初中生的抑郁与焦虑:结构与发展特点

本研究采用问卷法,对南充市3所普通中学的500名初中生进行了调查,考察其抑郁、焦虑的结构和发展特点。研究发现:(1)初中生的抑郁、焦虑都具有一定的内在结构,抑郁包括无助与孤独感、绝望与无价值感、能力减退感、不良心境和生理症状五个维度,焦虑则包括担忧与过敏倾向、对人不安、恐惧倾向、生理症状四个因素;(2)初中生的抑郁与焦虑的总体水平表现出明显的年龄特征,即随年龄的增长,其抑郁与焦虑的水平不断提高,初中二年级是重要的转折期。(3)初中生的抑郁和焦虑情绪有显著的性别差异。     

中学生对同伴群体和家庭影响力的判断

本研究采用情境故事判断、社会关系网络问卷和访谈法对495名中学生进行了问卷调查,对32名中学生进行了群体访谈,结果表明:1.在“告发同伴错误行为”、同伴中流行的“暗语”、穿同伴中流行服装和听同伴中流行的音乐四个情境中,从初一到高二的青少年学生存在着从接受父母影响向接受同伴群体影响的转变趋势.各情境中,从初二到高一年级是从接受父母影响向接受同伴影响的一个敏感的转变时期.2.随着年龄增长,青少年学生对如何处理社会关系的判断表现出一种水平的演进,起先是在服从权威的水平上,然后逐渐向回避不良后果水平转变,第三种水平表现为工具性地处理社会关系,最后达到协调社会关系的水平.3.同伴交往较多的青少年,大多表现出外倾、人缘好、心地善良、乐于助人等积极的个性特征,表明同伴交往与青少年学生的个性发展有重要的相互影响作用.     

Considerations for a Psychology of Experience: Heinz Werner's Contribution

It is proposed that three themes in Heinz Werner's psychology provide directions for a contemporary psychology of experience. The first theme is the nature of developing mind. Werner's view of the mind as incorporating nonlogical modes of thought is contrasted with the hyper-rational views that dominate contemporary psychology. The second theme is Werner's model of the gradual differentiation and integration of spheres of experience. The model can be elaborated with minimal universalist assumptions, thus providing ways of conceptualizing cultural and individual differences as well as changes within a person's life. The third theme is the theory of symbolization that Werner developed in collaboration with Bernard Kaplan. Integrating the theory of symbolization with the spheres of experience model, it is seen how internal and external acts of symbolization enter into the formation and internal differentiation of spheres.     

儿童合作策略水平发展的实验研究

本实验将合作策略分为四个水平,随机选取幼儿园中班、大班及小学一、二、三年级的被试300名,在鼓励合作的条件下,通过游戏的方式,研究儿童合作行为发展的趋势.实验结果表明随着儿童年龄的增长,合作行为越来越多,且合作水平越来越高,而竞争行为逐渐减少;性别因素对合作行为影响不大,但对竞争行为却有显著的影响.这可能与我国的家庭教育、学校教育有一定的关系.     

Education for the Heart and Mind: Feminist Pedagogy and the Religion and Science Curriculum

Feminist educators and theorists are stretching the boundaries of what it means to do religion and science. They are also expanding the theoretical and practical frameworks through which we might present curricula in thosefields. In this paper, I reflect on the implications of feminist pedagogies for the interdisciplinary field of religion and science. I begin with a brief discussion of feminist approaches to education and the nature of the feminist classroom as a setting for action. Next, I present some theoretical and practical issues to consider when developing a feminist praxis and an antisexist curriculum. This leads into a discussion of the role of language and critical reflection in the religion and science classroom, the risks associated with reflective discourse, and considerations in the use of 'feminist' teaching tools such as small group work, journals, and portfolio assessment. Iconclude with a reflection on how feminist pedagogy promotes an epistemology that speaks to the hearts and minds of participants in the dialogue of religion and science.     

An adaptive approach for modelling multiattribute choice

An adaptive approach for modelling individual-level choice among multiattribute alternatives using the binary logit model is presented. The algorithm involves the collection of paired comparison data. In an effort to maximize the amount of information obtainable from each response, it is based on the experimental design criterion of D-optimality. A simulation study indicates that the proposed algorithm outperforms other sequential selection approaches in terms of estimation accuracy and predictive efficiency under certain circumstances. The results appear to encourage the use of such an adaptive algorithm for individual-level modelling in light of the potential reduction in data requirements without significant loss in predictive accuracy.     

