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1.
尽管有大量研究已经证明暴力视频游戏与攻击行为之间的密切联系,但是有关亲社会视频游戏的潜在影响却没有引起重视。理论上讲,游戏角色采用非暴力方式互相帮助和支持的游戏会增加游戏者短期或长期的亲社会行为。Gentile等人采用3个国家不同年龄段的被试进行的相关研究、纵向研究和实验研究得出了一致的结果,验证了理论设想,同时为一般学习模型提供了强有力的支持。 相似文献
2.
Chun Lai Xiaoshi Li Qiu Wang 《Educational technology research and development : ETR & D》2017,65(4):1105-1133
Teachers are important social agents who affect students’ cognitive and social behaviors, including students’ self-directed use of technology for language learning outside the classroom. However, how teachers influence student behaviors may vary across cultures, and understanding how teacher influences vary across different cultures is critical to developing culturally adaptive approaches to enhance students’ self-directed use of technology for learning outside the classroom. This study surveyed 418 undergraduate foreign language learners (190 from Hong Kong and 228 from the U.S.) on their intention to use technology for language learning outside the classroom, teacher influence and other psychosocial factors that may affect their technology use intentions. Structural equation modeling analyses of the survey responses indicated that teacher capacity support was consistently the most influential teacher practice affecting students’ self-directed technology use across the two cultures, whereas teacher affective support and teacher behavior support were significant predictors for Hong Kong students but not for U.S. students. 相似文献
3.
Benenson JF Maiese R Dolenszky E Dolensky N Sinclair N Simpson A 《Child development》2002,73(6):1818-1829
The current study examined the hypothesis that group size can influence whether children display self-assertive versus self-deprecating responses to interpersonal competition, especially under stress. Twenty same-sex play-groups (N = 120) of 9- to 10-year-old children played a competitive game in groups and in dyads. Stress was induced by causing some of the children to lose the game and watch as their opponents received psychological and material rewards. Results demonstrated that both the dynamics of the game and individual reactions to stress varied consistently as a function of the social context. Individuals displayed more assertive behaviors in groups than in dyads. In contrast, individuals exhibited more self-deprecating behaviors in dyads than in groups. Given that under naturalistic conditions males are more likely than are females to interact in groups and females are more likely than are males to interact in dyads, group size provides one possible mechanism for the development of sex differences in self-assertive versus self-deprecating behaviors. 相似文献
4.
Dena Fam Elizabeth Clarke Rebecca Freeth Pim Derwort Kathleen Klaniecki Lydia Kater‐Wettstdt Sadhbh Juarez‐Bourke Stefan Hilser Daniela Peukert Esther Meyer Andra‐Ioana Horcea‐Milcu 《Higher Education Quarterly》2020,74(1):19-34
Academics are increasingly required to balance the expectations of the ‘old’ academy with a future model of universities as interdisciplinary and transdisciplinary ‘problem solvers’. This paper highlights changing expectations of academics in producing alternative research outcomes in collaborative, practice‐based research. Through a series of workshops with 20 researchers, preferred research outcomes and tensions in achieving these outcomes were identified. The tensions identified are presented as three dichotomies comprising the tension between: (a) ‘I versus We’ ‐ individual versus team expectations & outcomes. (b) Disciplinary outcomes versus inter‐/transdisciplinary outcomes. (c) Learning versus research objectives for the students and academics involved. These tensions reflect the authors' experiences of working in three international sustainability projects, drawing on lessons learned from these projects, with recommendations for universities seeking to implement interdisciplinary and transdisciplinary doctoral and postdoctoral programmes. Recommendations include the need for formal and informal leadership models, strong communication skills, empathy and willingness to learn from each other. A need for more systemic changes within university administration to better reward and value the breadth and depth of collaborative work, while facilitating open learning cultures and practice‐oriented learning opportunities and curricula across faculties was also identified. 相似文献
5.
周智生 《云南师范大学学报(哲学社会科学版)》2004,36(2):14-17
基于不同的文化背景 ,各地商人的塑神、祀神等行为 ,无不体现着地方文化的斑斓色彩、折射出地方历史的特殊发展内涵。在近代特殊历史条件下成长壮大起来的云南地方民族商人 ,和内地商人一样祈福于财神、关公等一般神灵的同时 ,也把寻求精神慰藉的目光投向了本乡本土的传统信仰习俗 ,反映出地方民族文化特色在这些商人身上的深深烙印。同时 ,商人借助参与重构地方祀神仪式的契机 ,造成了近代滇西北地区一些独特的社会变迁景象 相似文献
6.
