Relationship of a Group Counseling Course,Hours in Counselor Education,and Sex to Empathic Understanding of Counselor Trainees

This study investigated the relationship of a graduate course in group counseling, the number of hours completed in counselor education, and sex to the empathic understanding of trainees in a counselor education program. The trainees were taped in similar counseling sessions, and their responses were rated independently by three counselor educators, who used Carkhuff's empathic understanding scale. A three-way analysis of variance determined only one significant difference. The trainees who had completed a course in group counseling were significantly higher (p <.05) than those who had not. The level of empathic understanding of the higher group, however, was less than the level considered to be the minimum for effective counseling.     

Using Film to Increase Counselor Empathic Experiences

The early stages of empathy in counseling—emotional reaction, role-taking, and cognitive suspension—have all been largely ignored in the counselor education/psychological literature. This article describes these stages from the perspective of the aesthetic/film literatures. Emotional reaction is an internal, unobservable state of being. Role-taking involves cognitive understanding and entering the perceptual world of another. Cognitive suspension means letting go of personal beliefs and values. The film literature describes how audience emotional states are created by directors, writers, actors, and editors. This article explains how counselor educators and supervisors can use this information to help counselors increase their empathic experiences.     

Associations Among Pubertal Development,Empathic Ability,and Neural Responses While Witnessing Peer Rejection in Adolescence

Links among concurrent and longitudinal changes in pubertal development and empathic ability from ages 10 to 13 and neural responses while witnessing peer rejection at age 13 were examined in 16 participants. More advanced pubertal development at age 13, and greater longitudinal increases in pubertal development, related to increased activity in regions underlying cognitive aspects of empathy. Likewise, at age 13 greater perspective taking related to activity in cognitive empathy‐related regions; however, affective components of empathy (empathic concern and personal distress) were associated with activity in both cognitive and affective pain‐related regions. Longitudinal increases in empathic ability related to cognitive and affective empathy‐related circuitry. Findings provide preliminary evidence that physical and cognitive‐emotional development relate to adolescents' neural responses when witnessing peer rejection.     

The Role of Dyadic Affect in Play and Infant Sex in Predicting Infant Response to the Still-Face Situation

This study was designed to examine mothers' and 3-month-old infants' affect in play and infant sex as predictors of infants' response to the still-face situation. Infants who evidenced negative affect in play were likely to respond with negative displays during a subsequent still-face situation. Maternal positivity in play was positively correlated with infants' social gaze in the still-face situation. In addition, maternal positivity and infant sex significantly interacted in predicting infant affective response in the still-face situation. For girls, maternal positivity was associated with decreased expressivity. For boys, maternal positivity was associated with early positive bids, which were followed by negative bids and moderately negative affect. Finally, maternal positivity and its interaction with infant sex provide unique information beyond the carry-over effect from infant affect in play to infant response to the still-face. Results are discussed in terms of patterns of individual and joint regulation.     

从语篇层次看概念隐喻的认知作用

在语篇层次上，隐喻是一个命题，引导人们按一定的隐喻模式组织语篇，帮助人们自下而上地认知概念和事物的本质。语篇层次上的认知是动态的，系统、连贯的语篇通过概念系统化和语义延伸从不同层次不同角度使人们对事物的认识得以深化和扩展。     

红树植物对低光照水平的生长及生理生态响应研究进展

一般低光照水平对植物生长的影响是不利的。这些不利的影响也体现在生长于热带、亚热带潮间带的红树植物身上。低光照水平下红树植物的繁殖体萌发受到影响,依受体植物的不同,这种影响既有促进作用亦有抑制作用。生理生态方面的响应包括植株的光合速率下降、植物生长激素分泌增加,从而引起植物个体生长发育方面的茎高生长增加但生物量下降。由于幼苗生长受到抑制,以及捕食者的数量增加和活跃化,低光照水平导致红树植物群落的更新和演替也同样受到抑制。虽然低光照水平在个体、种群和群落水平上对红树植物产生的影响大部分是不利的,但深入探究红树植物对低光照水平的生长及生理生态响应,可以为红树林的育苗、造林和演替阶段研究提供有益的参考。     

Student Epistemological Beliefs and Conceptual Change Activities: How Do Pair Members Affect Each Other?

This study examined the relationships in achievement between members of dyads who were paired according to epistemological maturity and engaged in a photosynthesis simulation exercise. This study also examined the relationship between individual students' epistemological maturity and their conceptual understanding of photosynthetic processes. The findings indicated that individuals' conceptual understanding posttest scores could be predicted, in part, by their partners' posttest scores. This relationship between posttest scores was negative. Observations of selected dyads revealed that the epistemologically mature pair members consistently articulated to their partners the relationships they perceived in the simulation environment and verbally hypothesized to their partners more often than the less epistemologically mature members. The less epistemologically mature members of the observed pairs were relatively passive recipients of their more verbal partners' reasonings. They did not appear less methodical, in fact, they tended to focus on the step-wise completion of tasks in the simulation's written guide albeit with few expressions about why or how phenomena took place. Concerning the second research question, posttest scores of individuals could be predicted by the epistemological maturity of the individual. This positive relationship would account for the higher performance on posttest scores by the more epistemologically sophisticated subjects, and, if the epistemologically mature members did play a more active intellectual role in the dyad relationships, it would explain the negatively associated posttest scores of paired subjects.     

