空间-时间联合编码效应:表现、影响因素及其理论

空间?时间联合编码效应(spatial-temporal association of response codes effect,STEARC)是指时间的心里表征具有空间特性。这种时空关联现象具有多方向性、多通道性和不同文化背景下优势轴的差异性。影响这种现象的因素主要有阅读和书写习惯、语言、空间参考框架和情绪状态等。目前空间?时间联合编码效应的理论解释主要有隐喻构念观、具身理论、命题符号理论和知觉符号理论等。未来的研究需要进一步综合三条空间轴线,深入探讨空间?时间联合编码效应的影响因素及其神经生理机制。     

健康素养促进型组织的概念内涵、测量工具及其影响因素

通过对健康素养促进型组织的概念内涵、测评工具以及影响因素进行综述,以期引起国内学者和实践者的关注,为我国健康素养促进型组织研究提供参考。综述结果表明,健康素养促进型组织概念内涵发展逐渐趋同;测量工具多以10项特征为基础结合各机构实际状况进行构建,分为医疗机构、服务人群以及综合视角三大类;影响因素方面主要涉及组织文化、人力资源、患者参与和组织支持等。建议将构建健康素养促进型组织作为落实健康中国战略的重要措施,积极开展适应中国情境的健康素养促进型组织理论研究,加快推进我国医疗机构的健康素养促进型组织建设。

     

符号、意义与心理学的文化取向——兼以符号及其意义为中心比较当代三种心理学取向

文化取向心理学以符号及其意义为研究重心,着重研究符号及其意义与人的心理和行为的关系,从符号及其意义生成与演变的角度探讨人的心理的形成与发展。这一重心与当代整个心理学的总的重心是一致的,体现出当代心理学研究重心的转变。不过,它与其它取向心理学的研究目的、侧重点和意义观并不完全相同。为更好地了解它,有必要从比较的角度进一步探究。通过比较,可以引发人们新的思考。     

Kindergarten Reading Engagement

ABSTRACT

This study examined psychometric properties of the Kindergarten Reading Engagement Scale (KRES), a brief teacher-report measure of classroom reading engagement. Participants were 27 students with identified reading deficits from a predominantly low-income, African-American community. Data were collected in kindergarten (Time 1) and first grade (Time 2). The KRES demonstrated strong internal consistency (Cronbach's alpha = .96) and modest test-retest reliability (r = .66). KRES ratings were significantly correlated with scores from the Word Reading subtest of the Wechsler Individual Achievement Test-Second Edition and the Sound Matching subtest of the Comprehensive Test of Phonological Processing, measured at Time 1 and Time 2. Strategies for refining the scale and implications for applying the KRES in school-based program evaluations are discussed.     

The Wisdom Jar

Abstract

Supervisors can use a wide range of skills and exercises when terminating counseling supervision with supervisees at the end of a practicum class. This article presents an experiential creative activity, the Wisdom Jar, as a metaphor for discussing specific lessons with supervisees. The use of creativity and the integration of symbols and metaphors provided supervisees with images to reflect upon after completing a counseling practicum clinical experience.     

小学生语文学习观调查研究

采用选择题与开放题相结合的问卷调查方法,调查207名二、四、六年级学生的语文学习观(包括对语文知识性质与语文知识学习的认识),结果表明:(1)随着年级升高,学生对语文知识性质和学习过程的认识显著地越来越明确;(2)六、四年级的语文知识性质观平均得分显著高于二年级,越来越倾向于认为语文知识是相对的、相互联系的、开放性的;(3)六年级的语文学习过程观平均得分显著高于四、二年级,越来越倾向于认为语文学习不只是接受性的和练习性的,还是建构性的、想象的和探索性的。     

心理健康素养：概念、评估、干预与作用

心理健康素养是促进心理健康的重要途径。狭义概念指帮助人们认识、处理和预防心理疾病的相关知识和信念; 广义概念指综合运用心理健康知识、技能和态度, 保持和促进心理健康的能力。心理健康素养常采用情景案例问卷、单维或多维评估量表等进行评估, 可以通过社会运动、学校教育、自助式应用程序、心理健康急救培训等方式进行有效干预提高, 其中心理健康知识、心理疾病识别、情绪调节、减少病耻感、积极的求助态度等成分都有促进心理健康的作用。未来研究可以在建构评估指标体系、探索作用机制、扩展涵盖群体与内容、加强实证干预研究等方面深入开展。     

Teaching Phoneme Segmenting and Blending as Critical Early Literacy Skills: An Experimental Analysis of Minimal Textual Repertoires

The purpose of the current study was to examine blending and segmenting of phonemes as an instance of small, textual response classes that students learn to combine to produce whole word reading. Using an A/B/A/B design, a phoneme segmenting and blending condition that included differential reinforcement for response classes at the level of phonemes was compared to a control condition which was equated for differential reinforcement of reading words and opportunities to respond. The critical difference between conditions was the size of the responses that were brought under stimulus control (phonemes versus whole words). Findings clearly supported the superiority of the phoneme blending treatment condition over the control condition in producing generalized increases in word reading. The results are discussed in terms of the behavioral mechanisms that govern early literacy behaviors and the essential role that targeting measured increases in academic responses plays in furthering our understanding of how to improve the analysis and instruction of students who need to learn these important skills.     

‘Well‐being’ through reading: drawing upon literature and literacy in spiritual education

In this paper reading is conceived as a spiritual gift that can help readers towards an understanding of being. The image of the well and the act of drawing water is employed to illustrate the relation of the spiritual and the aesthetic. The term ‘well‐being’ in relation to reading is used here to draw attention to the importance of ontology in both reading and spiritual education. How readers can practice reading as a spiritual gift is explored with reference to the philosophy of Martin Heidegger (1889–1976), reader‐response theory and selected biblical passages.     

Bullying experiences and literacy achievement amongst primary school children

This study investigated the association between school bullying and literacy achievements in a sample of primary school children from Johannesburg, South Africa. The children (n?=?443; females?=?56%, males?=?44%) attending six primary schools in the Soweto area suburbs, self-reported their experience of bullying by peers. In addition, they completed tests of literacy. The results indicate that learners who self-reported being bullied performed poorly in literacy tests when compared to their peers, who were not subjected to bullying. In particular, those who experienced bullying scored lower on tasks that required literacy skills in phonics, spelling, and word choice. The findings indicate that learner support for school bullying survivors should aim to address the deleterious effects of bullying on literacy development.