The Development of Object Permanence in Children with Intellectual Disability,Physical Disability,Autism, and Blindness

This article presents a review of the literature on object permanence with an emphasis on research on children with severe disabilities. Object permanence is the realisation that objects continue to exist in time and place even when they are no longer visible. This understanding is achieved across Stages IV(VI of Piaget’s Sensorimotor Period. Children with intellectual disability, physical disabilities, blindness, and autism develop object permanence in a similar sequence although at a slower rate than children without disabilities. Challenges with regulation make it difficult for children with autism to demonstrate object permanence knowledge in Stage VI tasks. There is ample evidence that children with severe disabilities benefit from direct and systematic instruction of object permanence. Assessment‐based instruction, establishment of visual attention, consideration of the characteristics of the object to be hidden (including the impact on differential attention), repeated naming of the object, individually appropriate prompting procedures, and direct reinforcement have been found to support mastery of object permanence in children with disabilities.     

Search behavior of dogs (Canis familiaris) in invisible displacement problems

Gagnon and Doré (1992) showed that domestic dogs are able to solve a Piagetian object permanence task called the invisible displacement problem. A toy is hidden in a container which is moved behind a screen where the toy is removed and left. Dogs make more errors in these problems than they do in visible displacement tests, in which the object is hidden directly behind the target screen. In Experiment 1, we examined components of the standard procedure of invisible displacements that may make encoding or retention of the hiding location more difficult than it is in visible displacements. In Experiment 2, we compared dogs’ performances in visible and invisible displacement problems when delays of 0, 10, and 20 sec were introduced between the object’s final disappearance and the subject’s release. The results revealed that dogs’ poorer performance in invisible displacement tests is related to the complex sequence of events that have to be encoded or remembered as well as to a difficulty in representing the position change that is signaled, but not directly perceived.     

Object Permanence in Young Infants: Further Evidence

Recent evidence suggests that 4.5- and even 3.5-month-old infants realize that objects continue to exist when hidden. The goal of the present experiments was to obtain converging evidence of object permanence in young infants. Experiments were conducted using paradigms previously used to demonstrate object permanence in 5.5-month-old infants and 6.5-month-old infants. In one experiment, 3.5-month-old infants watched a short or a tall carrot slide along a track. The track's center was hidden by a screen with a large window in its upper half. The short carrot was shorter than the window's lower edge and so did not appear in the window when passing behind the screen; the tall carrot was taller than the window's lower edge and hence should have appeared in the window but did not. The infants looked reliably longer at the tall than at the short carrot event, suggesting that they (a) represented the existence, height, and trajectory of each carrot behind the screen and (b) expected the tall carrot to appear in the screen window and were surprised that it did not. Control trials supported this interpretation. In another experiment, 4.0-month-old infants saw a toy car roll along a track that was partly hidden by a screen. A large toy mouse was placed behind the screen, either on top or in back of the track. The female infants looked reliably longer when the mouse stood on top as opposed to in back of the track, suggesting that they (a) represented the existence and trajectory of the car behind the screen, (b) represented the existence and location of the mouse behind the screen, and (c) were surprised to see the car reappear from behind the screen when the mouse stood in its path. A second experiment supported this interpretation. The results of these experiments provide further evidence that infants aged 3.5 months and older are able to represent and to reason about hidden objects.     

The development of detour ability during infancy

3 longitudinal studies were conducted to examine the generalization of detour ability across motor responses and barrier types and the relationship between the development of object permanence and detour ability. In Experiment 1, 12 8-month-olds were tested every 3 weeks for 4 months on 4 different detour problems and Stage 4 and 6 object permanence tasks. In the detour problems, infants had to reach or move around a transparent or opaque barrier to obtain an object. The results indicated that infants made reaching detours before corresponding locomotor ones and generally made detours around opaque barriers before transparent ones. Infants also solved the Stage 4 task before the detour problems but failed to solve the Stage 6 task before testing ended. The results of Experiments 2 and 3 suggested that the difference in reaching and locomotor detour performance was not an artifact of barrier length or the infant's position relative to the barrier. The overall results are discussed in relation to issues of developmental synchrony and Piaget's theory of infant spatial development.     

