Children Persist Less When Adults Take Over

Children need to learn to persist through challenges, yet adults sometimes step in to solve problems for them. Here, we looked at how adult taking over related to children’s persistence. In an observational study (N = 34, ages 4–8), we found that parents who took over more often during a challenging puzzle task rated their children as dispositionally less persistent. To establish whether taking over can cause reduced persistence, we ran two preregistered experiments (N = 150, ages 4–5). Children assigned to a taking over condition persisted less on a subsequent task compared to those in a teaching or a baseline condition. Reframing the context did not ameliorate the negative impact of taking over. The results suggest that taking over impairs children’s persistence.     

Selecting the retail price: Some comments on an unavoidable decision

This article explores the judgments employed in the getting of productive retail prices.     

The Development of Affiliative and Agonistic Social Patterns in Differentially Reared Monkeys

Bonnet macaques that had been reared from 3 to 6 months of age in experimental environments that appeared to adversely affect their ability to separate from mother to explore a novel physical environment in dyadic assessments shortly after the rearing experience were tested during late adolescence, an average of 2.5 years later, under conditions of increasing unfamiliarity and complexity of the social milieu. 6 monkeys, the low-foraging-demand (LFD) group, were reared by mothers having constant easy access to food during the experimental rearing period. Another 6 monkeys, the variable-foraging-demand (VFD) group, were reared by mothers having a foraging task that varied between easy and difficult in 2-week blocks during the experimental rearing period. Although no treatment group differences were evident during the initial rearing period, during subsequent social challenges VFD monkeys exhibited a diminished capacity for affiliative social engagement relative to LFD monkeys and were socially subordinate to LFD monkeys.     

THE CONCEPT OF FUNDAMENTAL EDUCATIONAL CHANGE

A bstract .  In this essay, Leonard Waks contributes to a reconceptualization of "fundamental educational change." By distinguishing sharply between educational change at the organizational and the institutional levels, Waks shows that the mechanisms of change at these two levels are entirely different. He then establishes, by means of a conceptual argument, that fundamental educational change takes place not at the organizational, but rather at the institutional level. Along the way Waks takes Larry Cuban's influential conceptual framework regarding educational change as both a starting point and target of appraisal.     

Phonology constrains the internal orthographic representation

Four experiments explored the composition and stability of internalorthographic representations of printed words. In three experiments,subjects were presented on successive occasions with words that wereconsistently spelled correctly or were consistently misspelled. On thesecond presentation, subjects were more likely to judge both kinds ofwords as correctly spelled than on the first presentation, suggesting thattheir preexperimental orthographic representations had been altered tomatch what they had seen on the first presentation. However, onlymisspellings that were consistent with the correct phonology wereaccepted; spellings that altered the phonology were rarely accepted,suggesting that some parts of the orthographic representation are lessstable than others. Also, subjects' reliance on orthographic vs.phonological memory when judging a word's spelling was affected by thekinds of other misspellings in the list. Lists that contained somephonologically implausible spellings for real words (e.g., *assostance)induced subjects to rely more on phonological plausibility when judgingthe correctness of other words in the list and less on orthographic memory.An individual grapheme in an internal orthographic representation wasunstable when there were many phonologically acceptable alternatives forit. The results are contrary to the view that the strength of an internalrepresentation is uniform across all its graphemes and is a function only ofvisual experience with the printed form. Results were interpreted in thecontext of a theory that considers spelling knowledge to be a by-productof the reading process, a process that involves phonological analysis.     

主体间性德育观下的高校学生宿舍文化建设

随着高等教育改革的不断深入,高校学生宿舍文化建设日益成为人们关注的焦点。主体间性德育观是一种关系思维下的道德教育观,当前高校学生宿舍文化建设存在着缺乏长期性和系统性,缺乏个性和独创性以及缺乏针对性和有效性等问题,表现为重管理轻教育。在主体间性德育观下,可从树立以人为本思想,催生宿舍文化的人性化;培养师生平等观念,营造民主和谐教育氛围;优化宿舍文化活动,不断提高宿舍文化品位;加强管理队伍建设,促进宿舍文化蓬勃发展等方面来加强高校学生宿舍文化建设。     

Exploring learner acceptance of the use of virtual reality in medical education: a case study of desktop and projection-based display systems

Advanced technologies have been widely applied in medical education, including human-patient simulators, immersive virtual reality Cave Automatic Virtual Environment systems, and video conferencing. Evaluating learner acceptance of such virtual reality (VR) learning environments is a critical issue for ensuring that such technologies are used to greatest effect. This research describes the use of high performance real-time interactive software (VR4MAX) to build a prototype 3D VR learning system. A questionnaire survey was distributed to 167 university students to investigate learner attitudes toward learning via VR applications. Experimental results show that immersion and imagination features of VR-mediated course contents have a positive impact on perceived usefulness, and can also predict perceived ease of use, both of which contributors to behavioral intention of learners to use VR learning systems. Overall, this research validates the relationship between three features of VR and learners' behavioral intention to use VR learning. The results could prove helpful in guiding future research related to VR learning.