Loving and angry? Happy and sad? Understanding and reporting of mixed emotions in mother–child relationships by 6‐ to 12‐year‐olds

The Evaluative Space Model of emotions allows for the coactivation of positive‐appetitive and negative‐avoidant systems, but few studies have examined mixed emotions in child development. Existing research suggests children's understanding of opposite valence emotion combinations emerges by approximately 11 years of age. However, it is not yet clear whether various opposite valence combinations are understood at different ages, nor whether children can understand them in others before they have experienced such mixed emotions themselves. Semi‐structured interviews with 97 children investigated whether they regarded six combinations of opposite valence mixed emotions as possible, could provide reasons for them, and report their own experience of each in the context of mother–child relationships. Both understanding that such combinations are possible and ability to provide reasons for them increased after age 6 and up to age 11, but were still incomplete in 12‐year‐olds. Understanding of different opposite valence combinations developed at different rates. At each age, fewer children who showed understanding of these combinations in others reported having had a similar experience themselves. The findings suggest a need to systematically examine a range of mixed emotions in order to develop a comprehensive theory of the development of mixed emotion understanding. They also suggest extending research into adolescence.     

The effects of self‐explaining when learning with text or diagrams

Self‐explaining is an effective metacognitive strategy that can help learners develop deeper understanding of the material they study. This experiment explored if the format of material (i.e., text or diagrams) influences the self‐explanation effect. Twenty subjects were presented with information about the human circulatory system and prompted to self‐explain; 10 received this information in text and 10 in diagrams. Results showed that students given diagrams performed significantly better on post‐tests than students given text. Diagrams students also generated significantly more self‐explanations that text students. Furthermore, the benefits of self‐explaining were much greater in the diagrams condition. To discover why diagrams can promote the self‐explanation effect, results are interpreted with reference to the multiple differences in the semantic, cognitive and affective properties of the texts and diagrams studied.     

The heterogeneity of attention‐deficit/hyperactivity disorder symptoms and conduct problems: Cognitive inhibition,emotion regulation,emotionality, and disorganized attachment

This study examined the contributions of several important domains of functioning to attention‐deficit/hyperactivity disorder (ADHD) symptoms and conduct problems. Specifically, we investigated whether cognitive inhibition, emotion regulation, emotionality, and disorganized attachment made independent and specific contributions to these externalizing behaviour problems from a multiple pathways perspective. The study included laboratory measures of cognitive inhibition and disorganized attachment in 184 typically developing children (M age = 6 years, 10 months, SD = 1.7). Parental ratings provided measures of emotion regulation, emotionality, and externalizing behaviour problems. Results revealed that cognitive inhibition, regulation of positive emotion, and positive emotionality were independently and specifically related to ADHD symptoms. Disorganized attachment and negative emotionality formed independent and specific relations to conduct problems. Our findings support the multiple pathways perspective on ADHD, with poor regulation of positive emotion and high positive emotionality making distinct contributions to ADHD symptoms. More specifically, our results support the proposal of a temperamentally based pathway to ADHD symptoms. The findings also indicate that disorganized attachment and negative emotionality constitute pathways specific to conduct problems rather than to ADHD symptoms.     

跨期选择的变易程度正向预测中华文化圈国民的自评扛疫成效：亚非欧美大洋洲18国跨国研究

跨期选择是对不同时间点的得失的权衡与选择。伊索寓言《蚂蚁和蚱蜢》假借群居型昆虫的跨期选择偏爱暗喻投资未来的慢策略比只顾眼前的快策略更利于生存。用跨期选择领域通用的语言解读这一寓言便是：选择大而迟选项的蚂蚁比选择小而早选项的蚱蜢更可能扛过严冬而生存下来。为了探索何种跨期选择策略更有助于我们扛过疫情,本研究调查了亚非欧美大洋洲这5大洲18个国家共计26355名受测者对混合得失双结果的跨期选择偏爱,测量了人们平时和疫时跨期选择偏爱的变易程度(2类变易的程度指标),以及人们自评的扛疫成效。跨文化比较结果的主要发现是：不同通货的选择变易程度(指标1)和不同时期的选择变易程度(指标2)能联合预测中国/新加坡文化圈国民的自评扛疫成效;不同时期的选择变易程度(指标2)也可以单独预测印度/马来西亚/菲律宾/尼日利亚文化圈国民的自评扛疫成效;这2类选择偏爱变易的程度指标不能预测其他文化圈国民的自评扛疫成效(或者预测方向和假设相反)。基于易经“穷则变,变则通”的要旨和跨国比较的发现,我们认为：面临历史危机时善于变通的特长抑或成就了中华民族特有的竞争优势;在应对危机时,与中国文化距离越相近的国家或民族抑或也能...     

