Social‐Information‐Processing Skills of Kindergarten Children with Developmental Learning Disabilities

The study examined the social‐information‐processing skills of kindergarten children with developmental learning disabilities (LD) utilizing Crick and Dodge's (1994) model of children's social adjustment as a theoretical framework. Participants consisted of 20 kindergarten children with developmental LD who attended three integrated kindergartens and 20 children without developmental LD from the same kindergartens. Participants were assessed on social‐information‐processing skills, feelings of loneliness, sense of coherence, and teachers' ratings of behavioral problems and positive resources. The results indicated that girls with developmental LD performed significantly lower on two information‐processing steps—the response decision and the enactment steps—than did girls without LD. Such differences were not found for boys. The results also showed that the social‐information‐processing skills of children with developmental LD were correlated with teachers' ratings.     

医院图书馆立足有为才能有位——对医院图书馆生存和发展的思考

梳理和分析了当前医院图书馆面临的困境及其原因,指出了制约医院图书馆发展的根本因素是观念滞后、未能提供与医院发展水平相适应的深层次信息服务,论述了医院图书馆的角色定位是服务机构、科研机构和心理治疗机构,并从这些不同角色出发提出了医院图书馆必须有所作为,才能求得生存和发展,提高地位。     

Transformation for adults in an Internet‐based learning environment—is it necessary to be self‐directed?

This research explores the relationships between self‐directed learning readiness and transformative learning theory (TLT) reflected by the Constructivist Internet‐based Learning Environment Scale (CILES). A questionnaire survey about adult learner's perceptions of Internet‐based learning was administered to adults enrolled in classes in community colleges in Taiwan. A total of 593 valid questionnaires were used for the structural equation modeling analysis. The findings confirmed a second‐order hierarchical factor relationship of TLT (technical, dialectical and emancipatory learning interests) from CILES. Moreover, the three domains of learning interests of transformative learning were proved to have a developmental relationship, moderated by the readiness of self‐directed learning for adult learners in Internet‐based learning.