how early bilingual experience modulates children's ability to use visible speech as they form new lexical representations. Using a cross‐modal word‐learning task, bilingual children aged 30 months were tested on their ability to learn new lexical mappings in either the auditory or the visual modality. Lexical recognition was assessed either in the same modality as the one used at learning (‘same modality’ condition: auditory test after auditory learning, visual test after visual learning) or in the other modality (‘cross‐modality’ condition: visual test after auditory learning, auditory test after visual learning). The results revealed that like their monolingual peers, bilingual children successfully learn new words in either the auditory or the visual modality and show cross‐modal recognition of words following auditory learning. Interestingly, as opposed to monolinguals, they also demonstrate cross‐modal recognition of words upon visual learning. Collectively, these findings indicate a bilingual edge in visual word learning, expressed in the capacity to form a recoverable cross‐modal representation of visually learned words.     

Beyond trigger warnings: Toward a trauma‐informed andragogy for the graduate theological classroom*

Although development of trauma‐informed pedagogy for elementary and secondary classrooms has developed significantly, a dearth of resources for trauma‐informed andragogy in graduate theological classrooms remains. Theological classrooms are a unique context in which many students and professors carry experiences of trauma with them. This article makes the case for the need for a trauma‐informed andragogical model for the graduate theological classroom by: discussing the pervasiveness of trauma; providing definitions of key terms that need to be understood for elaborating a trauma‐informed andragogy; recommending trauma‐informed principles for course design and class‐session planning based in safety, trust, choice, collaboration, and empowerment; and identifying a few next steps for cultivating trauma‐informed classrooms and institutions at the graduate level.     

Evaluating the effectiveness of Didi ride-hailing security measures: An integration model

Security is one of the most critical factors influencing individuals’ mobility. Ensuring security along ride-hailing trips is also a fundamental challenge to service providers. After two cases of rape and homicide, Didi has rectified measures again to meet passengers’ need for security. However, there are few scientific findings concerning the impact of Didi rectified measures on personal perception of security. This study aims to explore critical latent factors that affect individuals’ intentions to use or reuse ride-hailing after the rectification of security measures. This paper examines individuals’ usage intentions by integrating and expanding both the Technology Acceptance Model (TAM) and the Theory of Planned Behavior (TPB). Research results suggest that perceived security, security risk, and government credibility are correlated with the intentions to use or reuse ride-hailing. Importantly, perceived security and security risk both have a direct impact on behavioral intentions from a different perspective. In contrast, government credibility has an indirect effect. Hence, a mediating effect test is conducted. Government credibility could indirectly influence behavioral intention by affecting trust. Finally, this study verifies that the effectiveness of security measures could be evaluated and improved by studying the influence of latent factors on the intentions to use or reuse ride-hailing.     

Safety of micro-mobility: Riders’ psychological factors and risky behaviors of cargo TTWs in China

Cargo two- or three-wheeled vehicles (TTWs), as a new form of micro-mobility, have become a popular mode of urban cargo transportation in China. Cargo TTW riders’ psychological factors and risky behaviors lead to a number of accidents. A questionnaire is designed by comprehensively considering these factors and behaviors of cargo TTW riders that includes eleven risk factors to quantitatively analyze the risky behaviors based on structural equation modeling (SEM). One thousand three hundred nineteen participants reported using cargo TTWs on a questionnaire distributed across the country. The characteristics of riding behavior data are analyzed to verify the three-layer risk theoretical framework of “Psychological factors (Personality traits/specific factors) - Psychological acceptability of risks (confidence/perception/attitude) - Risky behaviors”. The results show that anger has a strong direct effect on riding violations, while normlessness and altruism have a direct effect on riding errors. Workload has a weak but direct effect on risky behaviors, and riding feedback has a weak and mixed effect. In addition, high-risk groups are identified by analysis of variance (ANOVA) with rider population attributes. These quantitative analyses can help guide safety countermeasures to mitigate accidents involving cargo TTWs.     

