Attachment to Mother/Attachment to Father: A Meta-Analysis

An important tenet of attachment theory is that classification of security or insecurity as derived from the Strange Situation reflects the quality of an infant's relationship with its caregiver. One piece of evidence supporting this claim is the lack of concordance of classification between an infant and its mother and father. We performed a meta-analysis of the 11 studies that have examined the concordance of mother/father attachment to an infant. We found that security of attachment to one parent was dependent upon security to the other parent, that type of insecurity (avoidant/resistant) to one parent was dependent upon type of insecurity to the other, and that subcategory classification within the secure category (B1B2/B3B4) to one parent was dependent upon subcategory classification to the other. These data raise important questions regarding the meaning of infant attachment classification as derived from the Strange Situation. Among the possible explanations for the pattern of data are existence of concordant parenting styles and/or influence of infant temperament (possibly the tendency to cry upon separation) on classification of security/insecurity in the Strange Situation.     

管窥辩诉交易

辩诉交易之所以首先能在美国萌芽并迅猛成长，其根本原因在于它是美国特定的检察体制和社会心理认同的产物。但若舶入中国，则既无必要性又无可行性，在法理上更是存在不可逾越的障碍。     

家庭心理学：基于系统观点的考察

家庭心理学是指以系统观点为基本立场和出发点,对个体、夫妻和家人在相互关系及其广泛的活动环境中的思想、情感和行为进行研究的科学。家庭心理学的生成源于系统运动的影响、心理学中长期蕴含着的整体观以及对精神病家庭的研究。家庭心理学对家庭系统的组分、结构、环境、控制、发展以及功能进行了深入研究,为我们勾勒了一幅清晰的家庭系统的图景。家庭心理学所遵循的系统观点对促进传统心理学方法论的变革具有重要的意义。     

Systems View of School Climate: a Theoretical Framework for Research

School climate has been widely examined through both empirical and theoretical means. However, there is little conceptual consensus underlying the landscape of this literature, offering inconsistent guidance for research examining this important construct. In order to best assist the efforts of developing causal models that describe how school climate functions, we propose the Systems View of School Climate (SVSC). This theoretical framework was formed by deconstructing prior models and empirical research on school climate into themes and highlighting their implicit assumptions. Using the SVSC to synthesize this existing literature, school climate is defined as the affective and cognitive perceptions regarding social interactions, relationships, values, and beliefs held by students, teachers, administrators, and staff within a school. School climate is situated within Ecological Systems Theory (Bronfenbrenner 1989) to guide future research in this domain and help specify levels of research or analysis, thereby providing utility as a theoretical framework for future causal models. The SVSC provides a roadmap for research by demarcating school climate from related constructs, suggesting related contextual and structural constructs, and delineating proximal and distal systems which may shape the nature of school climate.     

Moving Beyond the Brag Sheet: A Meta-Analysis of Biodata Measures Predicting Student Outcomes

Measures of biographical data, or biodata, provide indicators of one's life history and past experiences. Biodata information is often available in various forms during processes of academic admissions to higher education. Such information can be used, in combination with other factors, to predict students’ future academic and extra-curricular accomplishments. There is a scattered body of literature investigating relationships between standardized biodata measures and a number of student criteria in college. The current study uses meta-analysis methods to summarize findings on how various biodata measures—overall scores or scale scores—predict student accomplishments, including grades, self- and other-rated performances, persistence, and extracurricular accomplishments. Data from 46 independent samples, consisting of 38,478 students and resulting in 74 individual predictor–criterion relationships were analyzed. Results indicate, generally, that biodata measures predict substantially students’ academic and extra-curricular accomplishments. Overall biodata scores correlate with grades at .39, persistence at .25, and point-hour ratios at .35. Students’ accomplishments in leadership, visual and performing arts, music, and science were predicted best by biodata measures developed specifically to target those outcomes. This meta-analytic study provides support for the predictive validity of biographical data inventories with respect to student outcomes and adds justification to the use of biodata in academic selection.     

