应用表象训练技术提高弱智儿童表象清晰度和表象记忆实验研究

为提高弱智儿童表象清晰度和表象记忆能力,对北京地区48名弱智 被试进行的表象训练实验研究结果表明:被试整体训练后的清晰度和记忆成 绩均高于训练前的成绩,且差异显著;轻度与中度被试的清晰度成绩差异显 著;重度被试的记忆训练成绩均高于中度和轻度被试,且差异显著;高清晰组 的记忆成绩训练前后差异显著,低清晰组则不显著;说明表象训练技术对提 高弱智儿童的表象清晰度和记忆力是有效的,清晰度越高,对记忆提高的帮 助越大。在教学中,应加强和应用此项技术,提高认知能力,开发其潜能。     

Associations between adolescent experiences of violence in Malawi and gender-based attitudes,internalizing, and externalizing behaviors

Little is known about adolescent exposure to and factors associated with violence in Malawi. The aim of this research was to describe the prevalence of exposure to violence among adolescents in Malawi, and test the hypotheses that such exposures are associated with gender-based violent attitudes, and with internalizing and externalizing problems. In 2014, 561 primary school pupils were interviewed (50% girls), and logistic regression analysis was performed on gender-stratified data, adjusting for sociodemographic differences. Both girls and boys had witnessed domestic violence (28.5% & 29.6%), experienced emotional abuse at home (23.1% & 22.9%), physical abuse at home (28.1% & 30.4%), physical abuse at school (42.4% & 36.4%), and been bullied (33.8% & 39.6%). Among girls, internalized violent attitudes towards women were associated with emotional abuse at home (OR 2.1) and physical abuse at school (OR 1.7). Condoning rape was associated with physical abuse at school (OR 1.9). Bullying perpetration was associated with emotional abuse at home (OR 4.5). Depression was associated with emotional abuse at home (OR 3.8) and physical abuse at school (OR 2.4). Among boys, violent attitudes towards women and condoning rape were not associated with violence exposure. Bullying perpetration was associated with having been a victim of bullying (OR 2.9) and physical abuse at school (OR 2.7). Depression was associated with emotional abuse at home (OR 2.9), domestic violence (OR 2.4) and physical abuse at school (OR 2.5). These findings can inform programs designed to reduce violence victimization among Malawian girls, both in homes and schools.     

Internet in the Classroom: Effects on Reading Comprehension,Motivation and Metacognitive Awareness

This study examined the potential of entertainment-education (E-E) for promoting engagement with a science issue. It was assumed that certain entertaining features of a media experience increase viewers’ perceived knowledge about an issue. Drawing on different theoretical models of E-E and on persuasive effects of narrative media messages, three hypotheses and one research question were assessed in a survey among 103 participants, who were shown a movie about genetic engineering beforehand. Results suggested that the higher viewers’ transportation, identification, and enjoyment were, the more they actually felt informed. Viewers’ degree of transportation, though, revealed to be sufficient to explain their perceived knowledge.     

略论艺术语言的审美过程

艺术语言的审美体现了审美活动的情感的思维形式,它是发话主体一种特异的审美发现。它是一种自然的表情语言,使言语脱离木讷之气,瞬间鲜活灵动起来;它是发话主体自然的心象形成,所以艺术语言之兴,关键在于取象,使之升华为审美意象。     

Media,mental imagery,and memory

Recent research indicates that the human information-processing system can gather and store a limited amount of information at any one time. An individual receives stimuli in many forms: auditory, verbal, visual and others, and combinations of these. Stimuli can be presented by single and multiple-channel media; in multichannel presentations interference affects processing and retention. Thirty-two students at the University of Oregon were tested to determine the effects of media on mental imagery and memory. The model incorporates a dual-coding hypothesis, and five single and multiple-channel treatments were used. An erratum to this article is available at .     

