Miracle-dz/UniFAR-FTUs huggingface dataset:
Inside four walls

This research study was designed to investigate the effects of inclusion on regular class teachers in Queensland schools. While education departments promote inclusion there is frequently insufficient notice taken of the impact of such programs within the classroom context where inclusion actually happens. For the majority of children, and for most of the time, inclusion occurs within the four walls of a regular classroom. This paper reports the findings of focus group interviews with primary school teachers involved with inclusion. The research was undertaken in 1997 with 17 teachers from 13 primary schools within one region in Queensland. All teachers involved in this study taught in regular classrooms that included a child with either an intellectual or physical disability. Discussion of the analysis of the interviews focuses on three main areas within the classroom context: (1) the children in the classes (2) the classroom learning environments; and (3) the teachers. This project is highly significant.
Trajectories of Research in Translation Studies

The paper sums up the trajectories of research in translation studies in the coming decades.The focus is on six broad areas,which are defintion translation,research pertaining to the internationalization of translation,changes in translation theory and practice associated with emerging technologies and globalization,application to translation of various interpretive perspectives based on frames from other disciplines,and relationship of translation studies to cognitive science and neurophysiology.The paper closes with some general observations about the implications for translation research as a whole and the structure of translation studies entailed by the six areas discussed.
A Cognitive-Developmental Approach to the Effects of Rewards on Intrinsic Motivation

DANNER, FRED W. , and LONKY, EDWARD. A Cognitive-developmental Approach to the Effects of Rewards on Intrinsic Motivation. CHILD DEVELOPMENT, 1981, 52, 1043-1052. 2 experiments were conducted to examine the relationships between cognitive level, intrinsic motivation, and responses to extrinsic rewards and praise. In experiment 1, 90 4-10-year-old children were divided into 3 cognitive ability groups on the basis of their performance on a battery of classification tasks. When allowed to choose among learning centers which differed in the level of understanding of classification required, all 3 cognitive ability groups spent the most time in the centers which were just beyond their initial ability levels, and they rated these centers as most interesting and moderately difficult. In experiment 2, the children received either rewards, praise, or no rewards for working in a learning center which was either at, above, or below their predicted levels of classification interest. Rewards had little effect on intrinsic motivation among children whose motivation was initially low and decreased it among children whose motivation was initially high. Praise also had mixed effects-highly motivated children with an internal locus of control increased in intrinsic motivation following praise, while highly motivated children with an external locus of control decreased in intrinsic motivation following praise. The implications of these results for the understanding of intrinsic motivation and for educational practice were discussed.
Irrational reactions to negative outcomes : evidence for two conceptual systems

: According to cognitive-experiential self-theory (CEST), individuals have 2 systems for processing information, a rational system and an experiential system. Research conducted under norm theory (NT) has provided impressive evidence of an if only (IO) effect associated with postoutcome processing of aversive events that are highly consistent with formulations in CEST. Two studies involving vignettes adapted from NT were conducted that tested 4 hypotheses and corollaries derived from CEST. It was demonstrated, in support of hypotheses, that the IO effect can be obtained with ratings of one's own and of a protagonist's specific behaviors, as well as with ratings of a protagonist's diffuse emotions (the usual procedure); that a rational orientation decreases the IO effect; that increasing the intensity of outcomes increases it; and that priming the experiential system reduces people's ability to subsequently think rationally. The theoretical and research implications of these findings are discussed.
Seeing virtues in faults: Negativity and the transformation of interpersonal narratives in close relationships.

It is proposed that individuals develop story-like representations of their romantic partners that quell feelings of doubt engendered by their partners' faults. In Study 1, dating individuals were induced to depict their partners as rarely initiating disagreements over joint interests. Such conflict avoidance was then turned into a fault. In scaled questionnaires and open-ended narratives, low-conflict individuals then constructed images of conflict-engaging partners. These results suggest that storytelling depends on considerable flexibility in construal as low-conflict Ss possessed little evidence of conflict in their relationships
Missing information in selection: An application of the Einhorn-Hogarth Ambiguity Model

This article argues that the devaluation of options with missing information, found in previous research, is a specific example of ambiguity avoidance in choice. H. J. Einhorn and R. M. Hogarth's (1985) ambiguity model was used to make predictions concerning responses to missing information in an employee-selection context. A within-subjects design was used to test the hypothesis that decision makers would avoid options with missing information when they were anticipating gain, but they would prefer such options when they were anticipating loss. Degree of ambiguity was expected to interact with this effect. The results supported the hypothesized effect of decision-maker perspective on choice. However, although there was a significant interaction between decision-maker perspective and degree of ambiguity, it was not of the nature that was predicted by the Einhorn-Hogarth model. Generalized pessimism was negatively correlated with preferences for missing-information options
Collective restraint in social dilemmas: Procedural justice and social identification effects on support for authorities.

