Optimal jury design for homogeneous juries with correlated votes

In a homogeneous jury, in which each vote is correct with the same probability, and each pair of votes correlates with the same correlation coefficient, there exists a correlation-robust voting quota, such that the probability of a correct verdict is independent of the correlation coefficient. For positive correlation, an increase in the correlation coefficient decreases the probability of a correct verdict for any voting rule below the correlation-robust quota, and increases that probability for any above the correlation-robust quota. The jury may be less competent under the correlation-robust rule than under simple majority rule and less competent under simple majority rule than a single juror alone. The jury is always less competent than a single juror under unanimity rule.     

A note on the Condorcet jury theorem for couples

A jury and two valid options are given. Each agent of the jury picks exactly one of these options. The option with the most votes will be chosen by the jury. In the N-couple model of Althöfer and Thiele (Theory and Decision 81:1–15, 2016), the jury consisted of 2N agents. These agents form N independent couples, with dependencies within the couples. The authors assumed that the agents who form a couple have the same competence level. In this note, we relax this assumption by allowing different competence levels within the couples. We show that the theoretical results of Althöfer and Thiele remain valid under this relaxation.     

The generalized homogeneity assumption and the Condorcet jury theorem

The Condorcet jury theorem (CJT) is based on the assumption of homogeneous voters who imperfectly know the correct policy. We reassess the validity of the CJT when voters are homogeneous and each knows the correct decision with an average probability of more than a half.     

A theory of unanimous jury voting with an ambiguous likelihood

Theory and Decision - We examine collective decision-making in a jury voting game under the unanimity rule when voters have ambiguous beliefs. Unlike in existing studies (Ellis in Theoretical...     

试论我国基尼系数适度界限的设定与保障措施

本文首先从理论和实践的结合上阐明了设定基尼系数适度界限的必要性、准则和方法。进而具体地论述了我国现代化进程中三个阶段的基尼系数的适度界限。既对国家统计局设定的达到小康社会时的基尼系数作了检验 ,又对达到传统现代化标准时和达到中等发达国家水平时的基尼系数的适度界限作出了定位。最后 ,根据我国国情提出了为保障基尼系数适度应采取的一些政策措施。     

在改革中跨越发展的沈阳工业学院

沈阳工业学院创立于1954年,原国家副主席董必武题写校名,中国科学院谢光选院士任名誉院长.     

M-矩阵与其逆矩阵的Hadamard积最小特征值的新下界

关于M-矩阵与其逆矩阵的Hadamard积A。A-1,给出A。A-1的最小特征值下界的一些新的估计式,新下界估计式只依赖于矩阵的元素,易于计算。算例表明,新估计式有效地改进了Fiedler和Markham的猜想,也改进了其它已有的结果。     

Web-based assessment of social and emotional competence in the late elementary grades

This paper presents evidence of the score reliability, factor structure, criterion-related validity, and measurement equivalence of a web-based assessment of several important social and emotional competencies for children in fourth through sixth grades. The assessment, SELweb LE (Late Elementary), is designed to measure children's understanding of other's thoughts and feelings, their ability to solve social problems, and their ability to engage in self-control. SELweb LE satisfies a need for a direct assessment that measures theoretically relevant social and emotional competencies specifically for youth in the late elementary grades. The competencies measured are associated with youth outcomes, are reflected in state education standards, and are the targets of instruction in widely used social and emotional learning (SEL) curricula. Analyses support SELweb LE's factor structure, score reliability, measurement equivalence, and convergent, discriminant, and criterion-related validity. More broadly, evidence supports the use of SELweb LE to characterize student competencies.     

Academic competence perceptions moderate the effects of peer support following academic success disclosures

Academic successes are a common part of children's daily lives. Prior research indicates that children frequently attempt to capitalize on these events by sharing the good news with peers. This short‐term longitudinal study of third‐ through seventh‐grade students (N = 359) provides evidence that, for children with low academic competence perceptions, peer academic support in the form of enthusiastic responses to academic success disclosures can be a double‐edged sword. Regardless of their self‐views, perceptions of enthusiastic responses to academic success disclosures were associated with a greater willingness to disclose academic successes to friends and higher perceptions of peer academic support over time. For children with low academic competence perceptions, however, perceptions of enthusiastic responses to academic success disclosures also predicted heightened academic worry which, in turn, predicted greater endorsement of performance–avoidance goals over time. Future research will be critical in developing interventions that can assist children with low academic competence perceptions in more fully enjoying the benefits that can accrue from capitalization attempts.     

