Children's behavior problems and referral for school psychological services

Personality and conduct problem behaviors from Quay and Peterson's Behavior Problem Checklist were rated by considering their significance in referring an elementary-grade child for school psychological services. Spearman correlations indicated that regular class teachers, special class teachers of the emotionally disturbed, and school psychologists agreed regarding the relative importance of the behavior problems. A repeated measures analysis of variance revealed that conduct problems were prioritized by the professional groups for referral. This consistent agreement across professional groups is interpreted in terms of ecological psychology. Considering the behavioral demands of the schools, the conduct problem child achieves the poorest behavior-milieu fit and is perceived as a priority for referral.     

Children's conceptions of probability — A psychological and pedagogical review

This paper identifies a number of key questions concerning children's understanding of probability. A selection of psychological and pedagogical research studies is evaluated. Attention is drawn to the various definitions of probability assumed by their authors, indicating the relevance of these to an understanding and synthesis of the reported findings. The possibility of basing relevant classroom practice on subjective rather than theoretical concepts of probability is discussed.     

Children's emotions in math problem solving situations: Contributions of self-concept,metacognitive experiences,and performance

This study examined 1) experiences of six discrete emotions ‒ joy, pride, contentment, worry, shame, hopelessness ‒ after solving a math problem of students aged 10–12 years, and 2) the contribution of self-concept, metacognitive experiences (feeling of difficulty and feeling of success) and performance on emotions experienced after the task, controlling for gender and emotions experienced before the task. Results indicated a decrease in joy and contentment after problem solving. Performance did not contribute to emotions apart from hopelessness. The influence of performance on hopelessness was mediatized by metacognitive experiences. Self-concept contributed to joy, pride and shame but its influence became non-significant when we controlled for metacognitive experiences. Feeling of success mediatized the effect of self-concept on joy, pride and shame. Metacognitive experiences were also found to be important predictors of all emotions except worry. The need for new paradigms to study emotions in education is discussed.     

师范生信息技术素质培养现状与改进对策

师范生是未来教师的重要来源之一。提升师范生信息技术素质对其教师职业能力提高具有重要的作用。本文分析了师范生信息技术素质培养的现状,并从加强顶层设计、拓宽信息技术素质培养途径两个方面提出了改进对策。     

六届师范生心理健康档案研究

本文分析研究了六届师范生SCL－90心理健康档案,通过总体水平的比较,反映出师范生心理健康水平略高于国内青年组常模;通过笥别比较,反映出师范男生心理健康水平略低于女生;通过测验内容的比较,反映出师范生所存在的心理健康问题依次为：强迫、人际敏感、偏执、敌对、焦虑、忧郁、恐怖、躯体化、精神病性、其他;通过曾后测的发展比较,反映出一定的教育影响可以提高师范生的心理健康水平。     

Factors affecting probabilistic judgements in children and adolescents

Six hundred and eighteen pupils, enrolled in elementary and junior-high-school classes (Pisa, Italy) were asked to solve a number of probability problems. The main aim of the investigation has been to obtain a better understanding of the origins and nature of some probabilistic intuitive obstacles. A linguistic factor has been identified: It appears that for many children, the concept of certain events is more difficult to comprehend than that of possible events. It has been found that even adolescents have difficulties in detaching the mathematical structure from the practical embodiment of the stochastic situation. In problems where numbers intervene, the magnitude of the numbers considered has an effect on their probability: bigger numbers are more likely to be obtained than smaller ones. Many children seem to be unable to solve probability questions, because of their inability to consider the rational structure of a hazard situation: chance is, by itself, an equalizing factor of probabilities. Positive intuitive capacities have also been identified: some problems referring to compound events are better solved when addressed in a general form than when addressed in a particular way.     

高校贫困生常见的不良心理特点及教育策略

高校贫困学生群体的有关问题越来越受到社会的关注和重视.加强贫困学生群体的心理健康教育,有利于整个教育事业的健康发展与社会稳定.本文结合文献资料,探讨了贫困学生群体常见的不良心理特点,并提出了相应的教育对策.     

铝的污染与危害

探讨了铝对植物、水生物及对人体的危害;分析了老年痴呆症、贫血症、骨软症与铝的关系;指出铝进入人体的几种途径.     