Music video as persuasive form: The case of the pseudo‐reflexive strategy

This essay examines music video as a media form designed to persuade television viewers to purchase musical recordings. By associating performers and their songs with strategically selected visual images, video makers hope to evoke impressions which might lead viewers to desire the recordings produced by the performers featured in video clips. One specific production strategy, “pseudo‐reflexivity,” involves employing imagery that demystifies some, but not all, of the aspects of the video making process in order to both draw audience attention away from the promotional motives underlying video production and enhance the anti‐commercial stance typically adopted by hard rock musicians.     

The appeal of rough‐and‐tumble play in televised professional football

In a factorial design varying (1) the degree of roughness/violence of a play (low, intermediate, and high), (2) several particular plays within this classification, and (3) sex of viewer, the enjoyment of televised plays of professional football was investigated. The plays were taken from a large pool of plays drawn from numerous games and involving numerous teams. In a pretest, a strong differentiation in the selection plays' degree of roughness/violence was secured. At the same time, the plays were matched on several other, potentially contaminating stimulus dimensions. The enjoyment of plays was found to increase with the degree of their apparent roughness/violence. However, this relationship was significant for male viewers only. It was not reliable for females. There were no appreciable sex differences in the enjoyment of plays featuring low and intermediate levels of roughness. Highly violent plays, in contrast, were significantly more enjoyed by males than by females. The findings suggest that, at least for male viewers, a high degree of aggressiveness is a critical ingredient of the enjoyment of watching sports contests.     

Economics and violence against children,findings from the Violence Against Children Survey in Nigeria

This study seeks to assess the impact of economic factors on sexual, emotional, and physical violence on Nigerian children and adolescents aged 13–24 years. Data collected from the Nigerian Violence Against Children Survey (VACS), a national, cross-sectional household survey of females and males aged 13–24 years were used to examine sexual, emotional, and physical violence victimization. Data were collected on household economic status, e.g., flooring and roofing materials, transportation. A poverty index was developed using the Simple Poverty Scorecard^™ for Nigeria to determine the impact that economic factors have on these violence measures. Children aged 13–17 years in households with high economic status (ES) were 1.81, 1.78, and 4.91 times, more likely to experience sexual, emotional, and physical violence, respectively, within the last 12 months than those in the lowest ES. Individuals aged 18–24 years in households with high ES were 1.62 and 1.41 times more likely to experience emotional and physical violence, respectively, prior to age 18 than those in the lowest ES. Individuals aged 18–24 years in households with middle or high ES were 1.65 and 1.96, respectively, times more likely to experience physical violence prior to age 18 than those in the lowest ES. Highest tertile ES was significantly associated with sexual, emotional, and physical violence among Nigerians aged 13–24 years. Further research is needed to determine the cause of increased violence amongst high ES households. Targeted interventions towards this ES class are recommended to reduce violence against children in Nigeria.     

Excluded girls: interpersonal,institutional and structural violence in schooling

School exclusion and violence are defined with boys as the reference point and relatively little attention is given to the various forms of exclusion—disciplinary exclusion, self‐exclusion and withdrawal from learning—to which girls are subject. Girls in difficulty at school receive less attention than their male peers from policy‐makers, teachers and researchers. They find it more difficult to access resources. The concept of exclusion needs to be expanded to encompass girls’ experiences. This paper explores the policy context in which girls’ exclusion occurs and examines contributory factors, arguing that together they constitute systemic violence. Forms of violence include verbal abuse, psychological violence and the everyday “incivilities” which often go unchallenged in school cultures. The paper draws on research which privileged student voices and considered them alongside those of service providers, to analyse girls’ school experiences, examining violence and exclusion at interpersonal, institutional and structural levels. Issues such as bullying, self‐exclusion, learning difficulties, peer relationships, teacher–student relationships and student pregnancies are considered.     

