Characteristics of inner reading voices

This study examined the phenomenological characteristics of inner speech during silent reading (inner reading voices or IRVs), a type of inner speech that may be particularly amenable to empirical study. A survey was conducted in the general population to assess IRV frequency, location, number, identity, and controllability, and auditory qualities of IRVs. Of 570 survey respondents, 80.7% reported sometimes or always hearing an inner voice during silent reading, and the remaining 19.3% reported always understanding words being read without hearing an inner voice. Results indicated that IRVs are a routine experience for many, with 34.2% of respondents with IRVs hearing an IRV every time something was read, and 45% reporting an IRV often. Most respondents reported IRVs with specific auditory qualities such as gender, accent, pitch, loudness, and emotional tone. IRVs were reported in participants' own voices, as well as in the voices of other people. Some respondents reported being unable to control any aspect of their IRVs, while others could control one or several aspects. These results indicate that there is considerable individual variation in inner speech during silent reading.     

Positive effects of low intensity recorded maternal voice on physiologic reactions in premature infants

ObjectiveTo evaluate the effect of low intensity recorded maternal voice on the physiologic reactions of healthy premature infants in the neonatal intensive care unit (NICU).MethodsPhysiologic responses of 20 healthy preterm infants in the NICU of Shariati Hospital, Tehran, were obtained during a 15 min intervention including three 5 min periods (no-sound control, audio recorded playback of mother’s voice, no-sound post-voice). The intervention was presented three times a day for three consecutive days. During each intervention, oxygen saturation (%, OSPR), heart rate (HR), and respiratory rate (RR) were recorded at 1 min intervals over the 15 min and then averaged over each 5 min period, resulting in 3 averages for each variable for each intervention.ResultsRepeated Measures Analysis of Variance were employed to examine each variable separately. Over the three days, comparison of oxygen saturation over each of the three periods (before, during voice, after) revealed an increase in oxygen saturation during the voice period, compared to the pre-voice period, which persisted over the post-voice period; there were no differences between the voice and post-voice periods. Analyses of the HR and RR data showed a decrease in both variables during the voice period compared to the pre-voice period which persisted over the post-voice period. Again, there were no differences between the voice and post-voice periods.ConclusionExposure to low intensity recorded maternal voice has positive effects on the preterm infants ‘physiologic responses.     

Can confidence come too soon? Collective efficacy,conflict and group performance over time

Groups with a strong sense of collective efficacy set more challenging goals, persist in the face of difficulty, and are ultimately more likely to succeed than groups who do not share this belief. Given the many advantages that may accrue to groups who are confident, it would be logical to advise groups to build a high level of collective efficacy as early as possible. However, we draw on Whyte’s (1998) theory of collective efficacy and groupthink, to predict that when confidence emerges at a high level toward the beginning of a group’s existence, group members may be less likely to engage in process conflict; a form of conflict that may be beneficial in the early phase of a group project. We found support for this prediction in two longitudinal studies of classroom project teams.     

害羞与进谏行为的关系:管理开放性与心理授权的调节作用

包括进谏行为在内的角色外行为研究近来广受关注。基于特质激活理论,本研究探索了害羞特质与进谏行为之间的关系,及管理开放性和心理授权对它们的调节作用。以华东地区369名企业员工为样本,采用配对成组的问卷研究,结果表明:管理开放性和心理授权均对害羞与进谏行为之间的关系存在调节效应,即当处于高管理开放性和高心理授权水平时,害羞特质与进谏行为之间的消极关系减弱,而当处于低管理开放性和低心理授权水平时,害羞特质与进谏行为之间的消极关系增强。     

