Peer relations and emotion regulation of children with emotional and behavioural difficulties with and without a developmental disorder

Children with emotional and behavioural difficulties (EBD) and those who also have developmental disorders, such as attention deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD), can experience the same adverse consequences in their peer interactions and relationships. This present study compared the emotion regulation and peer relationships of children aged 8–12 years (M = 9.86 years, SD = 1.49) with EBD (N = 33) and children with EBD plus a diagnosed developmental disorder (N = 28). Multivariate analysis of variance (MANOVA) with Bonferroni adjusted alpha levels revealed no significant main effect for emotion regulation according to EBD status. There was, however, a multivariate main effect for sex, with females presenting with higher levels of negative emotional intensity (e.g., frustration, anger, aggression) than males. A second MANOVA revealed no significant main effect for peer relationships according to EBD status and sex. Significant correlations revealed that the EBD-only group experienced greater adverse peer interactions than the EBD-plus-developmental disorder group. These findings are important for educators and researchers involved in the development and evaluation of prevention and intervention programms for children with EBD.     

Analysis of Personality,Suicide, and Self‐Injury in Emerging Adulthood

Nonsuicidal self‐injury (NSSI) is a maladaptive coping strategy that is of significant clinical concern for behavioral health professionals in college settings. Relationships between NSSI, acquired capability for suicide, interpersonal cognitions, and five‐factor model personality traits were assessed in a survey‐based study that included 192 young adults in a college setting. Results indicated that those with an affirmative suicide attempt history, greater acquired capability for suicide, and elevated neuroticism had an increased likelihood of lifetime NSSI.     

刺翼蚱科一新属一新种(直翅目:蚱总科)

本文报道刺翼蚱科一新属一新种。新属:弯背蚱属Cypholellix gen,nov.的主要特征是前胸背板背面在肩角突然隆起,侧面观近似驼峰形。其模式种为鼎湖弯背蚱Cypholellix dinghuensis sp.nov.     

Relating Narrative, Inquiry, and Inscriptions: Supporting Consequential Play

In this paper we describe our research using a multi-user virtual environment, Quest Atlantis, to embed fourth grade students in an aquatic habitat simulation. Specifically targeted towards engaging students in a rich inquiry investigation, we layered a socio-scientific narrative and an interactive rule set into a multi-user virtual environment gaming engine to establish a virtual world through which students learned about science inquiry, water quality concepts, and the challenges in balancing scientific and socio-economic factors. Overall, students were clearly engaged, participated in rich scientific discourse, submitted quality work, and learned science content. Further, through participation in this narrative, students developed a rich perceptual, conceptual, and ethical understanding of science. This study suggests that multi-user virtual worlds can be effectively leveraged to support academic content learning.     

脑的可塑性研究及其对教育的启示

大脑是一个复杂而动态的系统,受学习、训练以及各种经验等因素的影响,其结构和功能都会出现动态的修复或重组,也就是体现出所谓的可塑性。当前认知神经科学研究表明,在个体发展的生命全程中枢神经系统都具有一定的可塑性,如儿童大脑、成人大脑以及非正常人大脑均具有可塑性。由于在个体发展的不同阶段可塑性是动态变化的,而且不同脑区在不同时间其功能活性以及可塑性本身也不一样,所以,在制定相关的教育方案或干预措施时,必须综合考虑影响大脑可塑性的这些因素,加强教育的针对性和实效性,实现科学的保护脑、使用脑、开发脑;充分利用大脑的可塑性,重视早期教育;提供丰富而适宜的教育环境,全面开发大脑的潜能,促进大脑的整合式发展;全面了解影响大脑可塑性的因素,寻求大脑可塑性与教育的最佳结合点。     

基于教育心理学的课程知识本体模型研究

介绍教育心理学在课程设计中的重要性及理论。利用教育心理学的理论,对传统的E-learning系统课程体系结构进行细化,提出方法单元和媒体片段的新概念。设计出基于教育心理学角度的E-learning课程本体表达模型,它将使基于该模型构建的E-learning系统具有智能的学习指导和满足个性化需求的能力。     

澳门蝗虫调查

本文报道澳门蝗虫24种,对其分布和区系作了简要分析。     

Study on the Fuzzy COntrol Strategy of Automobile with CVT

In order to study the dynamic characteristics of automobile with a CVT system, a bond graph analysis model of continuously variable transmission is established.On the base of the simulation state space equations that are established with bond graph theory,a fuzzy control strategy with an expert system of starting process has been introduced.Considering uncertain system parameters and exterior resistance disturbing,the effect of the profile of membership function and the defuzzification algorthm on the capacity of the fuzzy controller has been studied.The result of simulation proves that the proposed fuzzy controller is effective and feasible,Such controller has been employed in the actual control and has proved practicable.The study lays a foundation for design of the fuzzy controller for automobile with a CVT system.     

道德教育的根本作为:引导生活的建构

道德教育的根本使命是成人。回归生活的德育要回归于人自身,而生活则是建立在实践基础之上的人之特殊生命活动。德育所回归的人是在生活实践中与他人、他物发生相互关系和作用的人,不是静止、孤立的实体。生活是人自己建构起来的,生活建构的结果,外在表现为生活方式,内在表现为人之品性。人就是他自己生活建构的结果,由是,生活论德育不是将人之至善追求诉诸孤立的人性改造,而是奠基于现实生活的改变。道德教育的根本作为就是引导生活的建构,它所指向的是更有利于人之生成和发展的好生活。道德教育要帮助学习者学会关注、反思、改变生活,提高他们的生活建构的品质和能力。