经济新常态下农民工就业心理问题分析与解决对策

我国经济发展呈现新常态,随着大规模的产业结构调整,产业模式的转变以及产业创新等因素对劳动力的素质提出了新的要求。农民工在就业的过程中存在很大的盲目性,在就业过程中存在认知偏差、情绪消极、盲目攀比、依赖心理和自卑心理,需要政府、企业、农民工自身三个方面共同努力解决农民工就业心理问题,以适应经济新常态的要求,提高农民工就业质量。     

Loss of controllability in appetitive situations interferes with subsequent learning in aversive situations

In two experiments, we examined whether or not a loss of control over food availability would interfere with subsequent two-way shuttle-escape learning. Rats that had experienced loss of control over food delivery were impaired in their acquisition of a shuttle-escape response, relative to the response-contingent and the continuous-reinforcement control rats (in Experiments 1 and 2) and to the lack-of-control and home cage control rats (in Experiment 2). Rats that had received noncontingent food delivery without a prior history of control over food exhibited poorer performance than did the home cage control rats. Moreover, loss of control resulted in a larger interference effect than did lack of control, supporting the view that the learning of response-outcome noncontingency is the main determinant of the interference effect.     

高师专学前儿童科学教育课程教学改革探索

根据<纲要>精神指导下的幼教改革对师资的需求,在"做中学"项目引入的大背景下,针对目前幼儿教育中的科学教育尚未引起充分重视的实际,我们在高师学前教育专业专科中学前儿童科学教育课程教学改革采取了如下对策:从不断提升科学教育理念入手;调整教学计划,适当增加科普等相关课程的选修;改革课程教学模式,突出实践教学能力的培养;确定实践基地,整合与充分利用教学资源;提高相关课程教学队伍的素质,拓展人力资源.     

高师毕业生心理压力分析及应对策略

据调查,2010年内江师范学院毕业生心理压力较大,且女大学生心理压力大于男大学生。毕业生应对压力的方式主要采取＂自己解决＂的策略,只有极少数毕业生寻求心理咨询的帮助。本文针对毕业生心理压力过大的现状,从学校和学生两方面提出缓解心理压力的应对策略。     

Interaction and learning in mathematics classroom situations

An analysis of one ten minute episode in which three seven year-old students engage in collaborative small group activity is presented to explore the relationship between individual learning and group development. Particular attention is given to the establishment of a taken-as-shared basis for mathematical activity and to the attainment of intersubjectivity. From a perspective which treats communication as a process of active interpretation and mutual adaptation, learning as it occurs in the course of social interaction is characterized as a circular, self-referential sequence of events rather than a linear cause-effect chain. In addition, the relationship between individual learning and group development is such that the students can be said to have participated in the establishment of the situations in which they learned.     

Social life in cultures: judgements, conflict, and subversion

We present a developmentally grounded perspective on the study of social life in cultures that examines the sources of the coexistence of sociability and opposition, harmony and conflict, acceptance and critique. The coexistence of these elements, it is proposed, is systematically connected both to the development of distinct domains of thought and to the dynamics of participation in more and less hierarchical social relationships in society.     

Mathematical situations of play and exploration

The mathematical situations of play and exploration introduced here have been developed as an empirical research instrument for the longitudinal study “erStMaL” (early Steps in Mathematics Learning). They are designed as situations that allow children and a guiding adult to construct situation-related knowledge in common dialogue processes and in mutual conditions. In addition, the situations focus on the activity of the persons involved, as well as the meaning of artefacts as objects of different cultural worlds. Besides relevant theoretical aspects for the development of the mathematical situations of play and exploration, exemplary analyses are introduced to clarify the conceptual aims.     

Participation and gender in circle-time situations in preschool

Abstract

This study sought to investigate participatory values in relation to gender, as expressed in interactions between teachers and children in circle-time situations in Swedish and Norwegian preschools. This paper reports evidence from three research questions: How is children's participation conditioned in circle-time situations? How are participatory values communicated to girls and boys? and What gender-related patterns emerge in teacher–child interactions in circle-time situations? The study is informed by Habermas' concepts of strategic and communicative actions, as well as Davies' idea of duality, the bi-polarity, between femininity and masculinity. Data consist of video observations of teacher and child interactions during circle time. The results show that children's participation is conditional on children's own willingness to participate, and on teachers' willingness to involve the children in a communicative action. Data reveal that the girls are more likely to take the initiative than boys and appear more comfortable in such an active position. It was also noted that there is a tendency for practitioners to interpret and value male and female traits as oppositional behaviours.     

Use of situations in mathematics education

Situations are often regarded as the panacea which guarantees concretisation of abstract notions. Recent research results have led us to qualify this opinion. After analysing briefly the notion of situation, we raise various issues on the basis of the responses of children aged 11–15 to the racing car problem. We observed various limits brought about by the situation in the abstraction prócess, and also that the task involved more abstract notions (even pictorial) than expected. The conclusion singles out some principles ensuring a better use of situations and points out key problems such as the role of mental images and the importance of the spoken language.