Conditions of Continuity and Discontinuity in Infant Negative Emotionality: Newborn to Five Months

This study investigated infant and caregiving-environment variables associated with continuity and discontinuity in infant negative emotionality between the newborn period and 5 months of age. Comparisons were made between groups of infants who evidenced similar levels of crying as neonates but differed by 5 months of age. For initially high-crying infants, mother personality traits, marital quality, and infant variables measured neonatally discriminated stable from changing infants. Ratings of mother sensitivity and infant responsiveness made at 5 months of age also related to continuity and discontinuity in negative emotionality over the first 5 months.     

An Exploratory Study of Undergraduates’ Attitudes Toward Affirmative Action Policies for Asian Americans in College

This exploratory study examined white undergraduate students’ (a) racial attitudes towards Asian Americans, (b) principled policy attitudes toward affirmative action, and (c) self-interest in relation to their support for college-based affirmative action policies for Asian Americans at a Midwestern university. A sample (n = 264, 28% male, 72% female) of white undergraduate students from a mid-sized public university in the Midwest was surveyed. The findings indicate that white undergraduate women have significantly more favorable principled policy attitudes toward affirmative action in general and for an affirmative action college policy for Asians, in particular, than do undergraduate males. Implications for issues of equity and social justice are shared.     

Intergenerational transmission of warm-sensitive-stimulating parenting: a prospective study of mothers and fathers of 3-year-olds

More than 200 New Zealand men and women studied repeatedly since age 3 were videotaped interacting with their own 3-year-old children to determine (a) whether childrearing and family climate experienced in 3 distinct developmental periods while growing up (i.e., early childhood, middle childhood, early adolescence) predicted parenting and (b) whether romantic relationship quality moderated the effect of childrearing history on observed parenting. Support for the first hypothesis emerged across all 3 developmental periods for mothers (only), with no evidence of moderating effects of romantic relationship quality for mothers or fathers. Results are discussed in terms of supportive versus harsh parenting, mother-father differences, and the characteristics of the sample.     

Three theoretical models of child abuse: A critical review

A review of the research on child abuse suggests three basic theoretical models to account for the etiology of abuse: (1) a psychiatric model emphasizing the role of the individual abuser; (2) a sociological model highlighting the role of social factors in abuse; and (3) the effect of the child on caregiver model pointing toward the role the child plays in stimulating his own maltreatment. After reviewing the research evidence in support of each model as well as documenting the inadequacies of each, it is concluded that only a comprehensive framework, subsuming each model, can expect to account for the occurrence of abuse. Furthermore, if treatment and prevention strategies hope to succeed in combatting this disturbing social problem, they must address the influential components highlighted by each of these three models.     

The secret identity of science education: masculine and politically conservative?

This response to Jesse Bazzul and Heather Sykes’ paper, The secret identity of a biology textbook: straight and naturally sexed, explores their critiques of textbooks and curricula that authoritatively present scientific accounts of the natural world without engaging students in critical thinking. It proposes that we need to go beyond such useful critiques to develop alternatives to the unsatisfactory heteronormative status quo in biology textbooks and in science education more generally.     

基于PCA-CMAC的设备性能退化评估

提出了一种用于设备性能退化评估的PCA-CMAC(主成分分析-小脑模型节点控制器)模型.该模型利用PCA进行特征提取,去除多个传感器信号特征的冗余信息,并且减少CMAC的输入维数;利用CMAC的局部泛化能力定量地评估设备的性能退化.给出了模型的实现过程,并将模型应用于钻削过程刀具状态的评估,试验结果证明该模型能基于刀具的正常状态,对刀具的磨损状态进行定量的评估.分析了CMAC中泛化参数g和量化参数r对评估结果的影响,g越大,CMAC的泛化能力越好,但各退化状态之间的区别越不明显;r越小,各退化状态之间越容易区分,但所需的权存储空间越大.2个参数的基本选择原则是CMAC的权存储空间应尽量小,与此同时,各退化状态之间应容易区分.     

The Theory of Planned Behavior Within the Stages of the Transtheoretical Model: Latent Structural Modeling of Stage-Specific Prediction Patterns in Physical Activity

This is the first study to test whether the stages of change of the transtheoretical model are qualitatively different through exploring discontinuity patterns in theory of planned behavior (TPB) variables using latent multigroup structural equation modeling (MSEM) with AMOS. Discontinuity patterns in terms of latent means and prediction patterns for the different stage groups were examined. Adults (n = 3,462) were assessed on their physical activity stages of change and TPB variables. The TPB was separately examined within the five stage groups. The TPB measurement model fit was acceptable. Latent mean analyses with post-hoc contrast and MSEM indicated discontinuity patterns. Results underscore the qualitative differences between the stages that may guide further research and the design of interventions integrating the approaches.     

Improving the Cultural Competency of Social Work Students With a Social Privilege Activity

This article describes the development and utilization of an instructional activity created by the authors for the purposes of preparing social work students for culturally competent practice with members of historically oppressed populations. Experiential activities in the classroom provide an alternative approach to traditional pedagogical methods by positioning the learner at the center of an educational process that is grounded in reality. The activity is designed to highlight the social privileges of individuals and the inherent risks that are taken when deciding to challenge or confront oppressive structures, attitudes, and behaviors.