What Can the Systems Community Contribute to Ensure the Survival of Civilization

Much of what we need to plan for our survival is already known, but what we know, how we know, and who knows is divided up between disciplines. Thus much of the problem of ensuring our survival is a matter of learning across the disciplines. We identify four modes through which we bring disciplinary knowledge together: the unity of science, integrated assessment, heuristic models, and distributed learning networks. Although none of them are perfect, we can learn how to put our knowledge together across the disciplines much better than we do.     

Conceptual and pedagogical challenges in understanding the whole person

The article introduces the special issues addressing Eric Johnson's account of Form Psychology, which provides a conceptual method to scientifically study the whole person. Form Psychology is presented as a theoretically significant proposal that integrates multiple conceptualizations of the whole person. The pedagogical value of such an understanding is also emphasized as undergraduate psychology students hold strong intuitions that the person is an integrated whole rather than a set of distinct systems.     

Effects of whole body vibration on spasticity and lower extremity function in children with cerebral palsy

AimThe aim of this study was to evaluate the effect of whole body vibration (WBV) on lower extremity spasticity and ambulatory function in children with cerebral palsy (CP) with a complete crossover design.MethodSixteen participants aged 9.8(2.3) years received a 20-min WBV and a control condition in a counterbalanced order on two separate days. Change scores of each outcome variable were used to show the improvement.ResultsRepeated-measures analyses revealed significant differences in condition scores among variables including active range-of-motion (active ROM, increased), relaxation index (RI, increased), Modified Ashworth Scale (MAS, decreased), timed up-and-go (TUG, decreased), and Six Minute Walk Test (6MWT, increased). Significant differences were also found in time change scores for MAS and 6MWT. Correlation results revealed that TUG was significantly correlated with RI (r = −.512, p = .042), and 6MWT (r = −.700, p = .003).InterpretationThis study suggested that WBV intervention can control the spasticity, enhance ambulatory performance and increase active ROM. Along with previous results, data from this study revealed the potential use of WBV in clinical rehabilitation in children with CP. Future investigations should focus on finding the combination of treatment frequency and duration to achieve an ideal result.     

Seeing the Whole Picture

Much of what we need to plan for our survival is already known, but what we know, how we know, and who knows is divided up between disciplines. Thus much of the problem of ensuring our survival is a matter of learning across the disciplines. We identify four modes through which we bring disciplinary knowledge together: the unity of science, integrated assessment, heuristic models, and distributed learning networks. Although none of them are perfect, we can learn how to put our knowledge together across the disciplines much better than we do.     

Emotions help memory for faces: Role of whole and parts

The role of holistic or parts-based processing in face identification has been explored mostly with neutral faces. In the current study, we investigated the nature of processing (holistic vs. parts) in recognition memory for faces with emotional expressions. There were two phases in this experiment: learning phase and test phase. In the learning phase participants learned face–name associations of happy, neutral, and sad faces. The test phase consisted of a two-choice recognition test (whole face, eyes, or mouth) given either immediately or after a 24-hour delay. Results indicate that emotional faces were remembered better than neutral faces and performance was better with whole faces as compared to isolated parts. The performance in immediate and delayed recognition interacted with emotional information. Sad eyes and happy mouth were remembered better in the delayed recognition condition. These results suggest that in addition to holistic processing, specific parts–emotion combinations play a critical role in delayed recognition memory.     

整体与部分的关系对汉字的知觉分离影响的研究

采用命名技术探讨了整体与部分的关系对汉字知觉分离的影响。实验一探讨了在由相同构字部件组成的汉字整体中部件从整体中分离出来的情况。结果表明,在由相同构字部件组成的整体中,部件同整体分离的难易与部件数有关,在部件少的整体当中,部件反而更难同整体分离,部件之间结合得更紧密,当命名部件时,整体更难被忽视。实验二探讨了部件从由不同构字部件组成的汉字整体中分离出来的情况,结果表明：（１）部件同整体分离的难易取     

谈生理功能的整体调节方式

面对生理学整体水平研究的挑战,应研究生理功能整体调节方式。这一调节方式的基础是神经内分泌免疫网络,它的特征是依照个体特点的分型。讨论其混沌特性,研究方法及医学的影响。     

Multiple Levels of Family Factors and Oppositional Defiant Disorder Symptoms Among Chinese Children

Family factors are closely associated with child developmental outcomes. This study examined the relationship of oppositional defiant disorder (ODD) symptoms and factors at whole family, dyadic, and individual levels in Chinese children. Participants, who were recruited from 14 primary schools in north, east, and south‐west China, included 80 father‐child dyads and 169 mother‐child dyads. Children in the participating dyads were previously diagnosed with ODD. Results revealed that family cohesion/adaptability was indirectly associated with ODD symptoms via parent–child relationship and child emotion regulation. Parent–child relationship affected ODD symptoms directly and indirectly through child emotion regulation. In addition, the effects of family cohesion/adaptability on parent emotion regulation and child emotion regulation were mediated by the parent–child relationship. The tested model provides a comprehensive framework of how family factors at multiple levels are related to child ODD symptoms and highlights the importance of understanding child emotional and behavioral problems within the family context, more specifically within the multiple levels of family relationships.     

Guidance counselling as a whole school responsibility in the Irish post primary sector

ABSTRACT

This paper will deliberate upon the relevance of guidance counselling as a ‘whole school’ responsibility in the context of recent policy and practice changes in the Irish post primary sector since the Government of Ireland Budget 2012. Pertinent issues including the complexities of delivering a whole school approach to guidance counselling during a period of resource rationalisation will be addressed through the findings from recent case study research [Hearne, L., Geary, T., & Martin, N. (2016). A single case study of a whole school approach to guidance counselling in an Irish post-primary school; Case report. Retrieved from University of Limerick website: http://www.ul.ie/soedu/node/1481]. A single explanatory case study methodology investigated the complex phenomenon and interventions of whole school guidance counselling in a mixed gender school in the context of increasing demands for evidence-based data and methodological sophistication in lifelong guidance [European Lifelong Guidance Policy Network. (2015a). The evidence base on lifelong guidance; A guide to key findings for effective policy and practice, extended summary. Jyväskylä: Kariteam; Hearne, L. (2009). Towards an understanding of the measurement of individual progression in adult guidance (Unpublished doctoral dissertation). Waterford Institute of Technology, Waterford; Stake, R. E. (2004). Standards-based & responsive evaluation. Thousand Oaks, CA: Sage; Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage; Yin, R. K. (2014). Case study research (5th ed.). Thousand Oaks, CA: Sage].     

知觉经验对汉学字形知觉整体性的影响

三项实验通过部件识别法探讨了知觉经验对字形知觉整体性的影响。实验一要求三组不同发展水平的被试命名单独呈现的部件字,结果证实了本实验所用的各组部件字之间的识别难度均等和小学三年级学生的字识别技能明显不如小学六年级和大学学生。实验二使大学生在三种字度和两种字频条件下,分别进行单、双部件的命名,主要得到非字中的部件命名反应时快于假字,后者又快于真字的“字劣效应”以及在真、假字组中的“左>右”或“上>下”的“部位效应”,但未发现字频对部件命名的效应。实验三比较了三组不同年级被试的部件命名作业,发现小六和小三学生在真、假字中的部件命名反应时无明显差异,而大学生较明显,说明前者受字形整体知觉的影响比后者小。这些结果支持了字形知觉整体性随字的知觉经验增长而加强的假设,并在一个基于联结主义框架的字词识别模型中得到了较好解释。