Object permanence in the African Grey parrot (Psittacus erithacus)

An African Grey parrot was assessed for object permanence using tasks designed for human infants. The subject showed concepts of object permanence directly comparable to primate and nonprimate mammalian species similarly tested. Because the subject has also been the focus of a study on interspecies communication, the results are discussed in terms of the possible relationship between sensorimotor intelligence and language-like behaviors.     

论新诗中"时间定格"的现象与美感——以久暂章法切入

由久暂章法切入分析文学作品,可以有"由暂而久"、"由久而暂"、"暂久暂"、"久暂久"四种不同的时间设计.而新诗中形成"由久而暂"结构者较为常见,因此就会造成"时间定格"的现象.在这种情况下,"久"时间对"暂"时间形成对比或调和的烘托,而且此"暂"时间不仅兼具个别性与代表性,形象独特、情意丰富,并且置于诗末方才出现,更是容易引起读者的注意.凡此种种,都让这个"时间定格"益发鲜明而独特,美感极为强烈.     

One-trial associative memory: comparison of food-storing and nonstoring species of birds

Experiment 1 compared food-storing marsh tits and nonstoring blue tits, and Experiment 2 compared food-storing jays and nonstoring jackdaws, in a one-trial associative memory task, Birds obtained a reward by returning to the site where they had eaten part of the reward 30 min earlier. In “visible” versions, the reward was visible in Phase 1 but hidden in Phase 2 so that the bird had to search for it; in “hidden” versions, the reward was hidden in both phases. No species differences were found in performance in the visible version. However, in the hidden version, the 2 storers preferentially returned to rewarded sites, whereas nonstorers preferentially returned to sites that had been visited in Phase 1, irrespective of whether or not they contained a reward. This suggests that storers differ from nonstorers in the way they discriminate between remembered events.     

我国职业技术教育校企合作动力机制分析

随着我国职业技术教育的发展，校企合作作为一种实践性较强的职教形式，也得到了一定的发展。但我国校企合作迄今为止多为自发性的，较为零散。如何寻找职业学校与企业的利益结合点，形成稳固、有效、持久的成功合作呢?建立校企合作的动力机制是有效途径之一。     

差分“食物有限”反馈控制生态系统持久性的一个注记

研究具有反馈控制变量的时滞离散单种群模型的持久性问题,得到了一组新的保证该系统持久的充分性条件.所得结果实质性的改进了吴丽萍[具有反馈控制和时滞的＂食物有限＂离散种群模型的持久性]一文的主要结果.     

具有Ⅱ类功能反应函数三种群离散捕食系统的持久性

讨论了一类具有第Ⅱ类功能反应函数的三种群离散捕食系统,应用差分方程比较原理得到了三物种持续生存的充分条件.     

污染的竞争恒化器模型种群的永久持续生存性（Ⅱ）

讨论了污染的竞争（包括种内与种间）恒化器模型种群的永久持续生存性；当种群只有种内竞争而无种间竞争时，也考虑了种群的控制问题，即通过控制毒素输入，使种群的规模最终进入我们所希望的集合内。     

反馈控制对一类Gilpin-Ayala竞争系统的影响

研究一类具反馈控制的无穷时滞的Gilpin-Ayala竞争系统,利用比较原理,证明了该系统的持久性,说明了通过适当的反馈控制可以改变系统的绝灭性,进而避免物种的绝灭.     

一类三种群功能性反应捕食-食饵模型的持久性和绝灭性研究

首先修正了文[1]提出的一类三种群功能性反应捕食-食饵模型,其后利用微分方程比较原理得到了一组保证该系统的持久性以及捕食者种群的绝灭性的充分性条件.     

