When Getting Something Good is Bad: Even Three‐year‐olds React to Inequality

Fairness is central to morality. Previous research has shown that children begin to understand fairness between the ages of four and six, depending on the context and method used. Within distributive contexts, there is little clear evidence that children have a concept of fairness before the age of five. This research, however, has mostly examined children's explicit verbal responses to questions about unequal distributions—a method that often underestimates children's knowledge. In the current study, we instead examined emotional and behavioral signs that children notice and dislike inequality. We distributed an unequal number of rewards (stickers) among pairs of children (the ages of three to five years) and probed their responses to the inequality. Both implicit and explicit measures revealed that children as young as three years old notice and react negatively to an unfair distribution, particularly when they receive less than their partner. The few age trends that were found involved verbal (explicit) responses, providing evidence that although children do not explicitly talk about fairness until the age of five or six, this talk is an effort to explain emotional reactions that emerged earlier in development.     

FORECASTING VOLATILITY IN THE PRESENCE OF MODEL INSTABILITY

Recent advances in financial econometrics have allowed for the construction of efficient ex post measures of daily volatility. This paper investigates the importance of instability in models of realised volatility and their corresponding forecasts. Testing for model instability is conducted with a subsampling method. We show that removing structurally unstable data of a short duration has a negligible impact on the accuracy of conditional mean forecasts of volatility. In contrast, it does provide a substantial improvement in a model's forecast density of volatility. In addition, the forecasting performance improves, often dramatically, when we evaluate models on structurally stable data.     

新加坡学校教育市场化的政策与实践

1997年，新加坡政府在“思考型学校，学习型国家”理念的指导下，推出了促进学校多样性、自主性和创新性的教育政策。本文第一部分回顾了1997年以来推出的教育政策，强调了这一系列改革如何体现出新加坡教育系统中营销导向的突出特点。第二部分论述如何通过“专长项目计划”这一全国性举措来实现教育的市场化。笔者认为，学校应该首先明确家长和学生的需求，然后再按照能力的不同开发“产品”。     

Is Peer Victimization Associated with Academic Achievement? A Meta‐analytic Review

This paper presents a meta‐analytic review of 33 studies, with a total of 29 552 participants, that examined the concurrent association between peer victimization and academic achievement. The results revealed a small but significant negative correlation between peer victimization and academic achievement under both the random‐effects model (r=?.12, p < .001) and the fixed‐effects model (r=?.10, p < .001). Factors that moderated the strength of this association across studies include the peer victimization informant, the indicator of academic achievement, whether there was shared method variance, and the national setting of the study. An exploratory analysis revealed that the strength of the correlations did not differ for boys and girls. The results help resolve the conflicting findings in the existing literature and suggest the need for further investigation into the association between peer victimization and academic achievement.     

Asking elaborate questions: Focus groups and the management of spontaneity

This paper analyzes question formats in a corpus of German market research focus groups. In particular, it identifies and studies the use of 'elaborate questions' (questions which include a range of reformulations and rewordings). The analysis highlights three functions of such questions in focus groups: (a) they are used to guide participants and head off trouble where the question type is 'non-mundane'; (b) they help secure participation by providing an array of alternative items to respond to; (c) they guide participants to produce a range of opinion relevant responses. More generally, they help manage a dilemma between the requirement that the talk should be both highly focused on predefined topics and issues, and at the same time spontaneous and conversational. The analysis provides a range of interactional evidence for the pragmatic role of these formats.     

DEPRESSION IN MATURE MARRIAGES: IMPACT AND IMPLICATIONS FOR MARITAL THERAPY

Recent reviews of MFT literature have shown a failure to address mental health issues of the aging. Chief among these issues is depression, one of the most common psychological disorders found in older people. Although the relationship between depression and aging is a well-researched topic, few studies approach this common problem from a systemic perspective. Using data from a national survey of preretirement- and retirement-aged couples, this paper discusses the association between depression and marital quality in mature marriages as well the possibility of mediating variables such as the personality construct hardiness. Implications for marital therapy with older couples experiencing depression and future research are discussed.     

Domestic outsourcing and multitasking: How much do they really contribute?

The bulk of responsibility for domestic work and childcare in heterosexual couples falls on women. But the means they find to cope with this load, and how these means relate to the factors underpinning the division of labor are not often studied. Two much-cited ways of reducing overall work time are purchasing domestic assistance (outsourcing) and the multitasking of domestic/caring tasks. Using UK 2000/2001 time-use data (N = 4196 couples), we find domestic outsourcing is related to having dependent children and to partners’ resources, but has little impact on the total domestic/caring workload of either partner. Nor can outsourcing account for the reduction in women’s unpaid labor with increasing economic resources. Wives spend more time multitasking than husbands, but their proportion of multitasked domestic time is similar, and is not affected by resources or dependent children. Domestic multitasking seems to be more related to opportunity (time at home) than to time pressure.     

Child Well-Being in Advanced Economies in the Late 2000s

This paper aimed at comparing the well-being of children across the most economically advanced countries of the world while discussing the methodological issues involved in comparing children’s well-being across countries. A Child Well-being Index was constructed to rank countries according to their performance in advancing child well-being. The Index used 30 indicators combined into 13 components, again summarised in 5 dimensions for 29 rich countries. Data from various sources were combined to capture aspects of child well-being: material well-being, health, education, behaviour and risks, housing and environment. The scores for the countries on all variables and combinations of variables were discussed in detail. The Child Well-being Index revealed that the Netherlands and the Scandinavian countries (excluding Denmark) did relatively better than the other countries while Romania and the United States performed well below the average. Overall, serious differences existed in child well-being across countries suggesting that in many, improvement could be made in the quality of children’s lives.