Intergenerational transmission of literacy skills among Filipino families

We examined the joint role of parental word reading skills and conventional home literacy environment measures among 320 Filipino low‐ to middle‐income families in Cebu City, Philippines with children aged 5–8 years old. A ranking of parent‐reported ratings of their frequency of engaging in home literacy activities and adult literacy practices revealed that book‐related behaviors were less frequently practiced relative to other behaviors, and mean ratings on the home literacy resources scale suggested a relatively print‐poor environment. Nevertheless, scale items about book reading and direct literacy instruction at home correlated with child's language and literacy skills. Structural equation modeling showed that parent's education and frequency of engaging in home literacy activities uniquely accounted for variance in child's oral language and print knowledge skills. In a second model, parent's word reading skills were significantly related to child's skills, but did not eliminate or attenuate influences from parent's education and home literacy activities. Results are important in relation to theories on the intergenerational transmission of literacy skills and the generalizability of findings from developed countries to developing country contexts.     

一种基于多阶认知诊断模型测评科学素养的方法

科学素养是指作为一名有反思意识的公民所具有的解决科学问题和运用科学理念的能力。为实现在认知诊断中对科学素养的测评, 本文基于PISA 2015科学素养测评框架首次提出科学素养包含的三阶潜在结构, 使用新提出的多阶认知诊断模型对PISA 2015科学测评数据进行分析, 并通过模拟研究探究新模型的心理测量学性能。结果表明：(1)新模型能够较好地分析包含三阶潜在结构的科学素养; (2)科学知识对科学素养的影响最大, 科学背景次之, 科学能力的影响最小; (3)全贝叶斯MCMC算法能够为新模型提供较精准的参数估计。     

Shifting shadows: shaping dynamics in the cultural unconscious

Jung has suggested that wars, social upheavals and religions are 'but the superficial symptoms of a secret psychic attitude unknown even to the individual himself, and transmitted by no historian ...' (Jung 1964, para. 315; emphasis author's). With a focus on South Africa and some dream material, I explore this idea with particular emphasis on the cultural unconscious and the emerging theory of cultural complexes. Different cultures demand the repression of different aspects of the self and have different ways of actualizing a moral code. These repressions are part of what make up a dynamic and shifting cultural complex which inevitably plays a part in historical change. In turn, historical change plays its part in shifting these dynamics. In the analytic setting via the transference and countertransference, we are familiar with what is being repressed in relation to shadow dynamics, complexes and obsolete defences. Such dynamics relate to themes of boundary, identity and otherness which, in turn, reach back to early infantile strivings as well as forward in the service of unfolding. Central to this dynamic is the absorption of cultural attitudes--including that which must be repressed, allowed in or defended against. Major political shifts--historical change--inevitably affect cultural dynamics, 'secret psychic attitude(s)' and shifting shadows.     

现象学如何理解符号与含义?(一)

现象学把近代思想的主客体的对立关系及其思维模式化解为意向活动与其构造的意向相关项之间的意向性联系,从而将自己定位在以心理体验活动为研究对象的心理学和以思维内容为研究对象的逻辑学之间。这个基本思维态度和思维方式也体现在现象学对语言、符号和意义的理解与分析上。本文试图通过对胡塞尔第一逻辑研究的意向分析的重构来展示现象学分析的这一基本特征,同时也指明语言问题在胡塞尔现象学中的重要位置。     

Religious literacy or spiritual awareness? Comparative critique of Andrew Wright’s and David Hay’s approaches to spiritual education

On the basis of a comparison of the educational approaches of Andrew Wright and David Hay this paper illustrates the persisting problem of dichotomising cognitive and trans‐cognitive aspects of spiritual development and education. Even though both Wright and Hay speak of the same topic – spirituality and spiritual education – they define these terms very differently, and as a consequence, they draw altogether different practical implications, set different priorities, and warn of different dangers in spiritual education. The main question set in this paper is whether it is possible to make room in spiritual education for both of these perspectives and how to combine them in a more holistic way. With the help of the Wilber‐Combs lattice, which is one of the main heuristic devices employed by the integral philosophy, one possible way toward integrating cognitive and trans‐cognitive aspects of spritual development and education is proposed.     

树的神话的象征意义及其心理分析探索

世界各民族都有一些有关树木的神话传说,在这些故事中,渗透着丰富而又深刻的心理分析思想。本文以荣格的心理分析理论为基础,通过介绍世界各民族有关世界树的神话,探索树的象征意义及其作为一种原型意象所传达的无意识的信息,并与古今释梦理论相结合,阐述树及其神话的临床心理分析意义。     

Transference, the transcendent function, and transcendence

People in analysis come into direct contact with the transcendent – that which surpasses not only our ego consciousness but the whole psyche – through the transcendent function working in the transference–countertransference field. Reductive and synthetic methods of interpretation of transference, in both objective and subjective levels of meaning, inaugurate moving the ego out of center stage into the process of relating to the Self. The transcendent function is the means of enlarging psychic space in the transference field to make room for coinciding opposites and a 'creative solution' that arises from their conversation. That solution, or set of symbols, addresses us with such compelling authority that Jung likens it to 'the voice of God', A clinical case illustrates the connection of transference, the transcendent function, and the experience of the transcendent which, I believe, we must identify as such in order to go on relating to it.     

From Classical Studies towards Epistemology: The Work of József Balogh

In this paper, I introduce a prominent classical scholar, József Balogh, whose work can be read as a significant contribution to the historiography of ancient, and in some sense modern, philosophy. Following a summary biography, I sketch the relevance of Balogh's interpretation of Augustine. I draw some analogies between his and Eric Havelock's treatment of the problems in ancient philosophy, and argue that the obvious similarities between them have a common origin, namely the perspective of the orality/literacy chasm which both treated, in connection with their research into Augustine and Plato, as crucial. Subsequently, I show how the problem of reading aloud, which Balogh was the first to treat systematically, has acquired significance in some current debates in philosophy.     

Language and Literacy in a Developmental Perspective

Snow et al. have provided an unusually comprehensive, even-handed, and thoughtful review of research on early reading development. Here we expand on an important theme—the value of a developmental and transactional perspective. Using results from studies of verbally precocious children and children with language impairments, we illustrate the qualitatively changing nature of the task of learning to read, and its connection to oral language development. We also discuss the bidirectional influence of adults and children on each other. This perspective has implications for what, when, and how to teach reading.