A Broad View of Intelligence: The Theory of Successful Intelligence.

This article reviews the theory of successful intelligence and attempts to construct-validate the theory of successful intelligence. It describes 4 distinct converging operations that have been used in these attempts. Two sets involve internal validation of the structure of the theory and 2 sets external validation of the theory with outside criteria. The internal validation operations involve information-processing (componential) analyses and both exploratory and confirmatory factor analyses. The external validation operations involve correlational analysis and analyses of instructional interventions based on the theory. The results are generally supportive of the theory and suggest that conventional conceptions of intelligence may be too narrow. The theory is of use in consulting because it broadens the scope of skills one looks for in seeking "intelligent" people for hiring, retention, and promotion and in assessing a person's ability to do his or her current job. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The social parameter of "learned" helplessness: Its recognition and implications.

Reexamines experiments on learned helplessness that have been interpreted previously as involving a solitary person experiencing uncontrollable and inescapable events. It is suggested that the belief that the outcomes are uncontrollable precludes the possibility that control of the outcomes can be transferred to the experimental Ss. An alternative interpretation is that the outcomes in learned helplessness experiments, rather than being uncontrollable, are controlled by the experimenter. Helplessness could be reduced by transferring this control to Ss, giving them control over their contingencies. This analysis has implications regarding both the accuracy of depressed people's perceptions and the desirability of making depressed people perceive an internal locus of control. It is further suggested that depressed people should have more control over their contingencies. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Geochemical implications of trace elements and sulfur in the saturate, aromatic and resin fractions of crude oil from the Mara and Mara Oeste fields, Venezuela

Ten trace elements (Cr, Zn, Fe, Mn, Cu, Co, Ni, Mo, V and Sr) and sulfur were determined in the saturate, aromatic and resin fractions of 15 crude oils from Mara (DM) and Mara Oeste (DMO) fields of the Maracaibo Basin, Venezuela. The oils studied are classified as unaltered or altered by biodegradation. In the altered oil, the depletion of n-alkanes, the absence of isoprenoids and the presence of steranes and hopanes unaltered by biodegradation are indicative of moderate biodegradation. The elements Zn, Fe, Mn, Cu, Ni, and Sr were detected in the saturated hydrocarbon fraction; Cr and V were detected in the aromatic fraction in addition to the above elements; whereas the elements detected for the resin fraction were Cr, Zn, Fe, Cu, Ni, Mo, V, and Sr. Co was not detected in any fractions of the oils analyzed. Sulfur was found in all fractions of the oils studied. It was proposed that Fe, Zn, Sr, and Mn could have entered the oil during migration or Fe, Zn and Mn as pollutants during oil extraction. Cr and Cu may be of biological origin and Mo could be incorporated into the reservoir through bacteria. Only S, V, and Ni in the resin fractions can be used as indicators of the origin and correlation of Mara and Mara Oeste oils. Based on the results obtained in this work, it can be established that the V/(V+Ni) ratio in the resin fraction can be used as a correlation parameter, for these oils.     

从“行政学院”的四种译法说起

我国从中央到省级以及地市级都设有行政学院。汉语中的各级行政学院含义是一致的,但我国“行政学院”的英译五花八门。文章先对“行政学院”的英译作一番梳理,进而对英语中常见几个能够表示独立的“学院”的词源进行分析,提出了翻译的建议。     

Are we Building a Better World with ICTs? Empirically Examining this Question in the Domain of Public Health in India

As social scientists engaged in Information Technologies for Development (IT4D), a question we need to necessarily engage with is “are we building a better world with Information and Communication Technologies (ICTs)?” This question, first posed by Professor Geoff Walsham in the IS field, was the topic of my plenary discussion at the IFIP 9.4 meeting in Jamaica 2014, and had now been further developed to this “view from practice” paper for this journal. A first step in this paper has been the reformulation of the question which Professor Walsham raised: “What distortions and obstacles are created by the historical, material, and institutional conditions, and how these shape our efforts of ICTs creating a better world?” This reformulation is done to bring in more explicitly the political dimension into the question, and to nuance the technological deterministic argument implied in the question of technology (always) creating a better world. Taking an empirical example of an ICT intervention from the public health sector in India, deliberately chosen to emphasize distortions typically seen is similar Information and Communication Technologies for Development (ICT4D) projects, the analysis focuses on understanding the conditions of distortions, why they occur, and what can be done differently to contribute to our notion of a better world.     