影响教师职业倦怠的多层变量之间的关系

采用问卷法调查了39所学校的370名小学教师,运用多层线性模型在个体和组织的不同层面上对影响教师职业倦怠的因素进行了探讨。结果发现:(1)教师集体效能越高,情感衰竭、低个人成就感和人格解体的得分就越低;校长越关心人,教师的人格解体得分就越高;(2)教师集体效能越高或校长越关心工作,则教师效能对情感衰竭的负向作用就越弱;而校长越关心人,则教师效能对情感衰竭的负向作用就越强;(3)教师集体效能对教师职业倦怠的影响不因教师性别和教龄的不同而不同,但校长领导行为对教师职业倦怠的影响却出现了性别和教龄的差异:关心工作导致了女性的个人成就感更低,对改善高教龄教师的低个人成就感更为有利,而关心人对改善低教龄教师的成就感、人格解体的帮助更大。     

英文短文写作元认知、动机性因素与作文成绩之间关系的研究

随机选取大一、大二和大三学生共1043人为被试,采用协方差结构模型考察了非英语专业大学生英文写作元认知、自我效能、任务价值、成就目标、归N和英语作文成绩之间的关系。研究结果表明：（1）自我效能、任务价值、成就目标、归N两两相关且对英文写作元认知有直接影响,并通过英文写作元认知对英语作文成绩有间接影响;（2）英文写作元认知和自我效能对英语作文成绩有直接影响;（3）自我效能对英文写作元认知的影响力最大。     

The practice research network: Research into practice,practice into research

The purpose of the broader project on which this report is based was to utilize a Practice Research Network, an alternative to traditional clinical studies to 1) identify demographically one practice group, namely professional counselors in the United States, 2) describe their practice patterns, and 3) identify their client population and the efficacy of their clinical work through client outcomes based on actual client reports. This article describes the development of one such nation‐wide Practice Research Network (PRN) and provides some preliminary findings for each phase of the project. Use of the PRN model can help overcome the traditional “research to practice” gap and provide research results into community practice thus integrating outcomes measures into the daily practice of mental health professionals. During the early phases of this project, a software program was developed upon which the participating practitioners could identify the data elements within the parameters of the focus on their agreed‐upon research interests, enter data following client visits over time, and by comparing their own composite profiles and effectiveness with those of other participating practitioners who had clients presenting with similar diagnoses, could alter their own service delivery patterns, therapeutic interventions, or approaches while working with the clients and thereby improve the efficacy of their service. By participating, the practitioners benefited by access to downloadable and printable reports on profiles of 1) their specific clients, 2) their service delivery patterns, and 3) the outcomes or efficacy by their clients’ direct feedback. They were also able to compare these results with the composite data from other practitioners.     

中小学教师的工作倦怠与其相关因素的关系研究

本研究旨在探讨中小学教师的工作倦怠与其职业压力应对策略、教学效能感和社会支持的关系。用教师工作倦怠问卷、职业压力应对策略调查表、教学效能感量表和社会支持评定量表对766名中小学教师进行了问卷调查。结果发现：（1）中小学教师的工作倦怠与其职业压力应对策略、教学效能感和社会支持之间存在显著的相关关系;（2）教师的主动应对、被动应对、教学效能感和社会支持分别对教师的整体工作倦怠感及其情绪衰竭、非人性化和低成就感等维度具有显著的预测作用。     

The development of beliefs and values in early adolescence: a case study through religious education pedagogy

Remarks on current educational language precede discussions of: pupils’ educational development; pupil voice; adolescence and action research. There follows a report of an innovation in religious education pedagogy, designed to address concerns that pupils should be helped to understand the emergence of their own beliefs and values over time. This report then prompts some reflections on religious education’s turn in the direction of hermeneutics. A form of religious education is sketched where pupils’ awareness of changes to their own beliefs and values over time is a key feature. Such awareness marks spiritual, moral, social and cultural development, an issue granted less than adequate coverage in the present UK education agenda.     

科技伦理责任功效探微

高科技发展所带来的伦理问题引发了社会对于科技伦理责任的关注。本文主要对科技伦理责任功效问题进行探讨,指出科技伦理责任能够提供科技进步的精神动力,引导科技行为的道德选择,影响科技主体的价值信念。同时,分析了科技伦理责任功效的实现基础,即观念、态度、动力和控制四大系统。