Investigating the Development of the “Mobile Museum” from the Perspective of Service

During economic development, modern museums face competition from various leisure activities and entertainment sites, and to achieve sustainable development, museums should reflect on providing high‐quality service to satisfy visitors’ expectations. Based on service design‐related theories, this research team conducted a case study to explore the planning, implementation, and meaning of Mobile Museums. It investigated design development from the perspective of public service design and summarized the policy, design, and service satisfaction results for Mobile Museums. Finally, the similarities in service processes are discussed between Mobile Museums and the general service industry. According to this study, attracting more visitors is the biggest issue facing museums today, as are the ways in which museums must actively provide service and become recognized to compete with others. This study identifies the onstage and backstage support of museums as well as their cultural features and non‐profit services.     

Block Talk: Spatial Language During Block Play

Spatial skills are a central component of intellect and show marked individual differences. There is evidence that variations in the spatial language young children hear, which directs their attention to important aspects of the spatial environment, may be one of the mechanisms that contributes to these differences. To investigate how play affects variations in language, parents and children were assigned to 1 of 3 conditions: free play with blocks, guided play, or play with preassembled structures (Study 1). Parents in the guided play condition produced significantly higher proportions of spatial talk than parents in the other two conditions, and children in the guided play condition produced significantly more spatial talk than those in the free play condition. Study 2 established baselines of spatial language during activities not involving spatial materials. Proportions of spatial words were lower than those in any of the conditions of Experiment 1. In sum, interaction with blocks naturally elicits elevated levels of spatial language, especially in the context of guided play, suggesting simple‐to‐execute educational interventions.     

Modifications of Recognition Memory Processes in Preterm Children: An Event‐Related Potential Study

Prematurity may cause hippocampal compromise. Therefore, hippocampus‐dependent memory processes (recollection‐based retrieval) may be more impaired than hippocampus‐independent processes (familiarity‐based retrieval). The memory of 18 children born preterm with reduced hippocampal volumes, without neonatal complications (weeks of gestation < 34, weight < 1,600 g), and 15 controls (8–10 years) was tested using an item recognition task. While groups were equal in memory performance, dissociation was found: The event‐related potential (ERP) correlate of familiarity was intact in the preterm group, whereas the correlate of recollection was attenuated. A follow‐up experiment ruled out that this was due to general cognitive deficits. Furthermore, gestational age correlated with the ERP index of recollection. Thus, recognition memory in preterm children may be characterized by a compensation of attenuated recollection by familiarity.     

Infant Attachment Security and Early Childhood Behavioral Inhibition Interact to Predict Adolescent Social Anxiety Symptoms

Insecure attachment and behavioral inhibition (BI) increase risk for internalizing problems, but few longitudinal studies have examined their interaction in predicting adolescent anxiety. This study included 165 adolescents (ages 14–17 years) selected based on their reactivity to novelty at 4 months. Infant attachment was assessed with the Strange Situation. Multimethod BI assessments were conducted across childhood. Adolescents and their parents independently reported on anxiety. The interaction of attachment and BI significantly predicted adolescent anxiety symptoms, such that BI and anxiety were only associated among adolescents with histories of insecure attachment. Exploratory analyses revealed that this effect was driven by insecure‐resistant attachment and that the association between BI and social anxiety was significant only for insecure males. Clinical implications are discussed.     

Promoting discussion in peer instruction: Discussion partner assignment and accountability scoring mechanisms

Peer instruction (PI) involves students answering questions and peer discussion learning activities. PI can enhance student performance and engagement in classroom instruction. However, some students do not engage in the discussions. This study proposes two mechanisms, discussion partner assignment and accountability scoring mechanisms, to form positive interdependence among students and individual accountability for each student to promote student discussions in PI. The evaluation results show that the student discussion rate with the promoting mechanisms is significantly higher than the rate without the mechanisms. The results from the questionnaire reveal that the mechanisms form positive interdependence and individual accountability to promote students to engage in the discussions.     

Papier‐mach(in)e: Thinking with “sticky” paper in the cloud

There is nothing less about paper and its use when it comes to academic study as we experience increasingly converging media spaces and functionalities of online applications within the screens of our laptops, mobile phones and tablet devices. The paper persists, and the paperless office, classroom and pedagogy become nothing but pure rhetoric. Hence, it is most pertinent to focus on paper and its “stickiness” in maintaining educational structures and practices. Usually hidden from view or neglected in educational technology studies is a consideration on how we think and interact not only with our mind but also with our heads and limbs. This paper will argue that paper has a composite place or bearing, a kind of stickiness to our technologised bodies, digital mobilities and hybrid practices in what I have coined here as papier‐mach(in)e. This claim will be supported by evidence that demonstrates how we simply think both practically and pathically and that our mobilities in media and physical spaces are in one form or another meshed with paper. In fact, a drive towards a paperless classroom or pedagogy is without much foundation when it comes to mobilising a sustainable agenda for technology‐enhanced learning.     

The Effects of Parental Behavior on Infants' Neural Processing of Emotion Expressions

Infants become sensitive to emotion expressions early in the 1st year and such sensitivity is likely crucial for social development and adaptation. Social interactions with primary caregivers may play a key role in the development of this complex ability. This study aimed to investigate how variations in parenting behavior affect infants' neural responses to emotional faces. Event‐related potentials (ERPs) to emotional faces were recorded from 40 healthy 7‐month‐old infants (24 males). Parental behavior was assessed and coded using the Emotional Availability Scales during free‐play interaction. Sensitive parenting was associated with increased amplitudes to positive facial expressions on the face‐sensitive ERP component, the negative central. Findings are discussed in relation to the interactive mechanisms influencing how infants neurally encode positive emotions.     

Relationship Reciprocation Modulates Resource Allocation in Adolescent Social Networks: Developmental Effects

Adolescence is characterized as a period of social reorientation toward peer relationships, entailing the emergence of sophisticated social abilities. Two studies (Study 1: N = 42, ages 13–17; Study 2: N = 81, ages 13–16) investigated age group differences in the impact of relationship reciprocation within school‐based social networks on an experimental measure of cooperation behavior. Results suggest development between mid‐ and late adolescence in the extent to which reciprocation of social ties predicted resource allocation. With increasing age group, investment decisions increasingly reflected the degree to which peers reciprocated feelings of friendship. This result may reflect social‐cognitive development, which could facilitate the ability to navigate an increasingly complex social world in adolescence and promote positive and enduring relationships into adulthood.     

CORRELATES OF CONDUCT PROBLEMS AND DEPRESSION COMORBIDITY IN ELEMENTARY SCHOOL BOYS AND GIRLS RECEIVING SPECIAL EDUCATIONAL SERVICES

There is limited empirical research on the correlates of conduct problems (CP) and depression comorbidity during childhood. This study investigated 479 elementary school children (48.2% girls). It compared children with comorbidity to children with CP only, depression only, and control children on individual, academic, social, and family characteristics. The study also analyzed gender differences in the associations between correlates and comorbidity. Multinomial logistic regression results revealed that children with CP and depression had higher levels of anxiety and more school difficulties than children with CP only, more social difficulties and more severe attention deficit and hyperactivity disorder (ADHD) symptoms than children with depression only, and more difficulties in all domains than control children. Girls with CP and depression presented a particularly negative profile, including lower school abilities than CP and control girls, and lower social skills and more severe ADHD symptoms than control girls.  Implications for evaluation and intervention planning are discussed.