华盛顿往事

怀揣一万块只身留学，6年后在美买下第一栋别墅。在融入西方主流社会的进程中，他找到了成就感。尤伟顺19年的海外经历，道出了改革开放后出国人员的心灵史。     

Parent–Child Shared Time From Middle Childhood to Late Adolescence: Developmental Course and Adjustment Correlates

The development and adjustment correlates of parent–child social (parent, child, and others present) and dyadic time (only parent and child present) from age 8 to 18 were examined. Mothers, fathers, and firstborns and secondborns from 188 White families participated in both home and nightly phone interviews. Social time declined across adolescence, but dyadic time with mothers and fathers peaked in early and middle adolescence, respectively. In addition, secondborns’ social time declined more slowly than firstborns’, and gendered time use patterns were more pronounced in boys and in opposite‐sex sibling dyads. Finally, youths who spent more dyadic time with their fathers, on average, had higher general self‐worth, and changes in social time with fathers were positively linked to changes in social competence.     

Adoptive Gay Father Families: Parent–Child Relationships and Children's Psychological Adjustment

Findings are presented on a U.K. study of 41 gay father families, 40 lesbian mother families, and 49 heterosexual parent families with an adopted child aged 3–9 years. Standardized interview and observational and questionnaire measures of parental well‐being, quality of parent–child relationships, child adjustment, and child sex‐typed behavior were administered to parents, children, and teachers. The findings indicated more positive parental well‐being and parenting in gay father families compared to heterosexual parent families. Child externalizing problems were greater among children in heterosexual families. Family process variables, particularly parenting stress, rather than family type were found to be predictive of child externalizing problems. The findings contribute to theoretical understanding of the role of parental gender and parental sexual orientation in child development.     

象征主义与《美国往事》

象征主义手法在美国影片《美国往事》中的运用十分突出,具体可分为道具的象征、形象的象征、道具的象征与形象的象征的结合运用三个表现形式。本文以这三个形式作为切入口,分析了象征主义在深化影片主题内涵、揭示影片深层意旨上所起到的重要作用。     

Parent–Child Discrepancies in Educational Expectations: Differential Effects of Actual Versus Perceived Discrepancies

This study explored how discrepancies between parents' and adolescents' educational expectations influenced adolescents' achievement using a nationally representative, longitudinal sample of 14,041 students (14 years old at baseline). Actual discrepancies (i.e., those between parents' and adolescents' actual educational expectations) and perceived discrepancies (i.e., those between adolescents' perceptions of their parents' educational expectations and adolescents' own) were examined. Achievement was higher when parents actually held higher expectations than adolescents held or when adolescents perceived that their parents' expectations were lower than their own. In contrast, achievement was lower when parents actually held lower expectations than adolescents held or when adolescents believed that their parents' expectations exceeded their own. Implications for identifying adolescents at risk and promoting adaptive parent–child educational expectations are discussed.     

Language Brokering and Depressive Symptoms in Mexican‐American Adolescents: Parent–Child Alienation and Resilience as Moderators

This study aimed to untangle the mixed effects of language brokering by examining a contextual factor (i.e., parent–child alienation) and a personal attribute (i.e., resilience) that may relate to adolescents’ feelings during translating (i.e., sense of burden and efficacy) and that may moderate the association between such feelings and adolescent depressive symptoms. Participants included 557 adolescent language brokers (M_age = 12.96) in Mexican‐American families. Results showed that adolescents with a strong sense of alienation from parents or low resilience (a) experienced more burden or less efficacy in translating and (b) were more susceptible to the detrimental effects of feeling a sense of burden and the beneficial effects of experiencing a sense of efficacy, as measured by depressive symptoms.     