“废灶兴垦”对沿海经济带建设的启示

“废灶兴垦”对沿海经济带建设有着重要的启示意义：“废灶兴垦”体现了张謇“衡量时局，随机因应”的理念，沿海经济带建设应当审时度势、把握机遇；“废灶兴垦”体现了张謇“先图工业”、“实业救国”的理念，沿海经济带建设起点要高，一开始就应当走新型工业化道路；“废灶兴垦”体现了张謇拿来主义、“开放主义”的理念，沿海经济带建设应当坚持对外开放，实施外向带动战略；“废灶兴垦”体现了张謇“乞灵于法”、统筹兼顾的理念，沿海经济带建设应当在科学发展观指导下全面规划、统筹协调、和谐发展；“废灶兴垦”体现了张謇“苟欲兴工，必先兴学”的理念，沿海经济带建设应当着力培植并用好各类人才，狠抓科技进步并力促科研成果的有效转化。     

听力显性教学“聚焦输入、强化互动”的有效性研究

以在读非英语专业本科生和硕士生为研究对象，进行大学英语听力显性教学“聚焦输入、强化互动”的有效性研究。实验数据和问卷调查结果表明：“聚焦输入、强化互动”的显性教学效果明显，多维隐性效应得到学习者充分肯定。该研究对听力教学的启示是：进行听力显性教学策略研究，听力显性教学与学习者隐性学习结合都很有必要。     

Genes, Race, and Psychology in the Genome Era: An Introduction.

The mapping of the human genome has reawakened interest in the topic of race and genetics, especially the use of genetic technology to examine racial differences in complex outcomes such as health and intelligence. Advances in genomic research challenge psychology to address the myriad conceptual, methodological, and analytical issues associated with research on genetics and race. In addition, the field needs to understand the numerous social, ethical, legal, clinical, and policy implications of research in this arena. Addressing these issues should not only benefit psychology but could also serve to guide such thought in other fields, including molecular biology. The purpose of this special issue is to begin a discussion of this issue of race and genetics within the field of psychology. Several scholars who work in the fields of genetics, race, or related areas were invited to write (or had previously submitted) articles sharing their perspectives. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Actual neurosis and PTSD: The impact of the other.

The authors argue that posttraumatic stress disorder (PTSD) is not an automatic consequence of a trauma. A review of empirical research demonstrates that there must be subjective mediating factors. On the basis of a conceptual reasoning, the existence of an actual-neurotic structure prior to the traumatic event is put forward as a precondition for the development of PTSD. Freud's theory on actual neurosis is interpreted as the impossibility to process the arousal coming from the drive in a symbolic way. The reason for this impossibility is sought in the failure of the primary caretakers in presenting the child with the necessary symbolic tools for drive regulation. The therapeutic implications of the presence of an actual-neurotic structure are important, because it can lead to a failure of free association. Suggestions for a more fruitful approach are formulated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Explaining Paradoxical Relations Between Academic Self-Concepts and Achievements: Cross-Cultural Generalizability of the Internal/External Frame of Reference Predictions Across 26 Countries.

The internal/external frame of reference (I/E) model explains a seemingly paradoxical pattern of relations between math and verbal self-concepts and corresponding measures of achievement, extends social comparison theory, and has important educational implications. In a cross-cultural study of nationally representative samples of 15-year-olds from 26 countries (total N = 55,577), I/E predictions were supported in that (a) math and verbal achievements were highly correlated, but math and verbal self-concepts were nearly uncorrelated; (b) math achievement had positive effects on math self-concept, but negative effects on verbal self-concept; and (c) verbal achievement had positive effects on verbal self-concept, but negative effects on math self-concept. Supporting the cross-cultural generalizability of predictions, multigroup structural equation models demonstrated good support for the generalizabilify of results across 26 countries participating in the Programme for International Student Assessment project sponsored by the Organisation for Economic Co-operation and Development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)