Pragmatic competence,autistic language use and the basic properties of human language

The unique linguistic profile of autistic people urges linguists to address the divergences in human language, its acquisition and use among major linguistic perspectives. Fitting with the dual roles of language (thought and communication), this paper adopts an internal pragmatic competence (IPC) and a (similar) pragmatic competence for external communication (PCEC) to elucidate how autistic linguistic profile discloses the divergences between nativism and constructionism on language use and acquisition (ultimately language proper). IPC justifies why autistic people resort not to mind-reading but to self-sufficient mental interactions among organism-internal submodules or nearly intact grammatical subsystems when abstractly processing linguistic and communicative needs, contra constructionists' assumption of sole intersubjective language use. PCEC, required for facilitating the authentic intersubjective language use, explains how the dysfunction of modular interactions and their interactions with outside contexts leads to autistics' sociopragmatic impairment and the double empathy gap. In this way, the divergences, along with the possible reconciliation between the two perspectives, can be expounded.     

Learning difficulties and academic competence among children in contact with the child welfare system

Children who have been in the welfare system tend to have poor social and health outcomes as adults. The aim of this study was to examine learning difficulties, as well as academic competence, among children in contact with child welfare service, and to compare this group to their same‐age peers. The material consisted of 4114 children in fifth to seventh grade, of which 101 were in contact with child welfare services. Information on learning difficulties and academic competence was obtained through questionnaires to teacher and parent/caregivers. As expected, there were significantly more children with learning difficulties in the child welfare group than the peer group; 12% of child welfare clients had general learning difficulties compared to only 0.4% of their peers, and 31% had specific learning difficulties in relation to mathematics and/or reading and writing, compared to 10% of their peers. The majority of child welfare children received assistance from pedagogical–psychological services. While more than every second child welfare client without general learning disability had low academic competence, there were also 15% who had high academic competence. The results show that although many of the children in contact with child welfare service have learning difficulties, there is also heterogeneity and potential for academic achievement.     

Can young children benefit from collaborative problem solving? Tracing the effects of partner competence and feedback

This research was designed to ascertain the extent to which and the conditions under which 5- to 6-year-olds benefit from collaborative problem-solving. We were interested in the impact of (a) repeated collaborative sessions, with the problem difficulty tied to the current independent ability of the target children; (b) working with a more competent partner, an equally competent partner, or with no partner; and (c) immediate feedback from the materials. The data (obtained from a sample of 81 children) revealed that collaboration with a more competent partner was more beneficial than working alone or working with an equally competent partner, but only when feedback was not provided. With feedback, singletons improved more than those who worked with a partner, irrespective of the partner's relative competence. No benefits were found for repeated collaborative sessions; improvement occurred early and then levelled off. The results are set in the context of Piagetian and Vygotskian theory, and serve to illustrate that with regard to peer collaboration these theoretical positions are complementary rather than in opposition.     

Effects of mediator competence and mediation process on user satisfaction with child custody,finances, and property outcomes

This study draws on survey data from 205 family mediation service users concerning their satisfaction with the outcomes of mediation to address two research questions: (a) how satisfied are service users? and (b) what factors account for users' satisfaction with the outcome of child custody arrangements and the allocation of finances and property? Overall, users' level of satisfaction with outcomes was high. While the mediation process explained a significant variance in satisfaction with the outcomes for child custody and for finances and property, the mediator's perceived professional competence did not predict user satisfaction with the outcomes for either issue. This study contributes to our knowledge on the significance of mediators' process skill, specifically their calm and clear responses to the socioemotional needs of the mediated parties, on the service outcomes for both types of dispute. The implications for mediation training are discussed.     

Linguistic competence/language access services (LAS) in end-of-life and palliative care: a social work leadership imperative

Despite the mandated and moral imperative to advance linguistic competence in all health care contexts, leadership that addresses this area of practice and study in end-of-life and palliative care is not readily obvious. Because social work is ideally suited to lead efforts to advance linguistically-accessible end-of-life and palliative care, social workers are encouraged to assume the challenge. This article focuses on topics that are elementary yet central to discussions on language diversity and leadership initiatives to advance language access in end-of-life and palliative care contexts: importance and function of language, extent of language diversity, inequity related to language diversity, mandates and standards related to language access, and approaches and competencies that contribute positively to language access.     

