贺州客家竹板歌探究——贺州民间音乐文化艺术研究之二

贺州客家竹板歌,是流传于贺州市客家地区的一种最具代表性的传统说唱曲艺,是客家文化的典型代表之一,源于古代中原,与南方各土著民族交流、融合,经过长期演变、发展,使其具有独特的艺术风格及鲜明的地方特色.贺州客家竹板歌,明显整合了瑶、壮和其他汉族支系的民歌元素,曲调优美动听,别具一格.传承、发展、保护客家竹板歌,符合人民的精神需求,也是党和政府大力建设精神文明和和谐社会的需要.     

Trait Understanding or Evaluative Reasoning? An Analysis of Children''s Behavioral Predictions

This study tested the hypothesis that in predicting the future behavior of an actor, older children rely on trait inferences, whereas younger children rely on global, evaluative inferences. Vignettes depicting actors engaging in trait-relevant behaviors were presented to 5- and 6-year-olds (N = 67) and 9- and 10-year-olds (N = 71). For each actor, children made predictions of future behavior, evaluated the goodness and badness of the actor, and rated each actor on a relevant trait. A mediational analysis found that the behavioral predictions of older children were mediated solely by trait ratings, whereas those of younger children were mediated by evaluative ratings. Furthermore, unlike older children, younger children made trait-like predictions only when they made an evaluation of the actor. These results suggest that young children utilize evaluative reasoning when making behavioral predictions, and therefore rely on an inferential process that is distinct from that of older children.     

Preference for Infant-directed Speech in the First Month after Birth

2 experiments examined behavioral preferences for infant-directed (ID) speech over adult-directed (AD) speech in young infants. Using a modification of the visual-fixation-based auditory-preference procedure, Experiments 1 and 2 examined whether 12 1-month-old and 16 2-day-old infants looked longer at a visual stimulus when looking produced ID as opposed to AD speech. The results showed that both 1-month-olds and newborns preferred ID over AD speech. Although the absolute magnitude of the ID speech preference was significantly greater, with the older infants showing longer looking durations than the younger infants, subsequent analyses showed no significant difference in the relative magnitude of this effect. Differences in overall looking times between the 2 groups apparently reflect task variables rather than differences in speech processing. These results suggest that infants' preference for the exaggerated prosodic features of ID speech is present from birth and may not depend on any specific postnatal experience. However, the possible role of prenatal auditory experience with speech is considered.     

From American city to Japanese village: a cross-cultural investigation of implicit race attitudes

This study examined the development of implicit race attitudes in American and Japanese children and adults. Implicit ingroup bias was present early in both populations, and remained stable at each age tested (age 6, 10, and adult). Similarity in magnitude and developmental course across these 2 populations suggests that implicit intergroup bias is an early-emerging and fundamental aspect of human social cognition. However, implicit race attitudes toward favored outgroups are more positive in older than in younger participants, indicating that "cultural prestige" enjoyed by a group moderates implicit bias as greater knowledge of group status is acquired. These results demonstrate (a) the ready presence, (b) early cultural invariance, and (c) subsequent cultural moderation of implicit attitudes toward own and other groups.     

The effect of personal relevance on psychological inference: a developmental analysis

The effect of personal relevance was examined as a motivational alternative to capacity-based explanations of young children's failure to describe others in terms of psychological characteristics. In Study 1, children at 2 age levels (5-6 and 9-10 years) were asked to describe actors exhibiting different behaviors and to select partners for different games. As predicted, children who expected to interact with the actors were much more likely to describe them in psychological terms. Older children selected partners based on instrumental goals, maximizing their own outcomes, whereas younger children selected partners based on liking. The findings were replicated in Study 2, and expecting interaction was also found to affect behavior (toy allocation). The results suggest that the verbal inferencing skills of young children have been underestimated in the past, and that younger children may be more oriented than older children toward affective relative to instrumental goals in anticipating interaction with a peer.     