The Early Construction of Spatial Attention: Culture,Space, and Gesture in Parent–Child Interactions

American and Israeli toddler–caregiver dyads (mean age of toddler = 26 months) were presented with naturalistic tasks in which they must watch a short video (N = 97) or concoct a visual story together (N = 66). English‐speaking American caregivers were more likely to use left to right spatial structuring than right to left, especially for well‐ordered letters and numbers. Hebrew‐speaking Israeli parents were more likely than Americans to use right to left spatial structuring, especially for letters. When constructing a pictorial narrative for their children, Americans were more likely to place pictures from left to right than Israelis. These spatial structure biases exhibited by caregivers are a potential route for the development of spatial biases in early childhood, before children have developed automatic reading and writing habits.     

Identity Processes and Parent–Child and Sibling Relationships in Adolescence: A Five‐Wave Multi‐Informant Longitudinal Study

The purpose of this study was to examine reciprocal associations between identity processes (commitment, in‐depth exploration, and reconsideration of commitment) and dimensions (support, negative interaction, and power) of maternal, paternal, and sibling relationships. A total of 497 Dutch families including 14‐years‐old adolescents (56.9% males), their fathers, mothers, and siblings, for a total of 1,988 respondents, participated in a five‐wave longitudinal study. Cross‐lagged analyses indicated that commitment and in‐depth exploration predicted improvements in family relationships (unidirectional effects), whereas reconsideration of commitment was predicted by low levels of maternal support and worsened the quality of the paternal relationship (reciprocal effects). These results were not moderated by adolescents' gender and sibling characteristics. Theoretical and practical implications are discussed.     

Reading in a root–based–morphology language: the case of Arabic

The reading process in Arabic as a function of vowels and sentence context is reviewed. Reading accuracy and reading comprehension results are reviewed in the light of cross–cultural reading, in order to develop a more comprehensive reading theory. Phonology, morphology and sentence context are considered key variables in explaining the reading process in Arabic orthography. Phonology (in the form of short vowels) affects reading accuracy as well as reading comprehension, regardless of reading level, age, material and reading conditions. Initial visual–orthographic processing identifies the morphology (i.e. the triliteral/quadriliteral roots of Arabic words) which then enables access to the mental lexicon. Sentence context is also essential in reading Arabic orthography regardless of the reader’s level, age, material and reading condition. The phonology, morphology and sentence context of Arabic are presented in two suggested reading models for poor/beginner Arabic readers and for skilled Arabic readers.     

From the Reading Rug to the Play Center: Enhancing Vocabulary and Comprehensive Language Skills by Connecting Storybook Reading and Guided Play

This article explores the preschool teachers’ use of concrete and abstract comments and questions within the classroom contexts of storybook reading and guided play to promote classroom conversations. Early childhood educators promote oral language development by creating a language-rich environment in which children become active participants in classroom dialogue. Teachers must intentionally plan and scaffold this learning through interactive storybook reading and storybook extensions using props through guided play. This article provides examples of the types of comments and questions that can serve to model and facilitate children’s vocabulary and comprehensive language development and subsequent literacy skills.     

阅读教学深度对话:内涵与实践路径

阅读教学深度对话是在阅读教学活动中,以某一具有共鸣、困惑或分歧的问题为话题,以反思或批判性等高阶思维为路径,以厘清问题的思路、认识或缩小分歧为目的的言语活动。阅读教学深度对话的基本条件有:民主、尊重、协作,倾听、表达、应对,质疑、探究、批判。阅读教学深度对话要有问题讨论、比较辨析、话题辩论等情境策略,才能够激发学生的对话欲望,引领课堂对话走向深度。阅读教学深度对话中,教师要改变课堂教学中强势主宰课堂现状,将角色定位为对话情景的创设者、对话支架的搭建者、深度对话的引领者。     

Children’s Cortisol and the Quality of Teacher–Child Relationships in Child Care

Teacher–child relationships were examined as predictors of cortisol change in preschool children. Saliva for assays was collected from one hundred and ninety‐one 4‐year‐olds (101 boys) in the mornings and afternoons on 2 days at child care, and before and after a series of challenging tasks and a teacher–child interaction session outside the classroom. Parents reported on children’s temperament, teachers and children reported on teacher–child relationship quality, and observers rated group‐level teacher insensitivity. Teacher‐reported relationship conflict predicted cortisol increases during teacher–child interaction and teacher‐reported overdependence predicted cortisol increases from morning to afternoon, even after controlling for individual teacher, child, and classroom characteristics. The findings extend earlier work by suggesting that cortisol change across the child‐care day is influenced by teacher–child relationship characteristics.     