Couple interaction and child social competence: The role of parenting and attachment

The current study examined the association between positive couple interaction and child social competence as mediated through positive parenting and parent–child attachment security. Prospective, longitudinal data came from 209 mothers, fathers, and their biological child. Information regarding observed positive couple interaction, observed positive parenting, and parent–child attachment security were assessed when the child was 2–4 years old, and child social competence was assessed at 5 years old. Mothers and fathers were analyzed separately in the model. Results indicated that for both mothers and fathers, positive couple interaction was indirectly associated with child social competence through positive parenting and parent–child attachment. These pathways remained statistically significant even after child social competence at age 2–4 was taken into account. Results suggest that couple interaction spills over into parenting which impacts parent–child attachment, which is associated with positive child developmental outcomes.     

Children's feelings of school competence and perceptions of parents' work in four socio-cultural contexts

Associations between perceived qualities of parents' work and children's sense of competence were examined in four dual-earner family contexts differentiated by social class, ethnicity, and language background. Measures of perceived general academic and mathematical competence, knowledge of parents' work situations, and family background were group administered to 226 fourth, fifth, and sixth graders. In three dual-earner family contexts, as spillover models would predict, children who felt more academically competent described their mothers' and fathers' jobs as having more positive and fewer negative qualities. However, in the fourth (dual-earner laboring-class Spanish-speaking) context, children who felt more academically competent described mothers' jobs in the least favorable terms. Findings underscore the need to consider whether developmental processes operate differently in different socio-cultural contexts and to consider both the problems and positive possibilities that may arise from specific conditions of parents' work.     

Development of interactive biological motion perception in preschoolers and its relation to social competence

The perception of interactive biological motion (BM) plays an important role in social life. Such social perception enables people to understand the underlying social intentions and social relationships in interactive actions, so that they can anticipate the behavior response in an appropriate manner. Although interaction perception has been widely explored in adults, little is known about preschoolers' developmental trajectory of interaction perception and its further impact on social development. This study explored the development of interaction perception in a dyadic BM situation and its relation to teachers' report of social competence among 3–6‐year olds (N = 119). Children were asked to watch videos of dyadic BM and decide whether two characters were interacting or not. The results suggested that the sensitivity of BM perception continues to develop during the entire preschool age period and is positively associated with children's social competence among children aged 5–6, even after controlling for age and language ability. However, for younger children aged 3–4, language ability rather than perception of social interaction positively correlated with their social competence. Our findings review the rapid development of interactive BM perception in early childhood and highlight the important role of interaction perception in preschoolers’ social development.     

Perceived social support,perception of competence,and hope among Chinese children with attention deficit hyperactivity disorder in a Chinese context: Children's perspective

This paper reports on the results of a study (n = 113 children with attention deficit hyperactivity disorder) that examined the effects of the children's perception of the social support (PSS) they receive from their mothers, fathers, teachers, and friends on their sense of competence and hope. PSS explained 13% of the children's overall sense of competence and 4% of their sense of hope. In the perspective of children with attention deficit hyperactivity disorder, the amount of maternal support, both in terms of importance and availability, was higher than that of their paternal support. However, the results of a multiple regression analysis have shown that paternal support accounted for 3% of the variance in the children's overall sense of competence and 5% in the variance of their physical competence. PSS from teachers had significantly explained 5%, 4%, and 4% of the variance in the children's overall, social, and physical competence, respectively. The PSS from friends significantly explained 7% of the variance in the children's cognitive competence and 4% of the variance in hope. Theoretical and clinical implications of the study are discussed.     

Psychometric properties of an adapted version of the parental sense of competence (PSOC) scale for Portuguese at‐risk parents

Parental sense of competence is one of the central dimensions targeted on psychosocial interventions aimed at supporting at‐risk families. Researchers and practitioners need reliable instruments to assess the parental role adapted for these families. Although the parental sense of competence (PSOC) scale has been frequently used to assess this construct, there is still no adapted version for Portuguese parents. In this study, the reliability, validity and factor structure of the PSOC scale is examined with a clinical sample of 146 mothers from at‐risk families receiving psychosocial interventions for family preservation from Child Protective Services. Results show that the Portuguese version of the PSOC measures three distinct constructs with acceptable psychometric properties: efficacy, dissatisfaction and controllability. As expected, the obtained factors were significantly and positively related to parenting alliance and family cohesion, and negatively associated with parenting stress. In sum, the proposed Portuguese version shows reliability and validity evidences to measure three relevant dimensions of parental self‐evaluation, and it constitutes a cost‐ and time‐effective instrument suited for at‐risk mothers.