Lei Chang Miranda C. K. Mak Tong Li Bao Pei Wu Bin Bin Chen Hui Jing Lu 《Educational Psychology Review》2011,23(1):99-129
Much research has been conducted to document and sometimes to provide proximate explanations (e.g., Confucianism vs. Western
philosophy) for East–West cultural differences. The ultimate evolutionary mechanisms underlying these cross-cultural differences
have not been addressed. We propose in this review that East–West cultural differences (e.g., independent versus interdependent
self construal; autonomy versus harmony in values; hierarchical versus egalitarian relationships) result from social learning
and individual learning as primary means to adapt to the local environment. Historical and contemporary evidence from multiple
sources is reviewed that indicates smaller extents of environmental variability in East Asia including China than in Europe
and North America, favoring social learning in the East and individual learning in the West. Corresponding to these different
adaptive strategies, East–West differences stem from learning styles that differ between copying and rote memorization, on
the one hand, and critical thinking and innovative problem solving, on the other hand. These primary cultural differences
are correlated with such personality attributes as conformity, compliance, and independence that serve to facilitate social
or individual learning. This and other cross-cultural and educational psychological research is reviewed as evidence to support
our evolutionary explanation of why Eastern and Western cultures differ in the ways in which they do. 相似文献
7.
The paper explores academic staff and departmental research and teaching cultures in the Education Departments of five universities
in Scotland and England, countries with increasingly diverging public policies in respect of education. The relationship between
research and teaching, how the purposes of universities are defined and the status of research in Education are current UK
higher education policy preoccupations. Data is drawn from interviews with 40 academics, observation of department settings,
documentation and websites. The analysis draws on the work of Bourdieu, considering the changing habitus of individual academics,
their departmental and academic subject context and the forms of symbolic capital now required in Scottish and English Education
departments in response to new policies affecting their academic field. The paper also utilises recent literature on the research–teaching
relationship. The career trajectories of respondents, their habitus and the forms of symbolic capital that they bring to academic
life are examined, as are the extent to which the teaching and research cultures in each of the five departments studied mirror
each other and whether these also reflect the two different policy contexts. The themes how academic cultures are shaped and
research/teaching connections viewed have international as UK relevance. 相似文献
8.
文章就中西文化中的饮食文化差异进行对比分析与研究,并从语用学的角度进一步探索,从而得出结论:随着世界各民族,各区域的交往日益深入普及,中西饮食文化差异也彼此影响,相互沟通,相互传授,相互渗透,甚至于相互同化并彼此之间相互促进共同的经济繁荣。同时,这些词语也形成许多独特的语用特点。 相似文献
9.
34 children were observed in infant play groups. 2 sets of infant behaviors were coded: assertive acts and attempts to communicate with adults. No sex differences were observed at 13 to 14 months in any of these behaviors. However, adults attended to girls' assertive behaviors far less of the time than to boys' assertive behaviors. They attended more to girls' less intense communication attempts and to boys' more intense attempts. When 29 of the same children were observed in toddler play groups no more than 11 months later, there were sex differences in behavior. Boys were more assertive; girls talked to teachers more. Teachers no longer differentiated their responses to boys and girls. Peers reacted more to boys' assertive behavior than to girls.' We hypothesized that caregivers may use stereotypes to guide their reactions to infants because infant behavior is ambiguous. For the toddlers, behavior had become more defined, and caregivers reacted to the behaviors. By using the sex stereotype to guide their reactions to younger children, the caregivers may have perpetuated the stereotype. 相似文献
10.
何亚宏 《五邑大学学报(社会科学版)》2007,9(2):79-82
在价值中立原则指导下，以植根于我国儒家文化背景的宪法文化为分析工具，可以看到中关宪法文化之思维方式存在着“一元化”与“二元化”的对抗、“人性善”与“人性恶”的对比以及“全能理性”与“有限理性”的对立。通过比较，两类宪法文化在思维方式方面可以相互借鉴、取长补短。 相似文献
11.
Planning educational programs for older persons should be based on identifying things they do well and determining knowledge and behaviors that younger family members would like them to acquire. This strategy prevents the common problem of adopting inappropriate programs that may be considered successful in other environments or societies. Three generational studies of families in China and the United States are described to illustrate differences in perception about grandparents across cultures and between generations within societies. Guidelines and curriculum topics are recommended for several target populations to help them achieve family harmony. 相似文献
12.
本文通过对中美委婉语的对比分析，可以看出它们具有社会性、多样性和变异性，其根源则是不同的政治、经济及文化背景下产生的价值观。我们只有通过学习、观察和对比，找出彼此的差异，才能在跨文化交际中做到互相谅解，求同存异。 相似文献
13.
This study to investigate how teachers develop their skills and knowledge to construct enthusiastic student learning and what part school principals play in that development was carried out in four primary schools serving disadvantaged communities in Beirut. In the absence of rich research in Lebanon on this topic, western literature was used to construct a conceptual framework on professional learning and teachers’ identities; collaborative cultures and learning communities; leadership, power and school cultures. Drawing on a social interactionist epistemology, in each case study school, the views of about 10 teachers and the school principal and some students were collected through semi-structured interviews. The qualitative data were analysed thematically. Emergent findings suggest that collaborative cultures, predicated on helping students to engage enthusiastically with learning, sponsored by assertive school principals led to teachers developing a strong sense of community and positive identities through professional development. 相似文献
14.
