Boys’ and girls’ involvement in science learning and their self‐efficacy in Taiwan

This cross‐sectional study investigated the significant differences in students’ self‐efficacy and their involvement in learning science. Nine hundred and twenty‐two elementary school fifth graders, 499 junior high school eighth graders, and 1455 senior or vocational high school eleventh graders completed the students’ questionnaire. Analyses of variance (ANOVAs) and independent t‐tests compared the significant similarities and differences across school levels and genders. The initial findings were as follows: A sharp decline in boys’ and girls’ self‐efficacy scores from elementary to secondary school levels; boys have significantly higher self‐efficacy scores than girls at vocational and senior high school levels; students with more involvement in science learning presented significantly higher self‐efficacy scores than those with less involvement. The significant discrepancies in terms of gender and age in students’ self‐efficacy and involvement in learning science need to be addressed. Implications and limitations are provided.     

Phonological recoding,rapid automatized naming,and orthographic knowledge

Phonological recoding, orthographic knowledge, and rapid automatized naming (RAN) are three major contributors to word identification. However, the interrelations between these components remain somewhat unclear. The current analyses focus on how phonological recoding and alphanumeric versus non-alphanumeric RAN contribute to different components of orthographic knowledge (word specific vs. general). Results indicate that alphanumeric and non-alphanumeric RAN contribute to orthographic knowledge components differently. Alphanumeric RAN relates more to word-specific orthographic knowledge, whereas non-alphanumeric RAN relates more to general orthographic knowledge. Furthermore, phonological recoding is more closely related to word-specific orthographic knowledge than to general orthographic knowledge.     

Increasing Students' Scientific Creativity: The “Learn to Think” Intervention Program

The “Learn to Think” (LTT) Intervention Program was developed for raising thinking abilities of primary and secondary school students. It has been implemented in more than 300 schools, and more than 200,000 students took part in the experiment over a 10‐year span. Several longitudinal intervention studies showed that LTT could promote the development of students' thinking ability, learning motivation, and learning strategy as well as raise academic performance in primary schools. This article describes a study of the influence and the delayed effects of LTT on the scientific creativity of secondary school students. One hundred and seven students were selected from a secondary school, 54 of them participated in the LTT every 2 weeks and the rest had not. The intervention lasted 2 years, and the delayed effect was explored half a year after terminating the intervention. The Scientific Creativity Test for Secondary School Students was used four times from pre‐test to delayed post‐test. The results indicated that the LTT did promote the development of scientific creativity of secondary school students, and the effects on the scientific creativity were not necessarily immediate, but tended to be long‐lasting.     

Teacher–child relationship,child withdrawal and aggression in the development of peer victimization

The study examined pre-kindergarten teacher–child relationship as a predictor of peer victimization up to first grade, assessed whether this role moderated risks from children's social withdrawal and/or aggression. Participants were 377 Australian children from 12 schools. Parent ratings of victimization in pre-kindergarten, kindergarten and first grade were used, as well as prekindergarten self-ratings of parenting. Teacher-ratings of conflict and closeness, child aggression and social withdrawal were collected in pre-kindergarten. Two-part growth curve analyses conjointly modeled the likelihood of being victimized and severity of victimization. Teacher–child conflict in prekindergarten predicted the likelihood of concurrent and first grade victimization; closeness in prekindergarten was protective of more severe victimization over time. Conflict also moderated the relationship between social withdrawal and growth in severity of victimization. Discussion focuses on elucidating the ‘invisible hand’ of the teacher in peer dynamics, and on interventions for reducing conflict and promoting closeness in the classroom.     

Book reviews

Wilfred Bion is regarded as a psychoanalytic purist and his austere portrayal of the analytic aim and attitude is often considered to make impossible demands on patient and analyst alike. Not surprisingly, the applicability of Bion's theory and recommended practice to once-weekly psychotherapeutic work is often questioned. Bion is thus ambivalently regarded by psychotherapists as the embodiment of an analytic ideal, whose developmental theories are important, but whose practical utility is doubted, especially in the context of the typical therapeutic setting. This paper seeks to challenge these assumptions by presenting the once-weekly therapy of a woman with attenuated mentalizing capacity and a tendency to destructive acting out. The therapy was guided by the application of central concepts, models and ‘technical’ principles emerging from my understanding of Bion's work. The aim of the paper is to demonstrate that Bion's utility is not confined to formal psychoanalytic settings and that his work may be usefully applied in more modest psychotherapy contexts.     

Fostering Students’ Appraisals of the Relevance of History by Comparing Analogous Cases of an Enduring Human Issue: A Quasi-Experimental Study

To identify the challenges that students must meet to engage in effective self-directed inquiry, a class was followed for three years, from the fourth through the sixth grades, as they engaged in a sequence of progressively more demanding inquiry activities. Students made substantial progress in understanding the objectives of inquiry, identifying questions, attending to evidence, identifying patterns, making controlled comparisons, interpreting increasingly complex data, supporting claims, and drawing justified conclusions. Retaining awareness of inquiry objectives and integrating influences of multiple variables in predicting outcomes were two areas that remained challenging. A comparison group of seventh graders who had not been involved in the program displayed strikingly different approaches to an inquiry task, indicating that the skills identified here are not ones that develop in the absence of appropriate kinds of educational experiences.     

DESIRE AND RESPONSIBILITY: THE ETHICS OF COUNTERTRANSFERENCE EXPERIENCE

The analyst's desire expressed in impactful wishes and intentions is foundational to countertransference experience, yet undertheorized in the literature. The “wider” countertransference view, associated with neo‐Kleinian theory, obscures the nature of countertransference and the analyst's contribution to it. A systematic analysis of the logic of desire as an intentional mental state is presented. Racker's (1957) talion law and Lacan's (1992) theory of the dual relation illustrate the problems that obtain with a wholesale embrace of the wider countertransference perspective. The ethical burden placed on the analyst in light of the role played by desire in countertransference is substantial. Lacan's ethics of desire and Benjamin's (2004) concept of the moral third are discussed.     

Does it matter how I perceive my nation? National symbols,national identification and attitudes toward immigrants

We examined how the ways of imagining one's own nation relate to the relationship between national identification and individuals’ attitudes towards immigrants. National imagination is studied through two types of national symbols representing the nation in terms of confrontation between groups (i.e., war and sports) and a unique entity (i.e., nature and traditional culture). We found that national identification was positively associated with the degree to which individuals perceived their nation through a historical war and sports, which, in turn, enhanced negative attitudes toward immigrants. Unexpectedly, the degree to which individuals perceived their nation through nature and traditional culture was positively associated with positive intergroup attitudes. The results emphasize that the degree to which individuals perceive their nation through different national symbols is an important factor for understanding intergroup relations.     

Projective identification fifty years on: A personal view

Since its introduction by Melanie Klein in 1946 the concept of projective identification has inspired, baffled, rankled, but always mesmerized its adherents and opponents alike. I offer in this paper a brief outline of the concept's development over the past fifty years by way of some thoughts on a personal journey of discovery surrounding its meaning and clinical usefulness to my work as a child therapist. I would like to suggest that definitions in current use seem to be derived more from adult work than from work with children, which has sometimes skewed the debate surrounding the concept in a particular direction. In both its conceptual guises, namely, as an unconscious 'phantasy' and as an interpersonal feature of the transference, projective identification is a logical extension of certain aspects of Klein's work with small children. In child work too the developmental status of the concept comes more into focus.