系统功能语言学对汉语写作教学的启示

解决学生写作中存在的逻辑思维条理性差、不考虑谋篇布局和篇章不连贯等隐性问题应是写作教学的重点。本文试图利用系统功能语言学的语篇理论提出汉语写作教学的对策。     

Resilience in child maltreatment victims: a conceptual exploration

While many child maltreatment victims suffer serious negative emotional sequelae, others do surprisingly well. Resilience in children is a relative concept which can change over time and is affected by environment and genetics. Resilience is fostered by protective factors which ameliorate or alter a child's response to the hazards of maltreatment that usually predispose to maladaptive outcome. Personal characteristics or skills that may foster resilience include (1) rapid responsivity to danger; (2) precocious maturity; (3) dissociation of affect; (4) information seeking; (5) formation and utilization of relationships for survival; (6) positive projective anticipation; (7) decisive risk taking; (8) the conviction of being loved; (9) idealization of an aggressor's competence; (10) cognitive restructuring of painful experiences; (11) altruism; and (12) optimism and hope. There are also generic life circumstances, such as having access to good health, educational, and social welfare services, that foster resilience in children regardless of the specific nature of the stressor. Additionally, there may be abuse-specific protective factors in the environment. Examples might include the quick and full acknowledgment of an offender regarding abuse, or timeliness and permanence of legal actions affecting a child's custody. The life stories of three well-known survivors of various forms of child maltreatment illustrate how protective factors contribute to resilience. A caution is noted regarding how personal characteristics developed for survival may become maladaptive if overused and/or not given up when the stressor no longer exists. Characterological problems are most likely to develop when a child's life circumstances fail to change and the environment never becomes secure.     

Very young children's memory for the location of objects in a large-scale environment

2 experiments were carried out to investigate 18- to 30-month-old children's memory for the location of a hidden object. In the first experiment, young children were observed in 2 different memory-for-location tasks, both conducted in their own homes. In 1, a toy was hidden in a natural location, and in the other it was hidden in one of a set of boxes with picture cues on top of them. Memory performance was significantly better when the toy was hidden within the natural environment. The effect of different types of hiding locations was examined further in the second experiment. No age differences were found when an object was hidden either in the natural environment or in 1 of a set of unmarked boxes (although performance was better in the former condition). However, in the third condition the older subjects (24-30 months) effectively used a landmark cue (a nearby piece of furniture) to help them remember in which plain box a toy had been hidden, but the young subjects (18-22 months) did not profit from such potential cues. The results, as well as some previous research with delayed-response tasks, were interpreted as reflecting developmental changes in very young children's ability to exploit available cues. The pattern of results suggested the possibility that 2-year-old children are capable of a simple form of mnemonic strategy, actively associating an available cue with the information to be remembered.     

大型旋转动力设备转子测频分析系统的设计与应用

在大型旋转动力设备转子系统的故障诊断中,一般以生产现场实测的叶片分散度为重要依据.其不足之处在于没有深入研究和分析设备性能变化的成因、演变规律和劣化方向,无法实现预防或预知维修的目的.研发了一套转子测频分析系统,该系统通过历史检测数据的比对分析,能及时发现设备存在的缺陷隐患,在大型旋转动力设备转子系统的初期故障诊断应用中获得了良好效果.     

完善我国企业内部会计控制制度的思考

贯彻实施财政部颁布的《内部会计控制规范》,对于建立、健全和完善内部牵制和监督制约机制,以堵塞漏洞,消除隐患,保护财产安全,防范舞弊行为,促进经济活动的健康发展,起到很大的作用。但在实际执行内部会计控制规范中,也存在一些不可忽视需要研究加以解决的问题。     

研究生“隐性辍学”问题的若干思考

当前,研究生教育中"隐性辍学"现象较为突出,主要表现为行为层面上的频繁请假、无故缺勤、长期离校和心理层面上的身在曹营心在汉、心理问题多样化。可以从教育进入买方市场,生源结构复杂化;信息传播微型化,个体需求多样化;培养模式刚性化,教育教学本科化;现代教育片面化,心灵关怀缺失化四个方面分析研究生"隐性辍学"现象的诱因,并从健全教育管理机制,践行微型化教育,建构学习共同体,建立学校关怀系统等方面提出弱化"隐性辍学"现象的对策。     

现代汉诗语言的"常"与"变"--兼谈小诗创作的当下意义

从考察现代汉诗语言“常”与“变”的角度出发,经由对大陆先锋诗歌及台湾现代诗发展中诸多语言问题的辨析,试图寻找“变”中求“常”,守护中求拓进的语言机制,进而追索其本质特征,并以对小诗创作的当下意义的思考,探求发扬汉诗语言传统的新的切入点。