The seven major observational techniques generally used in experimental or naturalistic settings are discussed within the context of research on dominance relationships in young children. In particular, findings related to sex differerces and developmental changes in children's social interactions are presented. The observational techniques used in these studies are described in terms of the type of data collected (frequency counts versus measures of duration of the behaviors), and the research questions answerable through use of each technique.Illustrations of other types of data (e.g., from questionnaires) are presented to show how the results relate to the findings from observational data. The use of more than one technique in many of the dominance relationship studies shows how different techniques can be used to examine various facets of complex social interactions.The strengths and weaknesses of each method are discussed within the framework of the illustrative studies. Problems associated with the use of One-zero or Time-Sampling techniques are discussed in detail. 相似文献
15.
This study examined the nature of repetitive, ritualistic, and compulsive-like behaviors in 50 typically developing children and 50 individuals with Down syndrome (DS), matched on mental age (MA; M = 59.72 months). Parents reported on their children's compulsive-like behaviors-including ritualistic habits-and perfectionistic behaviors, as well as their children's adaptive and maladaptive behaviors. Results indicated that children with DS show similar MA-related changes in compulsive-like behaviors compared to the MA-matched comparison group. Younger children (both typical and DS) exhibited significantly more compulsive-like behaviors than older children. In general, children with and without DS did not differ from each other in terms of the number of compulsive-like behaviors they engaged in, although participants with DS engaged in more frequent, more intense repetitive behaviors. Compulsive-like behaviors were differentially related to adaptive and maladaptive behaviors across the MA and mental retardation groups. The results extend the "similar sequence" model of development to the construct of compulsive-like behaviors, and also suggest that some repetitive behaviors may be among the behavioral phenotype of individuals with DS. 相似文献
16.
目前,我国校本教研活动中的专业引领策略主要体现为四种:理念指导式、合作探究式、内部生成式和校际互带式。他们在实践中的实施存在着一定的差异,但共同表现出以下四个实践特点,即双视角性、平等性、发展性和渗透性。实践中,不同的学校应考虑自身的实际情况,发挥专业引领的作用。 相似文献
17.
This paper,based on the questionnaire,deduces the causes of pragmatic failure which are summarized into four:The different value orientation between the two cultures,consisting individualism versus collectivism,power distance,connotation versus denotation,and orientation towards time,negative transfer of equivalent structures and behaviors,insufficient or improper teaching and the scarcity of universal knowledge for communication. 相似文献
18.
This article proposes a conceptual framework of learning based on perspectives and methodologies being employed in the study of complex physical and social systems to inform educational research. We argue that the contexts in which learning occurs are complex systems with elements or agents at different levels—including neuronal, cognitive, intrapersonal, interpersonal, cultural—in which there are feedback interactions within and across levels of the systems so that collective properties arise (i.e., emerge) from the behaviors of the parts, often with properties that are not individually exhibited by those parts. We analyze the long-running cognitive versus situative learning debate and propose that a complex systems conceptual framework of learning (CSCFL) provides a principled way to achieve a theoretical rapprochement. We conclude with a consideration of more general implications of the CSCFL for educational research. 相似文献
19.
National cultures are known to influence educational institutions and practices in many ways. It therefore seems reasonable to assume that drop-out from university is also influenced by differences in national cultures. In this article, we compare drop-out from Danish universities with drop-out from European universities. Based on Danish national culture (characterised by individualism, low power distance, femininity, and low uncertainty avoidance) and on the high level of economic support for students, we find that drop-out from higher education in Denmark as compared to most other European countries is less influenced by socio-economic factors and by the students’ degree of social integration. Hence, our review of the research on drop-out identifies some differences that might rest on national cultural varieties. It also points to difficulties in comparing results from different research studies, not only in Denmark but also across Europe. This difficulty results from varieties in research designs and definitions of drop-out. 相似文献
20.
Jessica E. V. Whittaker Amanda P. Williford Lauren M. Carter Virginia E. Vitiello Bridget E. Hatfield 《Early education and development》2018,29(2):266-287
Research Findings: This study explored the quality of teacher-child interactions within the context of a newly developed standardized task, Teacher-Child Structured Play Task (TC-SPT). A sample of 146 teachers and 345 children participated. Children who displayed the highest disruptive behaviors within each classroom were selected to participate. Teacher-child dyads (n=345) participated in a play session that included free play and clean-up tasks. We adapted two coding schemes to assess the quality of both teachers’ and children’s interactive behaviors during these two tasks. The coding schemes exhibited internal and inter-rater reliability. Significant associations with classroom-level teacher-child interactions and children’s observed classroom engagement provide support for the measure’s validity. Differences in teacher and child-interactive behaviors across the two tasks (free play versus clean-up) suggest that task features may affect the quality of teacher-child interactive behaviors. Practice and Policy: Examining the interactions of different teacher-child dyads within the same standardized context will allow researchers to better understand the child and teacher factors that contribute to the quality of those interactions. Thus, use of this task in future field-based research may help to assess the impact of early interventions and professional development efforts that target improvement in the quality of teacher-child interactions. 相似文献