Sisters, brothers, and delinquency: evaluating social influence during early and middle adolescence

Although a number of studies have shown that brothers are highly correlated for delinquent behavior, much less research has been conducted on sisters. We propose that sisters, like brothers, show notable similarity for delinquent behavior, and also promote each other's delinquency through direct interaction. We examined these issues in 164 brother and sister pairs studied over a 4-year period (from early to middle adolescence) in a study of intact families in the rural Midwest. Sibling similarity for self-reports of delinquent behavior were highly correlated for both brothers and sisters. Conditional effects of high levels of hostile-coercive sibling relationships and older sibling delinquency predicted younger sibling delinquency in both brother and sister pairs. For brothers, conditional effects were also detected for high levels of warmth-support, in contrast to sisters. The conditional effects of older sibling delinquency and relationship quality were shown to predict change in younger sibling delinquency through adolescence. The results add to a growing literature on sibling effects as well as theoretical models that emphasize the role of social interaction between siblings as a risk factor for the development of delinquent activity in adolescence.     

The Development of Text Evaluation and Revision Skills

Children in elementary school settings generally do not revise frequently or skillfully, but relatively little is known about the source of their difficulty with revision. 3 studies were conducted to investigate children's developing ability to evaluate and revise problematic texts. In the first 2 studies, fourth-grade (10 years) and sixth-grade (12 years) students were asked to evaluate 3 types of problematic texts and suggest changes to make the texts easier to understand. In the third study, children were asked whether 4 types of revisions improved the comprehensibility of problematic stories. The results showed, first, that older children detected more of the text problems; second, that when younger children spontaneously detected a text problem they were as likely as older children to revise the text adequately; third, that younger children were less able than older children to revise text problems that they had originally overlooked; and, fourth, that younger children overestimated the informativeness of several types of revisions. The results suggest that developmental differences in constructive processing contribute to children's ability to detect and revise text problems.     

Classroom age composition and the early learning of preschoolers

Data from 1,407 preschoolers were used to examine the implications of classroom age composition for the early learning and development of 4-year-olds in classrooms with 3- and 5-year-olds also in attendance. Results suggest that a greater number of younger classmates did not detract from 4-year-olds’ language development, literacy performance, or inhibitory control, nor did having older peers consistently facilitate learning in these domains. However, 4-year-olds who entered school with low inhibitory control and print knowledge demonstrated greater gains in both domains when attending classrooms with more same-age or older classmates than when in classrooms with more younger peers. When taken together, these results suggest that classroom age composition, in prekindergarten programs serving mostly 4-year-olds, for the most part has little consequence except for those 4-year-olds entering school with lower skill levels in key domains, in which case having older peers is of benefit.     

On the Relation between Social Information Processing and Socially Competent Behavior in Early School-Aged Children

This article tested the hypotheses that (1) children's behavioral competence is a function of patterns of social information processing; (2) processing correlates of behavior occur at each of 5 steps of processing within each of 3 social situations; (3) measures at each step uniquely increment each other in predicting behavior; (4) the relation between processing and behavior is stronger within than across domains; and (5) processing patterns are more sophisticated among older than younger children and the processing-behavior relation is stronger among older than younger children. Videorecorded stimuli were used to assess processing patterns (encoding, interpretational errors and bias, response generation, response evaluation, and enactment skill) in 3 domains (peer group entry, response to provocation, and response to authority directive) in 259 first-, second-, and third-grade boys and girls (ages 6–9 years). Ratings of behavioral competence in each domain were made by peers and teachers. Findings generally supported hypotheses, with the magnitude of relations being modest.     

New challenges to Korean universities: increase of older students

This article explores the implications of the recent increase in older students at Korean universities dominated by younger students. A case study design is used to gain an in-depth understanding of experiences of older students in a Korean university. Semi-structured interviews of twelve older students, three professors, two administrators, and four younger students at the university were conducted for the date collection. The results suggest that the experiences of Korean older students differed from those of counterparts in western countries since academic and extracurricular services of Korean universities were geared towards younger students and thus were unhelpful for older students with multiple responsibilities at work and home. Also, the results show that traditional hierarchical relationships between younger and older students created strains for older students who had to rely heavily on younger counterparts. This study's findings highlight the crucial roles of higher education systems and culture in the experiences of older Asian students.     