An adaptive network model covering metacognition to control adaptation for multiple mental models

Learning processes can be described by adaptive mental (or neural) network models. If metacognition is used to regulate learning, the adaptation of the mental network becomes itself adaptive as well: second-order adaptation. In this paper, a second-order adaptive mental network model is introduced for metacognitive regulation of learning processes. The focus is on the role of multiple internal mental models, in particular, the case of visualisation to support learning of numerical or symbolic skills. The second-order adaptive network model is illustrated by a case scenario for the role of visualisation to support learning multiplication at the primary school.     

De l’estime de soi et du sentiment d’auto-efficacité à la motivation au travail : le rôle médiateur du sens du travail chez les alternants en France

The purpose of this study was to test the links between self-esteem, the feeling of self-efficacy and the different forms of motivation. It also aimed to understand the mediating effect of the meaning of work between the variables. French work-integrated learning students (n = 471) completed a self-administered online questionnaire. The results showed significant links between self-esteem, perceived self-efficacy, work meaning, and different dimensions of motivation (extrinsic, intrinsic, and amotivation). In addition, the meaning of work played a mediating role in the relationship between self-esteem, perceived self-efficacy, and dimensions of motivation. This study showed the central mechanism of work meaning in work motivation.     

树大招风：社交焦虑者的正性评价恐惧

正性评价恐惧是社交焦虑能够有效鉴别于抑郁症的核心特征。正性评价恐惧是指对他人给予的积极评价感到恐惧, 并因此而担忧的一种情绪反应。正性评价恐惧不仅会使社交焦虑者表现出否认积极认知、回避关注及情绪消极化等特点, 还会通过去正性化思维和解释偏向进一步加剧其认知偏差并抑制其正性情绪, 从而维持和加剧个体的社交焦虑症状。未来研究应关注正性评价恐惧在教育和咨询中的应用, 以及本土倡导谦虚文化背景下正性评价恐惧特点的研究。     

Critical geographies of love and loss: Relational responses to the death of a spouse in Senegal

Marriage practices in the Majority world may differ considerably from dominant cultural ideals in the Minority world of ‘romantic love’ and ‘companionate marriage’ based on monogamous relationships. Similarly, mourning in the ‘Rest’ of the world often diverges from assumptions within Anglophone bereavement studies of a ‘grieving journey’. This paper provides a gendered, spatial, relational analysis of responses to the death of a spouse in Senegal, based on in-depth interviews with Serer women and men in rural and urban communities. A heightened sense of relationality with the deceased surrounded widows' bodies, with permeable boundaries that needed to be contained and “purified” through widowhood-mourning practices in order to restore social cohesion. For men, the space of the home was transformed, sometimes unbearably, by the loss of a wife and mother due to their central role in home-making practices, transforming men's relational being. ‘Embodied relationality’, alongside material constraints, also shaped perspectives on remarriage. The paper reveals the diverse material, embodied, spatial, and often explicitly gendered, ways that the effects of the death of a spouse may be manifested in the experience of the living person and draws attention to the permeable embodied boundaries of ‘relational being’ that encompass the living and the dead.     

Exploring the complex emotional relationships that influence children's participation rights in early childhood education settings

Early childhood educators engage in complex and emotional work in their professional role educating and caring for children aged from birth to five years. The aim of this paper is to promote autoethnography as a most suitable method of understanding the role emotions play in the actualisation of young children's participation rights in early childhood education services. The author is a practising educator and draws upon a specific auto-ethnographic account of practice, the story of Sarah, as the focus of this paper to explore the emotional intensity of relationships in early childhood education. Autoethnography is discussed as a method to sit alongside ‘traditional’ ethnographic research to provide a deep understanding of the role of the educator embracing and enacting a rights approach in their work and what influences their decision making. In conclusion the author suggests autoethnography is a useful reflexive tool for educators to consider the role of emotions as a catalyst for change to ensure the actualisation of children's participation rights in daily practice in early childhood education.