Betwixt and between the market and the state: Israeli students' welfare attitudes in comparative perspective

Analysing comparable samples of students from the Cross-Cultural Variations in Distributive Justice Perception (CVDJP) project, we explore the multidimensionality of attitudes towards the welfare state in Israel compared with countries from liberal and social-democratic welfare regimes (the USA, Canada-Ontario, Sweden, Norway and The Netherlands). We derive six different attitudinal dimensions that constitute two distinct sets of opposing welfare ideological frames. The first set, market-based ideology, entails three coexisting criteria: individualism, internal attribution of inequality, and work ethic. The second set, welfare-statist ideology, entails three additional coexisting criteria: egalitarian redistribution, external attribution of inequality, and broad scope of welfare. Along with structural similarities, we find considerable variation in levels of aggregate attitudes across the different types of welfare regimes. Israeli respondents stand out because of their strongly ambivalent welfare attitudes. While scoring higher than respondents from the liberal regimes on market-based measures, they paradoxically record similarly high scores (comparable to social-democratic regimes) on state-based measures. On one criterion – attribution of inequality to external causes – Israeli respondents even score higher than respondents from both liberal and social-democratic regimes. We consider potential explanations for this ambivalence and suggest possible directions for further research.     

Cooperative learning in intercultural education

Implementation of intercultural education implies that teachers command the strategies to use the skills and knowledge that children bring into the classroom, to create opportunities to communicate and cooperate in heterogeneous groups, and to provide equal opportunities to participate in the learning processes which are organised in the classroom. The use of small groups in which students learn together and benefit from each others skills and knowledge is a logical option, but conditions have to be fulfilled on the levels of teachers’ communication and management skills, curriculum and pedagogical climate in order to achieve the aims of ‘doing justice to diversity’ and the provision of equal opportunities to participate.     

Online reach correction in 6- and 11-month-old infants

The current study investigated the development of online reach control. Six- and 11-month-old infants reached for a toy while their hand position was tracked. The toy either remained stationary (baseline trials) or unexpectedly displaced left- or rightward during the reach (perturbation trials). To obtain a measure of online reach correction, we compared reaches in the perturbation trials to reaches in baseline trials using autoregression analysis. Infants of both age groups adjusted their reach trajectories in the direction of the displacement. Moreover, we divided the reaching movements into movement units, defined as the submovements of a reach between local minima in hand speed. Eleven-month-old infants adjusted their reach within the span of a single movement unit; corrections in 6-month-olds spanned multiple movement units. These results suggest that the reach control system has a rudimentary replanning capacity by 6 months of age, which, with age, further develops to a more sophisticated online control mechanism for ongoing reaches.