Dyslexia: stability of definition over a five year period

The results of longitudinal studies suggest that although dyslexic children improve their reading skills with time, they do not outgrow their disability (Spreen, 1982). This paper compares the development of reading and spelling in a group of dyslexics and non-dyslexics over a five-year period. In addition to addressing the issue of the relative rates of development of reading in the two groups, a central focus of the paper is the extent to which dyslexia can be said to represent a stable disability. How many of the children classified as dyslexic at age eight would be reclassified as dyslexic at age thirteen? Three distinct groups emerged: ‘stable',‘transient’ and ‘late emerging dyslexics'. The ‘stable’ dyslexics were children classified as dyslexic at both ages, the transient were those classified only at the younger age, and the ‘late emerging’ were those classified at age thirteen. Regression analysis was used as the technique of identification of the dyslexics.     

Probing the Neural Correlates of Anticipated Peer Evaluation in Adolescence

Neural correlates of social-cognition were assessed in 9- to- 17-year-olds ( N  = 34) using functional magnetic resonance imaging. Participants appraised how unfamiliar peers they had previously identified as being of high or low interest would evaluate them for an anticipated online chat session. Differential age- and sex-related activation patterns emerged in several regions previously implicated in affective processing. These included the ventral striatum, hippocampus, hypothalamus, and insula. In general, activation patterns shifted with age in older relative to younger females but showed no association with age in males. Relating these neural response patterns to changes in adolescent social-cognition enriches theories of adolescent social development through enhanced neurobiological understanding of social behavior.     

Adolescents' Age Preferences for Dating Partners: Support for an Evolutionary Model of Life-History Strategies

The tendency for women to prefer older partners, and for men to prefer younger partners, has frequently been explained in terms of socialization to American sex-role norms specifying that men must be older and more powerful than their female partners. However, recent cross-cultural data reveal this same pattern in all societies studied, a finding more in line with an evolutionary life-history model. The evolutionary model assumes that what is attractive to males is not youth, per se, but features related to fertility. This perspective leads to a hypothesis concerning the development of age preferences among adolescents: teenage males should violate the normative pattern shown in adult males and express interest in females older than themselves. 209 teenagers (103 males, 106 females) ranging in age from 12 to 19 were surveyed regarding the age limits they would find acceptable in a dating partner, as well as the age of a dating partner they would find ideally attractive. Although teenage males were willing to date girls slightly younger than themselves, they indicated a much wider range of acceptability above their own ages, and also reported that their ideally attractive partners would be several years older than themselves. Preferences of teenage females were similar in pattern to those of adult females, ranging, on average, from their own age to several years older. When combined with the consistent adult data obtained from numerous cultures, these data suggest the utility of viewing the development of sex differences in mate preference from the perspective of an evolutionary life-history model.     

Ritual, Habit, and Perfectionism: The Prevalence and Development of Compulsive-like Behavior in Normal Young Children

Young children engage in a significant amount of rutualitic, repetitive, and compulsive-like activity that appears to be part of their Normal behavioral repertoire. Empirically, little is known about the onset, prevalence, and developmental trajectory of these phenomena. A parent-report questionnaire, the Childhood Routines Inventory (CRI), was developed to assess compulsive-like behavior in young children, and was administered to 1,492 parents with children between the ages of 8 and 72 months. The CRI has strong overall internal consistency and a distinct two-factor structure. The frequency of compulsive-like behaviors changes with age: Two-, 3- and 4-year-olds engaged in more compulsive behavior than children younger than 1 year of age and older than 4 years of age. Results are discussed from a development psychopathology framework and for their implications for future research in this area.     

Do Mothers or Children Lead the Dance? Disentangling Individual and Influence Effects During Conflict

Are mother–child conflict discussions shaped by time-varying, reciprocal influences, even after accounting for stable contributions from each individual? Mothers were filmed discussing a conflict for 5 min, separately with their younger (ages 5–9, N = 217) and older (ages 7–13, N = 220) children. Each person’s conflict constructiveness was coded in 20-s intervals and data were analyzed using dynamic structural equation modeling, which separates individual and influence effects. Children influenced their mothers’ behavior under certain conditions, with evidence for developmental differences in the magnitude and direction of influence, whereas mothers did not influence their children under any circumstance. Results are discussed in the context of child effects on parent behavior and changes in parenting across middle childhood.     