Seeing the Forest through the Trees Using Network Analysis: Exploring Student Responses to Conceptual Physics Questions

Journal of Science Education and Technology - This study explored how scientific ideas interacted in college students’ scientific explanations using text analysis techniques and network...     

Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction

Much has been written about how effective nature of science instruction must have a significant explicit and reflective character. However, while explicitly drawing students’ attention to NOS issues is crucial, learning and teaching the NOS are essentially matters of conceptual change. In this article, how people learn and learners’ responses to the demands of conceptual change are used to explain how students may exit from instruction with fundamental NOS misconceptions left intact or only slightly altered, despite being explicitly and reflectively attended to more accurate ideas. The purpose of this concept paper is to set within a theoretical framework of learning, and bring some coherence to, what has rapidly become a large body of empirical research regarding effective NOS instruction. Toward these two ends, this article: (1) illustrates how a conceptual change framework can be used to account for learners’ responses to NOS instruction and what teachers might do to promote understanding NOS and transferring it to new contexts; (2) characterizes popularly advocated NOS instructional approaches along a continuum marked by increasing connection to the workings of science, and decreased ability to dismiss NOS lessons as extraneous to authentic science; and (3) proposes that NOS instruction would likely be more effective if teachers deliberately scaffolded classroom experiences and students’ developing NOS understanding back and forth along the continuum.     

Jane Austen's Ambivalent Feminism in Pride and Prejudice

"Ambivalence"is a word which entered the language only in this century, the feminism reflected in Pride and Preju?dice is ambivalent. Not only was Jane Austen's novel composed almost 200 years ago, b...     

英汉语义对立词的认知对比研究

文章从英汉对比角度运用对立图式理论将所得语义对立词分成五类：褒贬（CD）,肯否（PN）,始末（BE）,施受（GA）和反向（RA）,发现各类在参照．燕不同的三个语义域中凸显情况如下：D1（RA,T1／T2）〈D2（GA＆BE,R-T1／T2）〈D3（PN＆CD,C—R／T1／T2）。以人本身为参照点的D3所占比例最高,这是对语言人本性和体验性的又一次佐证。     

Application of Affect to CALL

0. Introduction Since there is not yet any further research on affect in CALL, this paper will attempt to discuss the affect in CALL, and through this educators on the one hand should make good use of CALL, on the other hand they should control or deal wi…     

让习作评价焕发人性光彩

新课程理念下的作文教学,要求教帅充分激发学生对生活的热爱,调动学生观察思考和练笔的积极性。从这种意义上说,小学生作文不但是小学生作文能力的体现,也是其在生活实践中的亲身体验。教师要站在理解、尊重学生的角度,改变作文评价中教师演独角戏、做说教者的局面,要与学生进行平等的对话,让习作评价变成教师与学生、学生与学生之间的心灵交流,让习作评价充满温馨的人文关怀。     

Conceptualizing Student Affect for Science and Technology at the Middle School Level: Development and Implementation of a Measure of Affect in Science and Technology (MAST)

We describe the development of the Measure of Affect in Science and Technology (MAST), and study its usefulness for measuring science affect in middle school students via both classical and Rasch measurement perspectives. We then proceed to utilize the measurement structure of the MAST to understand how middle school students at varying levels of affect express their interest and attitudes toward science and technology and gender differences in how students express their affect. We found that affect in science and technology comprises a main dimension, science interest, and four peripheral dimensions: interest in careers in science and technology, attitudes toward science, and interest in attending science class. Of these, careers in science and technology carry the highest affective demand. While males showed higher levels of personal and situational interest in science, a greater interest in careers in science and technology was the biggest contributor to males’ higher affect toward science and technology. We argue that whether the MAST is used as a measure of a single construct or multiple subconstructs depends upon specific research or evaluation goals; however, both uses of the MAST yield measures which produce valid inferences for student affect.     

Conceptual Development and Relativism: reply to Siegel

I defend that the development of children may include foundational change, such that stages can be reconstructed representing different views of (the relevant aspect of) reality and involving different forms of judgement in that domain. This implies fundamental stage-relativism. Claims that such stages are better than their forerunners can be justified, if at all, only on stage-bound criteria. This does not preclude the possibility of justibing them, however, except to persons in lower stages. The development produces the possibility of its justijcation. Education cannot, therefore, be conceived as commuunication between equals. Reality is different for children, not simply defective or wrong.     

加入WTO对中国教育的几点思考

加入WTO我国的教育将受到冲击，因此我们必须转变人才培养模式，办学模式使我们的教育满足消费者的需求。     

Sex,Grade Level,and the Relationship between Mathematics Attitude and Achievement in Children

Abstract

Data on the mathematics attitudes and achievement of elementary school children (TV = 1,896) were gathered twice during the school year. Relationships between attitude and achievement were considered in connection with sex of student, grade level, type of achievement test, and time during the school year at which the measurements were taken. Findings indicated that observed relationships between attitudes and achievement were significantly stronger in boys than girls; with the measurement of computational compared with conceptual skills; and late during the school year compared with early in the school year. Relationships between attitude and achievement appeared also to increase with successive grade levels: however, this trend failed to reach significance at the .05 level.