How young adults address their parents reflects their perception of parenting

A speaker's use of a title for the listener shows the speaker's deference to the listener. Previous studies suggested that the use of kinship terms in the family also shows deference to the listener. The present study focused on young adults' use of kinship terms for their parents to investigate whether their use of kinship terms reflects their perception of their parenting. The participants were 329 Japanese college students, who answered a questionnaire about their forms of address for their parents, perceived parental emotional accessibility, and perceived parental control. They also reported their satisfaction with their parent–child relationships and the frequency of parent–child communication. The results suggest that young adults who use kinship terms for their parents perceive their parents to be more emotionally accessible and communicate with their parents more than those who do not. Young adults who use kinship terms for their father are also more satisfied with their father–child relationships than those who do not. Young adults' use of kinship terms might signal not only their deference to their parents, but also their acceptance of their parent–child relationships.     

Color-object interference: Further tests of an executive control account

Young children are slower in naming the color of a meaningful picture than in naming the color of an abstract form (Stroop-like color-object interference). The current experiments tested an executive control account of this phenomenon. First, color-object interference was observed in 6- and 8-year-olds but not in 12- and 16-year-olds (Experiment 1). Second, meaningful pictures did not interfere in 5- to 7-year-olds’ manual sorting of objects on the basis of color (Experiment 2) or in their naming the number of colored objects in the display, that is, subitizing (Experiment 3). These findings provide support for the view that color-object interference results from the children’s immature inhibition of the prepotent but irrelevant task of object naming.     

视觉形状知觉在近似数量系统和计算流畅性关系中的作用

已有大量研究揭示了近似数量系统与计算流畅性的相关关系, 但缺少对二者关系原因的系统检验与论证。视觉形状知觉假设有别于传统的数量领域特异性解释, 认为对形状的快速知觉是近似数量系统与计算流畅性的共同认知机制, 即视觉形状的快速知觉能力可以解释二者之间的相关关系。近似数量系统和计算流畅性在加工过程中依赖对形状的快速知觉, 二者在加工过程中都涉及了复杂视觉刺激的快速处理。视觉形状知觉假设得到了一系列研究结果的支持, 但局限在视觉形状知觉与二者关系的探讨上, 视觉形状知觉在二者关系中作用的加工机制仍不清楚。未来研究需要结合多种研究方法和技术, 多角度深入探讨视觉形状知觉在二者关系中作用的认知与脑机制, 并将研究结果应用于数学课堂教学和计算困难的干预中。     

On the New Form of Human Advancement and the Shared Values of Humanity—From the Perspective of the Relations Between Particularity and Universality

The relation between particularity and universality provides an important perspective to understand a new form of human advancement and the shared values of humanity, as well as their relations. On the one hand, as a unique state of civilization, a new form of human advancement is universal to a principle extent. China is moving closer to the center of the world; it will only give its particularity only if it can create universality since human universality is the essential attribute of socialism. A new form of human advancement also addresses universal problems facing mankind, embraces existing cultures, and coexists with them in harmony. On the other hand, as a reference to universal value, the shared values of humanity are precisely based on the particularity of “realistic man.” The difference is a premise that fundamentally defines how common is possible. Humanity is in the complex relationship between various groups and individual subjects, whose common values have the nature of good means to serve the universal purpose, and whose essence is the public value in the international community. Both a new form of human advancement and the shared values of humanity highlight the principal position of China. The connotation of the shared values of humanity constitutes the fundamental component of the core values of a new form of human advancement which in turn implements the shared values of humanity. Carrying forward the shared values of humanity poses higher requirements for China to develop a new form of human advancement.     

Education as hospitality: welcoming foreigners into a common world

ABSTRACT

The present article aims at examining the specific difficulties that the school form – the modern educational institution par excellence – faces in order to attain hospitality as the raison d'être of the educational process. Educational activity is here understood as a form of hospitality which involves caring for the newcomers and for the physical and symbolic place into which they arrive. A cinematographical narrative drawn from Bégaudeau’s Entre les Murs supplements this analysis of some of the challenges we are faced with when dealing with students from different national backgrounds, beliefs and forms of life.     

Alcohol‐related violence defined by ultimate goals: a qualitative analysis of the features of three different types of violence by intoxicated young male offenders

Based upon a functional approach to understanding aggression, we aimed to identify the occurrence of and to describe the features of three types of alcohol‐related violence defined a priori by ultimate goals: (1) violence in pursuit of nonsocial profit‐based goals, (2) violence in pursuit of social dominance goals, and (3) violence as defence in response to threat. A sample of 149 young men with offences of violence that were alcohol related was interviewed. Cases were classified and detailed information from the first ten cases in each class (N=30) was subjected to thematic analysis. Intoxicated violence in pursuit of nonsocial profit‐based goals was opportunistic and motivated by the desire for more alcohol or drugs. Violence, in these cases, although serious, appeared to be brief. Intoxicated violence in pursuit of social dominance goals was typically precipitated by past or current insult or injury, and was accompanied by strong anger and an adrenaline rush. Attacks were ferocious, and robbing the victim was not uncommon, perhaps to inflict additional humiliation. Feelings of pride and satisfaction were typical and expressions of remorse were uncommon. Regarding intoxicated violence as defence in response to threat, attacks were often expected, and in some cases the respondent made a pre‐emptive strike. Weapon use was common in this group. Fear was experienced, but so too was anger. Feelings of excitement were not reported and remorse was common. Further validation of these types is warranted, and the potential implications of these findings for prevention and treatment are discussed. Aggr. Behav. 36:67–79, 2010. © 2009 Wiley‐Liss, Inc.     

Do Undergraduate Student Research Participants Read Psychological Research Consent Forms? Examining Memory Effects,Condition Effects,and Individual Differences

Although research has examined factors influencing understanding of informed consent in biomedical and forensic research, less is known about participants' attention to details in consent documents in psychological survey research. The present study used a randomized experimental design and found the majority of participants were unable to recall information from the consent form in both in-person and online formats. Participants were also relatively poor at recognizing important aspects of the consent form including risks to participants and confidentiality procedures. Memory effects and individual difference characteristics also appeared to influence recall and recognition of consent form information.     

The Development of Attribute Dominance in the Knowledge Base

Two cuing, free-recall studies were conducted to test Bach and Underwood's (1970) hypothesis that acoustic encoding is dominant among second graders and semantic encoding is dominant among sixth graders. When retrieval cues were presented with to-be-remembered items at both input and output (Experiment 1), and when cues were presented only at output (Experiment 2), semantic cues were more efficient in elevating recall than were acoustic cues for both second and sixth graders. When these and other results generally found using recognition, sorting, incidental learning, and free-recall experimental designs are compared, it seems plausible that item presentation and memory-testing formats interact with age, and that these factors account for the different patterns of attribute dominance found in the literature. The knowledge base cannot be understood by focusing on either subject or task analyses, but only by focusing on interactions between subject and task variables as they change over time. The educational implications for young grade-school children are discussed.