The contribution of childhood emotional abuse to teen dating violence among child protective services-involved youth

ObjectiveFor child protective services (CPS) youth who may have experienced more than one form of maltreatment, the unique contribution of emotional abuse may be over-looked when other forms are more salient and more clearly outside of accepted social norms for parenting. This study considers the unique predictive value of childhood emotional abuse for understanding adolescent post-traumatic stress disorder (PTSD) symptomatology and dating violence. Further, PTSD symptomatology is assessed as an explanatory bridge in the emotional abuse—teen dating violence link.MethodsA random sample of 402 youth from the active caseload of a large urban CPS catchment area participated as part of a larger longitudinal study on adolescent health behaviors. Mid-adolescent youth across types of CPS status were targeted. CPS youth reported on lifetime maltreatment experiences, PTSD symptomatology, and past year dating experiences, using published scales.ResultsOver 85% of CPS youth had begun dating. For dating youth, some level of dating violence was common: over half of females (63–67%) and nearly half of males (44–49%). Taking into account other forms of maltreatment, emotional abuse emerged as a significant predictor of both PTSD symptomatology and dating violence among males and females. PTSD symptomatology was a significant mediator of the male emotional abuse-perpetration and the female emotional/physical abuse-victimization links, indicating a gendered patterning to findings.ConclusionsThese results indicate that: (1) CPS youth are a high priority group for dating violence and PTSD-linked intervention; and (2) CPS youth continue to experience the unique negative impact of childhood emotional abuse in their adolescent adjustment. All CPS children should be evaluated for emotional abuse incurred, and appropriate intervention attention be given as to how it specifically impacts on the child's approach to relating to themselves and to others.Practice implicationsThe present study directs practice implications in regards to: (1) the problem of teen dating violence, (2) the salience of childhood emotional abuse; and (3) the importance of targeting PTSD symptomatolgy among CPS youth. A substantial number of CPS youth report early engagement in violent romantic relationships and require support towards attaining the non-coercive relationship experiences of their non-CPS-involved age mates. The topic of dating, healthy dating relationships, and dating violence may need to be part of the regular casework, with a view towards supporting youths’ conceptualization of and skill set for healthy, close relationships. Further, this knowledge needs to be translated to foster parents and group home staff. With regard to the impact of childhood emotional abuse, CPS workers need to be sensitive to its potential for long-term, unique impact impairing relationship development. Emotional abuse is (a) unique among genders (i.e., for females, it clusters with physical abuse) and (b) uniquely predictive of PTSD symptoms and dating violence. Finally, as is consistent with theory and biopsychosocial evidence, PTSD symptomatology is a key causal candidate for understanding maltreatment-related impairment. Attention to targeting PTSD symptoms may be preventative for dating violence; attention to targeting emotional abuse experiences may be preventative for PTSD symptoms. CPS youth are an important population to involve in research, as their inclusion adds to the evidence-base to achieve evidence-informed practice and policy within child welfare.     

Preventing violent extremism: Resourcing,stakeholder strategies and fostering belonging and connection in Australian schools

Countering violent extremism (CVE) continues to be a topic of national and international concern as well as media interest. In the field of CVE, educational institutions have an important role to play, but precisely how educators and policymakers should best respond to extremism within schools remains unclear. This article draws on interviews with multiple stakeholders implementing a small-scale nationally funded grant in Australian schools to guard against behaviours leading to violent extremism through developing restorative justice (RJ) practices. In foregrounding their accounts, we draw attention to the complexity of negotiating the CVE space by resisting dominant narratives that could be considered ‘exaggerations’ regarding both the manifestations of and motivations behind violent or extreme student behaviour. To conclude, we highlight how—in important ways—the money and resourcing allocated for CVE in local settings simply recycles what are already established to be best practices for fostering belonging and connection in schools, particularly in socio-economically disadvantaged communities.     

