Rechtsprechung/Volltext

Rechtsprechung

Rechtsprechung/Volltext     

Felt or False Smiles? Volitional Regulation of Emotional Expression in 4‐, 6‐, and 8‐Year‐Old Children

The development of volitional emotion regulation of expression was examined with a modified disappointing gift paradigm and strategy for coding children's expressions. Forty‐nine boys and 49 girls aged 4, 6, and 8 were motivated to volitionally deceive an observer by false smiling, regardless of whether they received an attractive, unattractive, or no gift. Ten naïve observers watched children's videotaped behavior in random order and judged the quality of emotion and type of gift. This impression analysis indicated that children's competence to volitionally regulate their expressions increased with age. In addition, this ability was positively associated with children's emotion understanding of how to differentiate between emotion and expression. Unexpectedly, girls did not display a superior volitional regulation of expression than boys.     

奥运纪念邮票演绎史

奥林匹克集邮是与奥林匹克运动会并肩发展的。正是在第1届奥运会时发行了第一套奥林匹克邮票。多年来,随着奥林匹克集邮在筹备奥运资金、推动奥林匹克运动发展及传播奥运文化等方面的贡献,奥运集邮与奥林匹克运动两者的关系也愈见弥深。如果说古代奥运会的维持是缘于与宗教的结     

Buchbesprechungen

Ohne Zusammenfassung     

Effects of age at school entry (ASE) on the development of non-cognitive skills: Evidence from psychometric data

We identify effects of age at school entry (ASE) on the development of child temperament. Our analysis is based on psychometric measures from a longitudinal cohort study of children in the Rhine-Neckar region in central Germany. In children with a higher ASE due to a birthday late in the year, we find more favorable outcomes with respect to several temperamental dimensions: these children are more persistent and less often hyperactive. The findings are robust if we control for the respective temperamental dimension before entering school. We also show that the ASE effect on persistence is stable over time by comparing the children at age eight and age eleven, after the children have entered Germany's segregated secondary-school tracks. At age eleven, we additionally find significant ASE effects on adaptability to change. Overall, the results point to a high degree of malleability in the considered non-cognitive skills after school entrance. By contrast, we do not find a significant effect of ASE on cognitive skills as measured by IQ.     

On recognizing and formulating mathematical problems

When mathematics is used to help people cope with real-life situations, a three-stage intellectual process is involved. First, a person becomes aware of a problem-situation which stimulates him to generate a problem-statement, a verbal story-problem. This may be in writing, expressed orally, or merely thought and evidenced by other behavior. Second, he transforms the verbal problem-statement into a mathematical formulation. Third, he analyzes this mathematically stated problem into subproblems to which the solution is more immediate.We propose an operational instrument for assessing how a person moves from the first to the second and third stage. This involves coding questions asked, actions taken, hesitancy and latency. Results of using this procedure in experimental situations were used to determine reliability. We also propose and compare methods for effecting and accelerating motion from the first to the third stage. These involve operant conditioning, need arousal cues, controlled verbal instructions. Experience with one such technique to teach problem-formulation in actual teaching practice is reported.The theoretical basis for these experiments is developed by showing how to program a computer to go through these stages for a reasonably large and interesting class of problem-situations to which mathematics is applicable.This research was partially supported by an Office of Education Grant OEG5-72-0050(509).