Reference Inaccuracies in Two Counseling Journals

Article, book, and dissertation entries in reference lists in one volume year for two counseling journals were searched for accuracy. Among 2,388 verified references (85.7% of all cited references), 1,072 (44.9%) contained at least one error. Multiple errors in some references produced a total of 1,643 faults or errors. Data were tallied by reference segments (e.g., author, title). Findings paralleled data in five reports of similar research, principally for medical journals, published in the 1970s. The nature and frequencies of deviations from the original source were such that only some of the errors could be explained as typographical. At least with reference list preparation, writers in the counseling field, as well as elsewhere, seem to be taking insufficient care in their scholarly writing.     

Corrected confidence intervals for quotients on the WISC-R,by level of quotient

New confidence intervals for the Wechsler Intelligence Scale for Children-Revised (WISC-R) are provided to improve accuracy over existing tables (which center the confidence interval on the child's actual quotient and construct intervals upon the standard error of measurement). These new tables follow Schulte and Borich (1988) in centering confidence intervals on the estimated true IQ and constructing intervals with either the standard error of estimate or the standard error of prediction. The tables are more conservative and reflect more accurate statistical formulas for the construction of WISC-R confidence intervals for WISC-R quotients.     

Poetry in the Curriculum: a crisis of confidence

Attitudes to poetry teaching in schools are investigated and relevant studies are shown to highlight reluctance to teach poetry. The study reports an exploratory questionnaire of middle school teachers which reaffirms teachers’ lack of confidence in encouraging classroom work on poetry. A sample of 100 middle school pupils, on the other hand, indicate interest and receptiveness towards poetry despite its neglect by their schools. Implications are raised for in‐service training and for the implementation of National Curriculum requirements.     

考证古代作家生平事迹易犯的几种错误

本文以三篇王维生平考证文章为例,归纳、总结出考证古代作家生平事迹易犯的四种错误,以供研究者借鉴。     

摩尔·弗兰德斯：真真假假的情感世界

试通过深入剖析《摩尔·弗兰德斯》中摩尔对丈夫、情人和孩子的感情与她对金钱的渴求之间让人难以琢磨的模糊关系,证明通过摩尔这一形象,笛福向读者揭露当时新兴资产阶级的丑恶,批判不顾道德廉耻、盲目追求金钱的价值观。     

谈会计假帐的成因与防范

会计造假历史源远,常谈常新。从全球泛滥的造假社会现象中分析挖掘其成因与危害,进一步提出切实可行的防范办法。     

论虚假证据对全部诉讼请求的牵连后果——对虚假证据单一法律后果模式的反思

虚假证据是司法实践中常见的一种现象。在我国的立法和实践当中,当事人提供虚假证据的后果往往是惩戒性的罚款或拘留,而其在证据法上对整个诉讼的影响却没有规定,学界对此也没有研究。英国通过实践中的大量案例,对当事人提供虚假证据的行为确立了牵连规则,当事人提供虚假证据的行为可能会牵连其整个诉讼请求。牵连规则在伦理和实践上都具有正当性,值得我国证据法借鉴。     

跨文化交际中的假象——外语学习者交际中Back-channeling策略使用情况及其启示

渠道返回(back-channeling)作为一种很重要的交际策略无疑对于成功的交际有着十分重要的意义.因为它至少被证明了是一种有效的合作手段.但是合作有真诚合作与非真诚合作之分,在非真诚合作过程中,会话参与者会有意无意地制造种种假象.本文通过对两组学生在跨文化交际中所运用的back-channeling策略的对比分析,指出非熟练外语学习者通过这一策略有意或无意地制造种种交际中的假象及其背后的动机和原因.     

今日美国公立学校教育：假象与实情

美国公立学校(主要指公立中小学)教育常常被本国和他国的教育学者和公众看作“糟得很”,但近年来一些美国教育研究者为该国的公立学校教育鸣冤叫屈,认为是大众传播媒介虚构的假象或过分渲染的瑕疵蒙蔽或歪曲了实情。     

Child abuse reporting: teachers' perceived deterrents

OBJECTIVE: There are three general objectives: First, to determine the number of reports of abuse made by teachers, their knowledge of child abuse laws and reporting procedures, and their perceived deterrents in reporting abuse; second, to determine if there were gender or ethnic differences in reporting; and third, to evaluate teachers responses to case vignettes. METHOD: A survey of 197 teachers was conducted. They were given a questionnaire that included demographic information, knowledge of child abuse laws and procedures, and two scenarios of legally reportable child abuse. RESULTS: Seventy-three percent of this sample reported that they had never made a report of child abuse, while those who had made reports made an average of one report. Only 11% of teachers reported that there were instances in which they believed abuse may have occurred, but failed to report. Additionally, these teachers felt that their pre- and post-service training did not adequately prepare them for abuse reporting. The most common reasons cited for not reporting abuse were fear of making an inaccurate report, feeling as though child protective services do not help families, and no apparent physical signs of abuse. There were no gender differences in reporting. The teachers' responses to the case vignettes were not consistent with their previous reports. CONCLUSIONS: In general, most teachers reported having never made a child abuse report. Although only a small percentage of teachers reported failing to report abuse, when presented with legally reportable case vignettes, many failed to report. The majority of teachers report receiving inadequate training in child abuse signs, symptoms, and reporting procedure. There is an obvious need for more education for teachers that addresses their perceived deterrents and aids them in feeling more confident in making reports of child abuse.     

Metamemory Development: Understanding the Role of Similarity in False Memories

Research on the development of metamemory has focused primarily on children's understanding of the variables that influence how likely a person is to remember something. But metamemory also involves an understanding of why people occasionally misremember things. In this study, 5- and 6-year-olds ( N  =   38) were asked to decide whether another child's mistakes in a memory game were due to false memories or guesses. Some of the fictitious child's mistakes were similar to material he had seen earlier and some were not. Six-year-olds, but not 5-year-olds, consistently attributed more similar than dissimilar mistakes to false memories. Understanding the link between similarity and false memories improves significantly between 5 and 6 years of age.     

校本课程建设中的若干“伪命题”

校本课程是新课程建设和实施中最重要的一环,然而在现实中,许多学校的基层教育工作者和管理者对校本课程的认识却存在诸多错误的认识:认为课程开发仅仅是专家的事,是自上而下的,开发校本课程会挤压必修课的时间,实施校本课程会对学校秩序产生负面影响等等。这些都是伪命题,学校的"多样化",必然要有课程的"多样化"与之相适应,学校实现特色化,就会实现最大的发展空间。     

校市课程建设中的若干“伪命题”

校本课程是新课程建设和实施中最重要的一环,然而在现实中,许多学校的基层教育工作者和管理者对校本课程的认识却存在诸多错误的认识：认为课程开发仅仅是专家的事,是自上而下的．开发校本课程会挤压必修课的时间,实施校本课程会对学校秩序产生负面影响等等。这些都是伪命题,学校的“多样化”,必然要有课程的“多样化”与之相适应,学校实现特色化,就会实现最大的发展空间。