乡愁

我的脑子不止一次被心理学家称为的老屋妄想症所麻痹。我和妻子买了一栋老房子,包含所有老房子存在的问题,例如白蚁,     

The communal constraints on parody: The symbolic death of Joe Bob Briggs

Arguments and Addresses of Joseph H. Choate. Collected and edited by Frederick C. Hicks, LL. B., Litt. D. With a Memorial by Elihu. Boot. St. Paul: West Publishing Company, 1927. 1189 pp.

Great Speeches, by Elizabeth W. Baker. New York: Allyn and Bacon, 1927. Pp. 191 and Appendix.

The Speech Arts, by Alice Evelyn Craig. New York: The Macmillan Company, 1926. 500 pp.

The Memoirs of William Jennings Bryan. Philadelphia: Winston and Company, 1925. 556 pp.

The Growth of the Mind—An Introduction to Child‐Psychology. By Kurt Koffka. Translated by R. M. Ogden. New York: Harcourt, Brace and Company, 1924. xvi + 383 pp.

Psychology and Education, by Robert Morris Ogden. New York: Harcourt, Brace and Company, 1926. xiii + 364 pp.

Causes and Their Champions, by M. A. DeWolfe Howe. Boston: Little, Brown and Company, 1926.

Trumpets of Jubilee, by Constance Mayfield Rourke. New York: Harcourt, Brace and Company, 1927.

The Pocket Oxford Dictionary, by P. G. Fowler and H. W. Fowler. American Edition, revised by George Van Santvoord. Oxford University Press, American Branch. Pp. xvi +1029.

The Romance of Words, by Ernest Weekley, M. A. New York: E. P. Dutton and Company, 1927. Pp. xi + 225.     

Defining the family: towards a critical framework for families of children with disabilities

ABSTRACT

Family‐centred approaches are widely recognized internationally as the most ecologically appropriate way of working with families of children with disabilities. Pivotal in this approach is its focus upon the needs of the whole family, rather than only the needs of the child (with a disability). It places a significant emphasis on flexible and responsive transdisciplinary service delivery and upon parent choice and decision‐making. For the family‐centred approach to become truly effective, then, we must define what constitutes a family. Or rather ask families how they define themselves. Alongside an exploration of traditional and non‐traditional family roles, this paper challenges stereotypical notions of the family, and seeks to establish the family as the core element in any service team.     

GRADUATE TRAINING IN EDUCATION AND AGING: RESULTS OF A NATIONAL SURVEY; PART 1

The graduate departments of adult education at 88 universities in the United States were surveyed for information pertinent to their programs in and about aging. Results show that 55% of the departments offer no courses dealing exclusively with education and aging. Only one department offers a program concentration per se in educational gerontology. Those adult education academic programs that have a seeming interest in education and aging typically offer only an isolated course or two. Much needs to be done if adult education programs are to begin preparing people to meet the learning needs of older adults.     

The effects of mood,cognitive style,and cognitive ability on implicit learning

In an experiment with 109 undergraduates, we examined the effect of mood, cognitive style, and cognitive ability on implicit learning in the Artificial Grammar (AG) and Serial Reaction Time (SRT) tasks. Negative mood facilitated AG learning, but had no significant effect on SRT learning. Rational cognitive style predicted greater learning on both tasks, but this effect on SRT was mediated by cognitive ability. SRT, but not AG learning was significantly correlated with Math and English scores on the ACT. These findings confirm and contradict previous research. The association of negative mood and rational cognitive style with AG confirms that AG learning is facilitated by systematic, bottom-up processing. However, the lack of converging evidence for the SRT task suggests that the tasks involve different aspects of implicit processing. Theoretical explanations and suggestions for future research are discussed.     

A Card Trick for Improving Writing Skills and Attendance

This paper describes an innovative way of randomly collecting handwritten homework in calculus classes with approximately 50 students using a standard deck of cards, which does not place an excessive burden on faculty with regard to grading. In addition to the increased awareness students develop in structuring a mathematical solution, the strategy has been successful in increasing classroom attendance, which the literature suggests leads to increased attainment. Along with personal observations and empirical data indicating that the scores from the randomly collected homework assignments strongly correlate with exam performance, perceptions of students are included, which show that students are strongly supportive of the method used.     

Exercise does not necessarily influence the phase of the circadian rhythm in temperature in healthy humans

Seventeen healthy adults exercised for 30 min (70% V O 2max ), at different times of the day and night throughout a 24 h period. The effect on the phase of core temperature rhythm was assessed by comparing the rhythms on the day immediately before and immediately after the day of exercise with the participants living normally on these 2 days. Assessments were made upon data that had been corrected for the thermogenic effects of sleep and activity. When exercise was performed in the period between 4 h before and 1 h after the temperature minimum, there was a phase delay of 1.03 - 0.78 h (mean - s ; n = 6); when performed between 3 and 8 h after the temperature minimum, there was a phase advance of 1.07 - 1.23 h ( n = 9). Both means were significantly different from zero (Student's one-sample t -tests: P ? 0.05). Performed at other times, exercise had no significant effect on the phase of the temperature rhythm. The phase changes were not significantly different from those previously observed by us in sedentary individuals exposed to domestic lighting. We conclude that the amount of physical activity has very little effect on the body clock.