大众对话:消费时代的艺术互动体征

在追求商业利润的背景下,艺术明显向经济、市场、金钱靠拢,走向了大众对话时代。已生产或即将生产的艺术品以及艺术创造过程,呈现出以下特征:操作痕迹过于浓重;迎合大众口味,彰显媚俗特质;媒介宣传发挥重要作用。艺术与大众越来越近,而含金量却越来越少。艺术家需要永远保持着清醒的认识和挺拔的身姿,在促使艺术走近大众、贴近生活的同时,坚持艺术应有的精神追求和价值品位。     

Parent–child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners

This study investigated the effects of dialogic parent–child reading in English on 51 Hong Kong kindergarteners learning English as a second language. Children were pre‐tested on nonverbal IQ, reading interest and receptive vocabulary, word reading and phonological awareness in both Chinese and English. They were then assigned randomly to one of three conditions involving different levels of parent–child interactions: dialogic reading (DR), typical reading (TR) or control. Though inter‐group comparisons showed nonsignificant interaction effects across time among the three groups, intra‐group gains across the 12‐week intervention suggested that parent–child reading could enhance English word reading skills, while dialogic reading could promote phonological awareness in both Chinese and English. These results highlight the potential benefits of English parent–child reading and dialogic reading on children learning English as a second language, and the possibility of linguistic transfer from parent–child reading in English as a second language to Chinese as a first language.     

Mother–Child Interaction: Links Between Mother and Child Frontal Electroencephalograph Asymmetry and Negative Behavior

It is well accepted that parent–child interactions are bidirectional by nature, yet not much is known about the psychophysiological activity underlying these interactions. This study examined, during a parent–child interaction, how a child's negativity statistically predicted maternal frontal electroencephalograph (EEG) asymmetry and how a mother's negativity statistically predicted child frontal EEG asymmetry. Thirty‐four mother–child dyads participated in the study. Maternal and child behaviors and physiology were measured during a puzzle task. Results indicated that mothers whose children exhibited more challenging behaviors during the dyadic interaction displayed more right (relative to left) asymmetry, as did children whose mothers were high in negativity during the interaction. These findings suggest that mothers and children react to each other's signals not only behaviorally but also physiologically.     

Engaging in Interactive Book Reading: Experiences of Refugee Mother–Child Dyads

Early Childhood Education Journal - Interactive book reading is an active practice that aims to stimulate children’s language and literacy development. The interactions that take place during...     

数字化阅读:电子类出版物编辑与营销

在当代,数字出版物,即电子类出版物诸如电子书、电纸书、电子报刊等,与互联网构成数字化拓展与发展大趋势。数字化、信息化、网络化传播促使了人们的阅读习惯、阅读方式和书刊购买方式的变革。电子类书刊与传统纸质书刊的编辑工作既有相通之处又存在区别,把握好编辑与作者、读者之间的互动关系,推动编、著、读关系的互动和优化,有效地提高电子类书刊的编辑质量;抓住读者阅读和购买的心理需求,运用适当的营销策略,在满足读者需求的同时,有效促进电子类书刊销售或出版发行。     

Once More into the Breach: Examining the Human Capital Impact of a University Consolidation over Time

Little research examines the sociocultural aspects of consolidating two post-secondary educational institutions. In a previous study we collected baseline data and reported on the initial impact of consolidation of a research-oriented, health sciences university with a teaching-oriented, comprehensive university. In the study we report here we compared our baseline data with data collected two years after consolidation in order to explore the organization’s evolving culture and the effect of that evolution on faculty members, with a focus on faculty retention. We draw lessons about the impact of consolidation for policy makers considering this avenue for reorganization within public higher education.