"Developing organization of mental verbs and theory of mind in middle childhood: Evidence from extensions": Correction to Schwanenflugel et al. (1998).

Reports an error in "Developing organization of mental verbs and theory of mind in middle childhood: Evidence from extensions" by Paula J. Schwanenflugel, Robbie L. Henderson and William V. Fabricius (Developmental Psychology, 1998[May], Vol 34[3], 512-524). In this article, Figures 2 and 4 were inadvertently switched. The figure appearing on page 519 is Figure 4, and the data pertain to third graders; the figure appearing on page 521 is Figure 2, and the data pertain to adults. (The following abstract of the original article appeared in record 1998-01885-012.) The purpose of the study was to assess developments in the theory of mind suggested by changes in the organization of cognitive verb extensions during the elementary school years. Adults and 3rd- and 5th-grade children were provided with a set of mental activity scenarios and were asked to select the best verbs from a list of cognitive verbs that might apply to each scenario. Changes in organization were assessed by examining overlapping uses of cognitive verbs in different contexts. There were 3 major changes with development: (a) the understanding of the role of memory in input functions increased, (b) the interrelatedness of memory- and comprehension-related verbs increased, and (c) the importance of cognitive certainty and uncertainty engaged by constructive processing verbs increased. Together, these findings suggest that a constructivist theory of mind develops in later childhood. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

S-粗Vague集合及应用

在原始Vague集基础上提出动态的Vague集,即Ｓ-Vague集,由此提出了Ｓ-粗Vague集概念。接着给出了Ｓ-粗Vague集结构与性质,分析了Ｓ-粗Vague集与Z.Pawlak粗集、Dubois粗糙模糊集以及S-粗集之间的关系,给出了Ｓ-粗Vague集的应用。     

高校专业基础课程分层教学研究

分层教学模式对转变教与学的方式,进而实现因材施教,具有重要的研究和借鉴价值。专业基础课教学是大学阶段中最重要的环节之一。专业基础课的分层教学对于强化优秀学生的个性特征,激发普通学生学习的兴趣和自信具有积极意义。本文介绍了在分班、教学、考核等各个环节进行专业基础课分层教学的具体举措。为电工电子类课程以及其他专业基础课程教...     

Time Management Behavior as a Moderator for the Job Demand-Control Interaction.

The interaction effects of time management, work demands, and autonomy on burnout were investigated in a survey study of 123 elementary teachers. A 3-way interaction between time management, work demands, and autonomy was hypothesized: The combination of high work demands and low autonomy was predicted to lead to burnout for teachers low in time management and not, or to a lesser extent, for those high in time management. This hypothesis is confirmed for emotional exhaustion, the most predictive dimension of teacher burnout, and partly confirmed for the personal accomplishment dimension. Generalizability to other contactual occupations is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Coping Power Program for Preadolescent Aggressive Boys and Their Parents: Outcome Effects at the 1-Year Follow-Up.

This study evaluates the effects of the Coping Power Program with at-risk preadolescent boys at the time of transition from elementary school to middle school. Aggressive boys were randomly assigned to receive only the Coping Power child component, the full Coping Power Program with parent and child components, or a control condition. Results indicated that the Coping Power intervention produced lower rates of covert delinquent behavior and of parent-rated substance use at the 1-year follow-up than did the control cell, and these intervention effects were most apparent for the full Coping Power Program with parent and child components. Boys also displayed teacher-rated behavioral improvements in school during the follow-up year, and these effects appeared to be primarily influenced by the Coping Power child component. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lexical acquisition in elementary science classes.

The purpose of this study was to further researchers' understanding of lexical acquisition in the beginning primary schoolchild by investigating word learning in small-group elementary science classes. Two experiments were conducted to examine the role of semantic scaffolding (e.g., use of synonymous terms) and physical scaffolding (e.g., pointing to referents) in children's acquisition of novel property terms. Children's lexical knowledge was assessed using multiple tasks (naming, comprehension, and definitional). Children struggled to acquire meanings of adjectives without semantic or physical scaffolding (Experiment 1), but they were successful in acquiring extensive lexical knowledge when offered semantic scaffolding (Experiment 2). Experiment 2 also shows that semantic scaffolding used in combination with physical scaffolding helped children acquire novel adjectives and that children who correctly named pictures of adjectives had acquired definitions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conceptualizing Exposure to Community Violence: An Application of Confirmatory Factor Analysis.

The primary goal of the present study was to demonstrate how the technique of confirmatory factor analysis (CFA) could be applied to common measurement issues within the school psychology literature. Specifically, the CFA technique was used to test several alternative factor structures thought to underlie a commonly used measure of exposure to community violence. Data were collected from 242 elementary and middle-school, inner city, African American students. Results illustrate the potential benefits and limitations of applying CFA. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

有理矩阵的拟Jordan分解

本文给出矩阵拟Jordan分解的一般原理以及求有理矩阵的不变因子和初等因子结构的种源程序.矩阵的拟.Jordan分解包括求该矩阵的初等因子结构及相应的变换矩阵.     

Aggressive behavior among Israeli elementary school students and associated emotional/behavioral problems and self-control.

This study aimed to identify aggression patterns among students, compare teachers' and students' reports on aggressiveness, and examine whether emotional and behavioral problems and self-control intercorrelate with aggression and can explain it among students. The study investigated 363 students aged 8 to 11 years and their 12 homeroom teachers in two elementary schools in central Israel. As expected, students reported higher verbal aggression than physical without gender differences in the general tendency. Also, students reported a higher rate of others' aggression toward them than their own aggression toward others. Similarities emerged between students' and teachers' reports. Four types of students were classified: the aggressive initiator (proactive), the aggressive responder (reactive), the passive victim, and a neutral type. An important outcome was the significant negative association of aggressiveness with self-control. Students with higher rates of self-control skills presented lower rates of aggressive behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Image Analysis of Representative Food Structures: Application of the Bootstrap Method

ABSTRACT:  Images (for example, photomicrographs) are routinely used as qualitative evidence of the microstructure of foods. In quantitative image analysis it is important to estimate the area (or volume) to be sampled, the field of view, and the resolution. The bootstrap method is proposed to estimate the size of the sampling area as a function of the coefficient of variation (CV _Bn ) and standard error (SE _Bn ) of the bootstrap taking sub-areas of different sizes. The bootstrap method was applied to simulated and real structures (apple tissue). For simulated structures, 10 computer-generated images were constructed containing 225 black circles (elements) and different coefficient of variation (CV _image ). For apple tissue, 8 images of apple tissue containing cellular cavities with different CV _image  were analyzed. Results confirmed that for simulated and real structures, increasing the size of the sampling area decreased the CV _Bn  and SE _Bn . Furthermore, there was a linear relationship between the CV _image  and CV _{Bn .} For example, to obtain a CV _Bn  = 0.10 in an image with CV _image  = 0.60, a sampling area of 400 × 400 pixels (11% of whole image) was required, whereas if CV _image  = 1.46, a sampling area of 1000 × 100 pixels (69% of whole image) became necessary. This suggests that a large-size dispersion of element sizes in an image requires increasingly larger sampling areas or a larger number of images.