Empirical research on the identification of singular,multiple and subordinate argumentation

To examine to what degree argumentation skills are mastered by pupils who attend the vocational, general and academic streams in Dutch secondary education various subtests were constructed. The theoretical study of argumentation as exposed by Van Eemeren and Grootendorst was the basis for this test construction. In this article tests for the identification of singular, multiple and subordinate argumentation are described. Also an account is given of a pretest of these three subtests.     

Some properties of estimated scale invariant covariance structures

Scale invariance is a property shared by many covariance structure models employed in practice. An example is provided by the well-known LISREL model subject only to classical normalizations and zero constraints on the parameters. It is shown that scale invariance implies that the estimated covariannce matrix must satisfy certain equations, and the nature of these equations depends on the fitting function used. In this context, the paper considers two classes of fitting functions: weighted least squares and the class of functions proposed by Swain.Constructive comments by the referees are greatly appreciated. The author gratefully acknowledges Michael Browne's interest in his work.     

Finite mixtures in confirmatory factor-analysis models

In this paper, various types of finite mixtures of confirmatory factor-analysis models are proposed for handling data heterogeneity. Under the proposed mixture approach, observations are assumed to be drawn from mixtures of distinct confirmatory factor-analysis models. But each observation does not need to be identified to a particular model prior to model fitting. Several classes of mixture models are proposed. These models differ by their unique representations of data heterogeneity. Three different sampling schemes for these mixture models are distinguished. A mixed type of the these three sampling schemes is considered throughout this article. The proposed mixture approach reduces to regular multiple-group confirmatory factor-analysis under a restrictive sampling scheme, in which the structural equation model for each observation is assumed to be known. By assuming a mixture of multivariate normals for the data, maximum likelihood estimation using the EM (Expectation-Maximization) algorithm and the AS (Approximate-Scoring) method are developed, respectively. Some mixture models were fitted to a real data set for illustrating the application of the theory. Although the EM algorithm and the AS method gave similar sets of parameter estimates, the AS method was found computationally more efficient than the EM algorithm. Some comments on applying the mixture approach to structural equation modeling are made.Note: This paper is one of the Psychometric Society's 1995 Dissertation Award papers.—EditorThis article is based on the dissertation of the author. The author would like to thank Peter Bentler, who was the dissertation chair, for guidance and encouragement of this work. Eric Holman, Robert Jennrich, Bengt Muthén, and Thomas Wickens, who served as the committee members for the dissertation, had been very supportive and helpful. Michael Browne is appreciated for discussing some important points about the use of the approximate information in the dissertation. Thanks also go to an anonymous associate editor, whose comments were very useful for the revision of an earlier version of this article.     

Generalized Rough Sets (Preclusivity Fuzzy-Intuitionistic (BZ) Lattices)

The standard Pawlak approach to rough set theory, as an approximation space consisting of a universe U and an equivalence (indiscernibility) relation R U x U, can be equivalently described by the induced preclusivity ("discernibility") relation U x U \ R, which is irreflexive and symmetric.We generalize the notion of approximation space as a pair consisting of a universe U and a discernibility or preclusivity (irreflexive and symmetric) relation, not necessarily induced from an equivalence relation. In this case the "elementary" sets are not mutually disjoint, but all the theory of generalized rough sets can be developed in analogy with the standard Pawlak approach. On the power set of the universe, the algebraic structure of the quasi fuzzy-intuitionistic "classical" (BZ) lattice is introduced and the sets of all "closed" and of all "open" definable sets with the associated complete (in general nondistributive) ortholattice structures are singled out.The rough approximation of any fixed subset of the universe is the pair consisting of the best "open" approximation from the bottom and the best "closed" approximation from the top. The properties of this generalized rough approximation mapping are studied in the context of quasi-BZ lattice structures of "closed-open" ordered pairs (the "algebraic logic" of generalized rough set theory), comparing the results with the standard Pawlak approach. A particular weak form of rough representation is also studied.