作为评价尺度的儿童文学人物形象塑造

人物形象塑造是儿童文学基础理论研究的一个重要课题，在当前我国原创儿童文学形象塑造不力的背景下显得尤为迫切而重要。儿童文学特殊的文类属性及其基本功能决定其人物形象是召唤并引领儿童读者展开审美体验的关键精神力量，大量经典儿童文学呈现出这样的文学规律。总结我国百年儿童文学人物形象的变迁及发展发现，形象塑造的美学症结依然在于解决成人社会观念中的“儿童本位”问题。     

Older sibling contribution to younger children's working memory and cognitive flexibility

We used structural equation modeling in the Early Childhood Longitudinal Study—Kindergarten Cohort (N = 17,020) to explore the influence of having an older sibling on kindergarten‐age focal children's cognitive self‐regulation. In model 1, we tested how having a sibling who is generally older than the focal child contributes to the focal child's working memory (WM) and cognitive flexibility (CF) upon entering kindergarten. In model 2, we assessed the contribution to the focal child's kindergarten WM and CF of having an older sibling in a non‐proximal age range (age 12–18) or not having siblings relative to having an older sibling in a proximal age range to the focal child (up to age 11). In model 3, we considered the contribution of having an older sister, an older brother, or both an older sister and an older brother of any age. Having an older sibling in general was associated with increased kindergarten WM, whereas having an older sister was related to increased WM and CF. Compared to having a proximal older sibling, having no siblings and having a non‐proximal older sibling were related to decreased WM and CF. Findings have implications for involving siblings in family interventions in early childhood.     

“游戏成瘾”与健康性应对——兼论健康传播在游戏中的适应性

《国际疾病分类》正式将"游戏成瘾"收录其中，在强调成瘾危害的同时，也认可其作为社会问题医学化的某种待研究领域。实际上，"游戏成瘾"已经构成了现代意义上的"疾病"认知，在与健康传播的缠绕之中既形成了独特的研究范式，也面临着自身困境。立足于此，应从游戏量级、游戏内容、游戏情境及游戏关联等方面进行相关的健康应对，并在健康支出、文本、体验及情感等传播变量中予以规制及改善。同时，以游戏"情商加油站"为个案，探讨健康传播作为一种研究视角，在游戏适应中的严肃化转向及可行性。     

从偏见视角解读医患关系

偏见是个体以不正确或不充分的信息为依据,并对其他人形成先入为主的负性判断,泛化至群体中则会表现为人们对某群体产生片面或错误的认知。文章从消极刻板印象、期望差异与归因偏差这三个角度解释了医患群体产生偏见的心理机制,在此基础上讨论偏见对医患关系造成的消极影响,并结合社会现实提出减少医患双方偏见的方法。     

(Un)expected exception: validating acquiescent response style factor in the Czech Republic

ABSTRACT

This study explores the acquiescent response style (ARS) among respondents in the Czech Republic. To analyse ARS, confirmatory factor analysis (CFA) was employed and the response style (RS) was modelled as a latent variable. The RS factor in the CFA model must be validated by its relationship to education and age, i.e. proxies of cognitive ability. The two studies presented in this article use large amount of data as all available balanced batteries of items were analysed. In Study 1, the RS factor showed no correlation with age/education in most of the models. Study 2 employed additional measures of cognitive ability and education and confirmed the overall absence of the relationship. Author concludes that the modelled RS factor then cannot be considered the ARS and deduces that the most likely explanation of the identified systematic error variance is the respondents’ carelessness manifested by automatically choosing the extreme agreement, or choosing the first presented answer as a result of memory effect.     

Occupational mobility and cognitive ability: A commentary on Betthäuser,Bourne and Bukodi

This commentary critiques Betthäuser, Bourne and Bukodi's (2020) paper which finds that cognitive ability does not substantially mediate class of origin effects on educational and occupational outcomes. From these results, they conclude that cognitive ability is only of minor importance for social stratification, reasserting their view of the primacy of class origins for social stratification. The central issue surrounding cognitive ability in social stratification is its effects on socioeconomic attainments vis-à-vis socioeconomic origins, not the extent that cognitive ability mediates classorigin effects. Their analytical strategy of estimating the extent that cognitive ability mediates class origineffects is misleading because: it ignores the only moderate associations of socioeconomic origins with educational and occupational outcomes; the stronger direct effects of cognitive ability; the associations of parents’ ability with their own socioeconomic attainments; and the genetic transmission of cognitive ability and other traits relevant to social stratification from parents to their children.     