Education and Society: a Plea for a Historicised Approach

In the course of the ‘long’ eighteenth century, ways of thinking in the Western world transformed in fundamental ways; even words that remained the same took on new meanings. In the field of the history of ideas, the period 1700–1850 is also called the ‘saddle‐period’. Philosophers of history have argued that the new basic concepts that emerged at this time indicate how social reality has come to be comprehended in the modern era. Various segments of the population relied on them to act, understand, interpret and reform reality. These concepts are crucial to the discursive constitution of the world—in the economy, politics, science, art, education and so on. They play their part in the dissolution of the ‘old’ world and the emergence of a ‘new’ one. They can thus also be studied with regard to their functioning as both factors in and indicators of evolutionary processes. This article deals with a small aspect of the historical co‐evolution of concepts and structures in education. It examines the non‐random character of the variations in the discourses on the social function of education, especially in the eighteenth century.     

A Step Beyond Univision Evaluations Using a Systems Model of Performance Improvement

The article examines three views of performance improvement-scientific management, instructional design, and systems thinking, Each provides a unique view of performance improvement and specific roles for evaluation. Envisioning performance improvement from a single view may be insufficient for evaluating the performance improvement situations found in today's dynamic organisations. The articie provides an integrated definition of performance and a synthesis, model, the Systems Model of Performance.     

A Plea for Standards in Language

Transformative pedagogy encourages students to critically examine their assumptions, grapple with social issues, and engage in social action. The author extends literature in this area by describing ways faculty members who teach online courses can effectively use transformative pedagogy, including (1) creating a safe environment; (2) encouraging students to think about their experiences, beliefs, and biases; (3) using teaching strategies that promote student engagement and participation; (4) posing real-world problems that address societal inequalities; and (5) helping students implement action-oriented solutions.     

A Conceptual View of Web-Based E-Learning Systems

Starting from a general framework for web-based e-learning systems that is based on an abstraction layer model, this paper presents a conceptual modelling approach, which captures the modelling of learners, the modelling of courses, the personalisation of courses, and the management of data in e-learning systems. Courses are modelled by outline graphs, which are further refined by some form of process algebra. The linguistic analysis of word fields referring to an application domain helps to set up these course outlines. Learners are modelled by classifying value combinations for their characteristic properties. Each learner type gives rise to intentions as well as rights and obligations in using a learning system. Intentions can be formalised as postconditions, while rights and obligations lead to deontic constraints. The intentions can be used for the personalisation of the learning system to a learner type. Finally, the management of data in an e-learning system is approached on two different levels dealing with the content of individual learning units and the integrated content of the whole system, respectively. This leads to supporting databases and views defined on them.     

抑郁症：一个依恋和社会阶层的视角

依恋、社会阶层与抑郁症的形成相关联。依恋和社会阶层的观点认为,抑郁症的核心症状——行为退缩、低自尊以及快感丧失等是为调节人的行为和情绪、表达人对成胁与安全的感受进化而来的,情感的调节机制对抑郁症有重要的影响。这些观点为预防和治疗抑郁症提供了一个新的思路。     

十大家庭教育畅销图书的元分析

针对近年来家庭教育图书的质量和科学性问题,通过对选取样本的主题分析、词频分析、内容个案分析等研究,揭示了家庭教育图书出版的营销热点,剖析了图书内容存在的质量问题,提出需加强家庭教育图书的专业性和科学性,文章对于规范家庭教育图书市场发展有积极的促进作用。     

Children's Representations of Attachment Relationships in Family Drawings

Children's representational models of self and attachment figures were investigated in family drawings at age 8–9 in a high-risk, raially mixed sample. Drawings were scored using a series of specific signs and a group of theoretically derived, global rating scales. When specific signs were treated in a combined way (versus separately), they were significantly related to early attachment history in predicted ways. Similarly, specific rating scales were found to be significantly related to early relationship history. Analyses exploring the relative contributions of early attachment history and contemporary measures of child IQ, life stress, and emotional functioning revealed that even after contemporary influences were taken into account, attachment history made a significant contribution to the prediction of negative drawing outcome. Results were interpreted as supporting an organizational perspective on development where qualitative differences in early relationships are hypothesized to shape core representational models of the self and to exert an ongoing influence on later representational processes.