Preterm birth and maternal sensitivity: Findings from a non-western country

IntroductionAlthough there are several studies on maternal sensitivity of preterm-born children conducted in Western countries, the factors affecting the sensitivity of mothers of preterm infants have not been investigated outside the Western context.ObjectivesThis study aimed to compare maternal sensitivity of preterm children at 18 months of corrected age with their healthy term-born peers and explore the factors associated with maternal sensitivity in a middle-income non-Western country. Moreover, the associations of maternal sensitivity with socio-demographic factors, maternal depression, and social-emotional competency and behavior problems of infants were investigated.MethodsIn total, 70 (40 preterm-born and 30 term-born) mother-child dyads participated in this study. An observation-based measurement tool, Maternal Sensitivity Scale, was used to assess maternal sensitivity. Social-emotional competency and behavior problems of infants were evaluated via The Turkish version of the Brief Infant-Toddler Social Emotional Assessment. Maternal depressive symptoms were assessed via the Beck Depression Inventory. In addition, a demographic information form was filled out by the mothers.ResultsMaternal sensitivity scores of preterm infants were significantly lower compared to term infants. Depressive symptoms scores and employment status of mothers, socio-economic status (SES), gestational age, breastfeeding duration, and behavior problems of children were the factors related to maternal sensitivity scores. In hierarchical regression analysis, SES and gestational age were the strongest predictors of maternal sensitivity. After controlling SES and gestational age, maternal depressive symptoms scores negatively predicted maternal sensitivity scores.ConclusionThis study pointed out the factors associated with the maternal sensitivity of preterm infants outside the Western context. Interventions to improve sensitive parenting behaviors of preterm infants are needed, especially in socio-economically disadvantaged groups.     

Association of prenatal attachment and early childhood emotional,behavioral, and developmental characteristics: A longitudinal study

This study examines the associations between prenatal attachment and child development, socioemotional behavioral problems, and competence at early childhood. It also inquires whether maternal depression and anxiety at the prenatal period and at early childhood are associated with child outcomes. The study consisted of 83 mothers and their children. Data regarding the prenatal attachment, depression, and anxiety were collected during Weeks 28 to 40 of gestation. When the children were 21 to 31 months old, the Brief Infant and Toddler Social Emotional Assessment (BITSEA) and the Ankara Developmental Screening Inventory (ADSI) were applied to children along with Beck Depression Inventory (BDI) and the Beck Anxiety Inventory (BAI) administered to mothers. Results showed that prenatal attachment scores significantly correlated with BITSEA-Competency subscale scores and ADSI total scores at early childhood, r(83) = 0.246, P = .025, and r(82) = 0.316, P = .004, respectively. Prenatal attachment levels were found to be the predictors of both behavioral and emotional competence and development at early childhood, b = 0.081, t(83) = 2.273, P = .014, and b = 0.281, t(83) = 3.225, P = .002, respectively. In addition, prenatal attachment was shown to be even a stronger predictor of development than was worsening maternal depression at early childhood, b = −0.319, t(83) = 2.140, P = .035. Our results indicate that fostering prenatal attachment may be beneficial for better infant outcomes at early childhood.     

The Role of Animacy in Children's Interpretation of Relative Clauses in English: Evidence From Sentence–Picture Matching and Eye Movements

Subject relative clauses (SRCs) are typically processed more easily than object relative clauses (ORCs), but this difference is diminished by an inanimate head-noun in semantically non-reversible ORCs (“The book that the boy is reading”). In two eye-tracking experiments, we investigated the influence of animacy on online processing of semantically reversible SRCs and ORCs using lexically inanimate items that were perceptually animate due to motion (e.g., “Where is the tractor that the cow is chasing”). In Experiment 1, 48 children (aged 4;5–6;4) and 32 adults listened to sentences that varied in the lexical animacy of the NP1 head-noun (Animate/Inanimate) and relative clause (RC) type (SRC/ORC) with an animate NP2 while viewing two images depicting opposite actions. As expected, inanimate head-nouns facilitated the correct interpretation of ORCs in children; however, online data revealed children were more likely to anticipate an SRC as the RC unfolded when an inanimate head-noun was used, suggesting processing was sensitive to perceptual animacy. In Experiment 2, we repeated our design with inanimate (rather than animate) NP2s (e.g., “where is the tractor that the car is following”) to investigate whether our online findings were due to increased visual surprisal at an inanimate as agent, or to similarity-based interference. We again found greater anticipation for an SRC in the inanimate condition, supporting our surprisal hypothesis. Across the experiments, offline measures show that lexical animacy influenced children's interpretation of ORCs, whereas online measures reveal that as RCs unfolded, children were sensitive to the perceptual animacy of lexically inanimate NPs, which was not reflected in the offline data. Overall measures of syntactic comprehension, inhibitory control, and verbal short-term memory and working memory were not predictive of children's accuracy in RC interpretation, with the exception of a positive correlation with a standardized measure of syntactic comprehension in Experiment 1.     

Longitudinal Experience-Wide Association Studies—A Framework for Studying Personality Change

The importance of personality for predicting life outcomes in the domains of love, work, and health is well established, as is evidence that personality traits, while relatively stable, can change. However, little is known about the sources and processes that drive changes in personality traits and how such changes might impact important life outcomes. In this paper, we make the case that the research paradigms and methodological approaches commonly used in personality psychology need to be revised to advance our understanding of the sources and processes of personality change. We propose Longitudinal Experience-Wide Association Studies as a framework for studying personality change that can address the limitations of current methods, and we discuss strategies for overcoming some of the challenges associated with Longitudinal Experience-Wide Association Studies. © 2020 European Association of Personality Psychology