INTERGENERATIONAL SHARING SEMINARS: THEIR IMPACT ON YOUNG ADULT COLLEGE STUDENTS AND SENIOR GUEST STUDENTS

A 3‐month intergenerational program was developed on the premise that it is important for young adults, who are in the formative period of career development and direction, to experience the benefits of positive interaction with older persons. Program evaluation findings showed that participation not only influenced the young adults’ interest in gerontology, but also increased their willingness to accept older persons on social and academic levels. Positive changes were documented for the Senior Guest students and included more favorable attitudes toward young adult family members as well as toward the younger generation of college students in general.     

A Longitudinal Study of Intralimb Coordination in the First Year of Independent Walking: A Dynamical Systems Analysis

Using a dynamical systems approach, we examined the development of intralimb coordination over the first year of independent walking. The segmental motion of the thigh and shank and their intralimb coordinative relationship were modeled dynamically as a system of coupled limit cycles. To test the predictions of such a dynamic model in the development of intralimb coordination, 3 infants were filmed from the onset of their first upright independent walking steps, and weekly for the next month and then every month thereafter until they had been walking for 1 year. 3 adults also were included for comparison. Analysis of the kinematics data derived from the film revealed that at the emergence of walking, the limit cycle system displayed instability in several aspects. With walking experience, however, the limit cycle regime became more attractive, such that by 3 months of walking the infants appeared to have found an adult-like stable coordinative relationship between the 2 segments. This pattern of instability followed by stability is consisted with the transitional behaviors of dynamical systems. Several potential control parameters are discussed that might contribute to the stabilization of the walking behavior. The utility of employing a dynamical systems approach for understanding developing behavioral systems is discussed.     

泉州南音拍板研究

泉州南音拍板是南音表演的主要乐器,起指挥、统领的作用。然而,随着时代的变迁,南音由原本自娱自乐的形式逐渐地向舞台表演化发展,南音拍板从原来掌控节奏和速度的指挥者,逐渐地被一些人当道具摆设。拍板失去了原有的功能和作用,以致影响了南音特有的音乐特点。鉴于此,本文力求探究南音拍板及其作用,指出拍板被忽略的影响和原因,提出重视拍板特性的措施,以体现拍板在南音表演中的重要性,为更好地守护和传承泉州南音的音乐特点和表演形式起到现实的意义与作用。     

Hidden skills: a dynamic systems analysis of treadmill stepping during the first year

When prelocomotor infants are supported on a motorized treadmill, they perform well-coordinated, alternating stepping movements that are kinematically similar to upright bipedal locomotion. This behavior appeared to be a component of independent walking that could not be recognized without the facilitating context of the treadmill. To understand the ontogenetic origins of treadmill stepping and its relation to later locomotion, we conducted a longitudinal study using an experimental strategy explicitly derived from dynamic systems theory. Dynamic systems theory postulates that new forms in behavior emerge from the cooperative interactions of multiple components within a task context. This approach focuses on the transitions, often nonlinear, where one preferred mode of behavior is replaced by a new form. Specific predictions about these transitions help uncover the processes by which development proceeds. Chapters II, III, and IV introduce dynamic principles of pattern formation and their application to development. In our application of these principles, we tested nine normal infants twice each month beginning from month 1 in a task where the treadmill speed was gradually scaled up and in an additional condition where each leg was driven by the treadmill at a different speed. Kinematic variables were derived from computerized movement analysis equipment and videotaped records. We also collected a number of anthropometric measurements, Bayley motor scores, and a behavioral mood scale for each month. Several infants stepped on the treadmill in their first month, but in all infants performance showed a rapidly rising slope from month 3 to month 6. Infants also showed corresponding improvement in adjustments to speed and relative coordination between the legs. In dynamic terminology, we found evidence that alternating stepping on the treadmill became an increasingly stable attractor during the middle months of the first year. Dynamic predictions that transitions would be characterized by increased variability and sensitivity to perturbation were borne out. Identifying the transitions enabled us to suggest a control parameter or variable moving the system into the stable response to the treadmill. This appeared to be the waning of flexor dominance in the legs during posture and movement that allowed the leg to be stretched back on the treadmill and so elicited the bilaterally alternating response. Further studies are needed to test this hypothesis. This dynamic analysis confirmed earlier suggestions that skill in general, and locomotion in particular, develops from the confluence of many participating elements and showed how emergent forms may result from changes in nonspecific components. A dynamic approach may be useful for understanding ontogenetic processes in other domains as well.