Bullying among pupils with and without special needs in Slovenian primary schools

Bullying and violence pose widespread problems for contemporary society. In this paper, special attention is given to violence against pupils with SN. The empirical research analyses perceptions of peer violence according to differing roles in relation to violent acts (observer, victim and perpetrator) among pupils with and without SN, regarding gender and age. We used the School Bullying Scales measuring instrument, translated and adapted for Slovenia. The main findings of the research are as follows: there is no statistically significant difference between pupils with and without SN in terms of the different roles of peer violence in regular Slovenian primary schools. Among specific subgroups of children with SN, pupils with long-term illnesses (including pupils with activity deficit and/or hyperactivity disorder) were statistically significantly less often observers of violent acts compared to other groups of pupils with SN.     

Trigger videos on the Web: Impact of audiovisual design

Audiovisual design might impact emotional responses, as studies from the 1970s and 1980s on movie and television content show. Given today's abundant presence of web‐based videos, this study investigates whether audiovisual design will impact web‐video content in a similar way. The study is motivated by the potential influence of video‐evoked emotional responses to related activities in a web‐based learning environment. To examine this, a video scene was designed that follows the concept of an educational trigger video. A trigger video aims to evoking affective responses in viewers with respect to a social problem situation. An experiment was conducted that explored whether the manipulation of two audiovisual design variables—shot length and camera height—of a web trigger video affects how the problem situation and the characters are perceived. The results showed that audiovisual design did impact these video‐related tasks.     

Gender differences in the association between emotional maltreatment with mental,emotional, and behavioral problems in Swedish adolescents

Emotional maltreatment is a common form of child abuse with a powerful negative impact on mental health. The aim of this study was to examine the effect of emotional maltreatment on mental health and mental well-being in a general population of Swedish 12- to 13-year old girls and boys. Data was collected via self-report questionnaires in classroom settings from 1134 students. Emotional maltreatment had significant effects on mental health and mental well-being for both girls and boys. Moreover, there were significant interaction effects between gender and levels of emotional maltreatment. Girls reported decreased mental health and mental well-being at lower degrees of emotional maltreatment compared to boys. Furthermore, girls reported larger decreases in mental health in response to exposure of emotional maltreatment. For internalizing symptoms, mental well-being and psychosomatic symptoms, exposure level of emotional maltreatment seemed to magnify the gender differences. For externalizing symptoms, there were no differences between girls and boys in the group reporting no emotional maltreatment and the increase in externalizing symptoms were of equal magnitude for both genders. Given the impact of emotional maltreatment on mental health in the general population, results from this study implies that a trauma-informed perspective is necessary in understanding gender differences in mental health in early adolescence. Further research is needed in order to understand the underlying processes generating the differences in girls and boys responses to emotional maltreatment.     

我国当代暴力文化对暴力犯罪的影响探析

暴力文化是记载、描述暴力行为人实施暴力行为的具体过程及主观故意心理状态的一种亚文化,具有载体的多样性、内容的丰富性、表现行为的凶残性等特征。而暴力犯罪是行为人以暴力或以暴力相威胁的手段侵害他人人身、财产权的应受刑罚处罚的行为,具有突发性、残酷性、冒险性等特征。暴力文化与暴力犯罪关系相当密切。暴力文化在一定程度上滋生了暴力犯罪,严重影响了社会主义经济建设。暴力文化和暴力犯罪必须从刑事立法、行政立法上予以区分遏制,才能保障社会主义市场经济正常运行,构建和谐、法制的社会主义国家。     

视觉文化语境下的媒介转换与融合——以张爱玲小说的电影改编为例

张爱玲的小说文字具有独特的个性和极强的画面感,在文学叙事中多次采用了电影手法,使得导演在将其文字改编成电影而进行的媒介转换中,产生了不一样的火花,其意象、叙事方式和表现手法均有明显区别,受众对其评价也褒贬不一。但是从根本上而言,这种媒介转换和融合有利于受众通过多元渠道接触经典文学作品。     