Racial/Ethnic Minority Community College Students' Critical Consciousness and Social Cognitive Career Outcomes

A need exists to better understand how racial/ethnic minority students' critical consciousness development in response to marginalization may be involved in their educational and career development. We therefore examined the link between critical consciousness development and career decision self-efficacy and career outcome expectations among racial/ethnic minority community college students. Following social cognitive career theory's conceptual pillars, we developed a testable model integrating critical consciousness and social cognitive variables. This model was tested with 135 racially and ethnically diverse community college students. Data analysis included path analyses and tests of model fit using structural equation modeling. Results suggested that (a) higher critical agency is linked to higher career decision self-efficacy and outcome expectations and (b) critical action and reflection have a bidirectional link and predict higher critical agency. Implications for research and practice aiming to close educational and career gaps among racial/ethnic minorities are discussed.     

From cognitive dissonance to cognitive Polyphasia: A sociocultural approach to understanding meat‐paradox

Cognitive Dissonance Theory seeks to understand inconsistency by situating it within individual cognition. By doing so, it overlooks the role of the social context in the experience and management of inconsistency and dissonance and fails to capture the processes through which it is negotiated when it appears. On the other side, the cognitive polyphasia hypothesis together with a dialogical approach on Social Representations provide a socioculturally situated, process‐oriented understanding of inconsistency. In this paper, meat‐paradox, the phenomenon of simultaneously declaring love and respect towards animals and also consuming animals, mainly studied through Cognitive Dissonance Theory, is used in order to highlight the merits of a sociocultural approach to inconsistency. Four relevant empirical examples from interviews and focus groups with meat‐eaters and vegetarians in Cyprus are used to illustrate the approach. The examples illustrate how meat‐eaters manage dissonance in ways that exhibit coexistence of contradictory representations and ways of thinking. Three different modalities of knowledge coexistence are identified, as proposed by cognitive polyphasia researchers: displacement, selective prevalence and hybridisation. We discuss the importance of a sociocultural approach to studying paradoxes, the epistemological and methodological implications of such a theorisation and we suggest other life contexts in which such an approach can be applied.     

When difference creates dissonance: understanding the ‘engine’ of intercultural learning in study abroad

Why do some study abroad students improve their intercultural skills, while others revert to less sophisticated ways of making sense of cultural difference? Both intercultural competence theory and transformative learning theory attempt to explain why student intercultural learning occurs, but they only provide partial answers. Building on our previous study assessing intercultural competence in a 2015 field school in India, this article applies the concept of cognitive dissonance to explain the process behind intercultural learning. In the context of study abroad, students experience cognitive dissonance when they encounter cultural differences or similarities that confound previously held expectations about culture. Adapting Maertz, Hassan, and Magnusson’s cognitive dissonance resolution framework, we employ qualitative analysis of students’ written reflections to show how the resolution of cognitive dissonance could act as the ‘engine’ of intercultural learning.     

Education,cognitive ability,and cause-specific mortality: A structural approach

Education is negatively associated with most major causes of death. Prior work ignores the premise that cause-specific hazards are interdependent and that both education and mortality depend on cognitive ability. We analyse Swedish men aged 18–63, focusing on months lost due to specific causes—which solves the interdependence problem—and use a structural model that accounts for confounding due to cognitive ability. In a standard Cox model controlling for Intelligence Quotient, improving education is associated with large decreases in mortality for major causes of death. In the structural model, improving education is associated with a small decrease in months lost for most causes and education levels. Among the least educated, however, improving education strongly reduces the months lost, mainly those lost from external causes, such as accidents and suicide. Results suggest that conventional analysis of education and mortality may be biased, even if accounting for observed cognition.