Social-cognitive Competence, Peer Rejection and Neglect, and Behavioral and Emotional Problems in Middle Childhood

This prospective, longitudinal study examines individual differences in two conceptually related but empirically distinct domains of social-cognitive competence (cognitive interpretive understanding and interpersonal perspective co-ordination) as moderators of the relation between peer rejection and neglect and behavioral and emotional problems in grades 2 and 3. As expected, peer rejection and neglect increased risks for behavioral and emotional problems whereas interpretive understanding (understanding of mental states) and perspective co-ordination (awareness of others' emotions and motives) reduced risks for aggressive, disruptive, inattentive, and anxious, sad, withdrawn behaviors. Assumptions that awareness of others' perspectives bestows consistent benefits for children experiencing peer problems were challenged. Unexpectedly, rejection and neglect increased risks for behavioral and emotional problems for children who demonstrated average and high levels of perspective co-ordination. More advanced perspective co-ordination may heighten children's sensitivity to peer relationship problems and result in general maladjustment, both concurrently and over time. Less advanced perspective co-ordination may also be responsible for the 'optimistic bias' that has been noted in aggressive children.     

Blocking in Healthcare Operations: A New Heuristic and an Application

We consider the problem of optimal capacity allocation in a hospital setting, where patients pass through a set of units, for example intensive care and acute care (AC), or AC and post‐acute care. If the second stage is full, a patient whose service at the first stage is complete is blocked and cannot leave the first stage. We develop a new heuristic for tandem systems to efficiently evaluate the effects of such blocking on system performance and we demonstrate that this heuristic performs well when compared with exact solutions and other approaches presented in the literature. In addition, we show how our tandem heuristic can be used as a building block to model more complex multi‐stage hospital systems with arbitrary patient routing, and we derive insights and actionable capacity strategies for a real hospital system where such blocking occurs between units.     

孕产妇保健服务效果分析——以重庆市为例

利用统计年鉴资料,从时间纵向和区域横向上进行比较,统计指标涉及孕产妇建卡率、孕产妇系统管理率、孕产妇住院分娩率、孕产妇产前检查率、孕产妇产后访视率和孕产妇死亡率。发现自2008年以来,各类孕产妇保健指标2009年均优于2007年,处于西部地区中下水平且低于国家平均水平,与京津沪比较还有很大差距。重庆市孕产妇保健工作取得一定进展,但城乡孕产妇保健服务均等化尚未有效解决,政府仍需加大投入。此外,通过有效的宣传手段促进孕产妇保健服务意识,是保障孕产妇健康和降低孕产妇死亡率的关键。     

教学设计中教学目标的分类与表述

教学是促进学生学习的活动,要使这种活动有效,教学必须有计划性。关于教学的系统计划就是教学设计。教学设计的心理基础是学习的基本理论,教学设计是学习理论在教学实践中的科学应用,是在学习理论和教学实践之间架起的一座桥梁。教学设计的首要环节是教学目标的分类和表述,而教学目标的分类和表述必须克服传统教学的弊端。我们认为,一个明确、规范的教学目标既要能反应学习者在学习中所发生的本质变化,又要具有可操作性,能被观察和测量。     

Of Eagles and Worms

Abstract

In designing and practicing behavioral management methods effectively, both the finely directed focus of the worm and the broad perspective of the eagle are essential. Early successes of behavioral applications were constrained by failure to see the big picture, in terms of what the problem really was, what explained its evolution and persistence and from where the sources of the most powerful contingencies stemmed. A number of examples in education, human services, industry and other organizations are supplied to demonstrate that when the larger picture is examined first, it is possible to discover those powerful sources and intervene to optimize their influence in support of productive and durable change.     

An Implementation of Protocol Analysis and the Silent Dog Method in the Area of Behavioral Safety

Recent research has demonstrated that conducting safety observations increases the safety performance of the observer. The purpose of this study was to help determine whether observers make self-verbalizations regarding their own safety performance and whether these reports are functionally related to safety performance. In order to answer these questions two experiments were conducted using both protocol analysis and the silent dog method. The objective of Experiment 1 was (a) to determine whether safety performance with continuous, concurrent talk-aloud procedures is functionally equivalent to safety performance without talk-aloud reports, and (b) to determine whether that safety performance is altered when participants are presented with a distracter task. The goal of Experiment 2 was to determine whether the safety-related verbalizations made by Experiment 1 participants were task-relevant and functionally related to safety performance. The results from both Experiments 1 and 2 provide support for the existence of a functional relationship between safety-related verbalizations and increases in safety performance.     

论投资者决策行为模式中的倾向效应

行为金融研究发现,投资者的决策行为并非完全理性,“倾向效应”普遍存在于个人投资者和投资专业人士中。了解“倾向效应”及其心理动因具有积极的现实意义。     

多心理账户下基于BPT的ISC优化设计

针对顾客有限理性引起的需求模糊性和动态性特征,引入行为金融于ISC(集成供应链)系统,以Friedman和Savage之谜为释例,指出了顾客的金字塔式心理账户结构,解释了因顾客需求非理性波动引致产生的诸多实证异象。以顾客满意为驱动力,基于QFD(质量功能展开)将顾客需求转化为对ISC各个环节的满意度评价,并利用模糊语言值优化了顾客对ISC各环节的需求重要度,确定了顾客满意度的自相关函数及其与ISC优化设计间的关联函数。在多心理账户条件下,基于行为证券组合理论(BPT)最终建立了一种具有机会约束属性的顾客满意度目标规划模型。     

An evaluation of social learning and learner outcomes in a massive open online course (MOOC): a healthcare sector case study

ABSTRACT

This paper responds to calls for new inquiries into the use of technology in HRD. We examine how, and to what extent, social media tools contribute to learner experiences and learner outcomes in an HRD intervention in a workplace context. We analyse qualitative and quantitative data relating to a massive open online course (MOOC) in a healthcare sector case study setting. We examine the interaction between the MOOC programme, social learning through social media tools and learner outcomes. The results of our evaluation show that usage of social media tools does not significantly affect knowledge outcomes but social media usage enhances affective outcomes. We conclude that social media tools can foster productive social learning processes. We also find evidence of some reluctance to engage with the technologies and declining patterns of interactivity using social media over the duration of the MOOC programme. We conclude that a more nuanced theorization to take account of personal and professional workplace context is necessary to explain how learners regulate their engagement with social media tools and the effect of social technologies for sustained social learning in HRD interventions.