媒体与青少年暴力

青少年是各种媒体的重要消费,不少国家和地区的研究都发现,除了上学和睡觉,青少年花在媒体上的时间比其他任何活动都多。然而,现代媒体充满了暴力,大量的实证研究已用科学数据确凿地证明,媒体暴力极大影响了青少年的暴力行为、暴力思想和情感。在此基础上,进一步分析了媒体暴力影响青少年的机制与中介因素,并从媒体使用和监管等角度阐述了减少和预防媒体暴力对青少年影响的应对措施。     

Perceived emotional intelligence as predictor of psychological adjustment in adolescents: a 1-year prospective study

In recent years, emotional intelligence has appeared as a predictor of adults’ mental health, but little research has examined its involvement in adolescents’ psychological adjustment. In this paper, we analyzed the predictive validity of perceived emotional intelligence (attention to feelings, emotional clarity, and emotional repair) over psychological adjustment in an adolescent sample at two temporal stages with a 1-year interval. At Time 1, the results indicated that adolescents with high scores in attention to feelings and low scores in emotional clarity and repair display poorer psychological adjustment, concretely, higher levels of anxiety, depression, and social stress and lower levels of general mental health. At Time 2, attention to feelings and emotional repair significantly predicted adolescents’ psychological well-being, even when the effects of previous psychological adjustment were controlled for. The findings suggest that perceived emotional intelligence is a stable predictor of adolescent adjustment and may serve as a useful resource for preventive interventions.     

The benefits of aggressive traits: A study with current and former street children in Burundi

Aggressive behavior in children and youths is commonly associated with exposure to violence and maltreatment. Consequently, aggressive behavior has often been explained as a form of reactive behavior in response to violence-inflicted mental suffering. However, perpetrating violence can become appealing, fascinating and exciting, i.e., may acquire appetitive, self-rewarding aspects. We postulated that this appetitive form of aggression reduces the vulnerability for developing Posttraumatic Stress Disorder (PTSD) in insecure and violent environments. Furthermore we investigated the extent to which reactive aggression and appetitive aggression account for recent violent behavior in children and youths. We conducted semi-structured interviews in a sample of 112 children and youths (M_age = 15.9 years) recruited from the streets, families and a residential center for vulnerable children in Burundi. We investigated the cumulative exposure to traumatic events and to domestic and community violence, assessed the recently committed offenses, the severity of PTSD symptoms, and the potential for reactive and appetitive aggression. Reactive aggression was positively related to PTSD, whilst appetitive aggression was negatively related to PTSD. Children higher in appetitive aggression were also more likely to display violent behavior. These results suggest that an appetitive perception of violence may be an useful adaption to insecure and violent living conditions reducing the vulnerability of children for trauma-related mental disorders. However, positive feelings experienced through violent or cruel behavior are also an important risk factor for ongoing aggressive behavior and therefore need to be considered in prevention strategies.     

Adolescent exposure to violence and adult physical and mental health problems

Evidence on the relationship of adolescent exposure to violence (AEV) with adult physical and mental health problems is limited, with studies often focusing on earlier childhood rather than adolescence, and also on short term rather than long term outcomes. Information specifically on the relationship of AEV to seeking help for mental health problems in adulthood from either formal sources such as mental health professionals or informal sources such as friends and clergy is even more difficult to find. The present study investigates how adolescent exposure to violence (AEV), in the form of parental physical abuse, witnessing parental violence, and exposure to violence in the neighborhood, are related to self-reported adult physical problems and seeking formal or informal assistance with mental health, controlling for more general adolescent violent victimization and for self-reports and parent reports of mental health problems in adolescence. This study adds to the literature on AEV and adult physical problems, and provides a rare look at the relationship of AEV to adult help-seeking for mental health problems. The results suggest that AEV is associated with mental health problems in adolescence for both females and males, that for females AEV is related to physical problems and to seeking help for mental health problems in adulthood, but for males the only significant relationship involves inconsistent reports of witnessing parental violence and adult physical problems.