This study examined people's willingness to restrain themselves during a naturally occurring social dilemma situation ― the 1991 California water shortage. The findings suggest that people are more willing to support authorities who make water conservation decisions when these authorities use fair decision-making procedures. Procedural justice effects were not found to be influenced by the perceived severity of the resource scarcity or the favorability of the authorities' decisions. Rather, they were primarily based on concerns for having positive, relational bonds to the authorities. These relational effects were found to be stronger for those respondents who identify more with their community. The study suggests that the effectiveness of authorities is primarily linked to the nature of their social bonds with community members.
Psychosocial factors predicting employee sickness absence during economic decline

Psychosocial factors such as work characteristics, life events, social support, and personality were examined as predictors of the change in medically certified sickness absence observed during a period of severe economic decline. Longitudinal data, derived from self-reports and register-based information relating to 763 local government employees, were collected at 3 points during a 5-year period: before the economic decline, during the nadir of that decline, and immediately after the nadir. After the effects of prior absence and demographic and lifestyle variables had been partialed out, the results of multiple Poisson regression analyses showed that work characteristics play a major role in forthcoming sickness absences. Negative life events and the personality trait sense of coherence (in women) also predicted forthcoming absence rate. Social support did not relate to absences either in men or in women.
School Matters in the Mexican-American Home: Socializing Children to Education

This study describes family interaction, depicting home socialization around education issues in six families in a California community. Departing from the deficit hypothesis applied to Mexican-American families, I assert that the strengths of the family, as portrayed in the tradition of social science theory, have important relevance to education. A close-range examination of the home interactional environment revealed three significant components leading to an understanding of the strengths of the family. These components were physical resources, emotional climate, and interpersonal interactions. Physical resources available to the parents extended beyond space, time, and disciplinary boundaries in the home. The parents’ social linkages outside the home served to facilitate an exchange of information about children’s schooling issues. Parents provided children with the emotional support that encouraged them to value education. The common thread with all parents was that they cared about their children’s education. However, the ways in which they exercised their roles varied, especially in reference to parent-child interactions involving homework, which were directly related to parents’ cultural knowledge about school.
Word frequency effects in oral reading are not merely age-of-acquisition effects in disguise.

Four experiments examined the effects of the rated age of acquisition (AoA) and word frequency on oral reading latencies and word pronunciation durations. In Experiment 1, both AoA and frequency had independent (and noninteracting) effects on naming latencies. Experiment 2 found no effect of either AoA or frequency on delayed naming, indicating that prepared articulation time was not a factor contributing to the naming latencies observed in Experiment 1. Experiment 3 reported 2 replications of the study by C. M. Morrison and A. W. Ellis (1995). Both replications found reliable effects of frequency and AoA, whereas Morrison and Ellis found an effect of AoA but no effect of frequency. Experiment 4 found a strong AoA effect on pronunciation durations, with a smaller and less reliable effect of frequency. It was concluded that frequency affects the visual recognition of words and that AoA affects the production of lexical phonology. Simon Gerhand and Christopher Barry, School of Psychology, University of Wales, Cardiff, Cardiff, United Kingdom.
The structure and dynamics of movement participation

The authors develop a dynamic network model of collective action that explains how collective action can arise in the absence of selective incentives or disincentives from the voluntary action of rational actors in large groups. They show that the search for balance in social interaction among interdependent actors can yield a cascade of activism and result in a successful social movement. The characteristics of actors critical for movement success are identified. They also explore the structural conditions underlying a successful cascade of activism and thus identify the social dynamics of and the structural conditions for collective action in human society
Rapid Word Learning in 13- and 18-Month-Olds.

A number of theorists have argued that the productive naming explosion results from advances in abilities that underlie language learning (e.g., the realization that words are symbols, changes in conceptual structure, or the onset of word learning constraints). If any of these accounts are accurate, there should be parallel developments in comprehension. To explore this issue, 4 studies assessed whether pre- and postnaming explosion children differ in their ability to learn a new word after limited exposure. Thirteen- and 18-month-olds heard a new object label just 9 times in a 5-min training session and then their comprehension was assessed in a multiple-choice procedure. Under favorable testing conditions, both 18- and 13-month-olds showed comprehension of the new word, even after a 24-hr delay
Prediction of IQ and specific cognitive abilities at 11 years from infancy measures.

Relations between infant information processing and specific cognitive outcomes at 11 years were examined in a sample of preterms and full-terms followed longitudinally (N = 90). Infancy measures, obtained at 7-months and 1-year, included visual and tactual recognition memory, cross-modal transfer, object permanence, and visual attention; eleven-year measures included perceptual speed, memory, spatial ability, verbal ability, and IQ. Two of the infancy measures (7-month visual recognition memory and I-year cross-modal transfer) predicted I I-year IQ. Most of the infancy measures were related to perceptual speed, even with IQ controlled, and were selectively related to other 11-year abilities, independent of both speed and IQ. These findings reinforce the notion of cognitive continuity from infancy. Specifically they suggest that the infancy measures share a common core-perceptual speed-but that some of the measures may also tap other conceptually distinct abilities.
The film and television industry in london's suburbs: lifestyle of the rich or losers' retreat?

Abstract There is growing evidence of the decentralization of the film and television (FTV) industry in London. The article demonstrates that this decentralization is happening in a counter-intuitive manner: first, it is more widespread in micro production companies, which are most vulnerable to the loss of face-to-face connectivity; second, it occurs not in ‘town centres’ characterized by better services and connections, but in the residential suburbs. The article suggests that the industry is becoming more and more ‘cottage-based’ in a very direct sense — oriented to projects run from the homes of producers. This happens in both ‘positive’ and ‘negative’ ways: the former is typical for affluent ‘home-based’ producers; the latter, for industry's ‘losers’ and start-ups. The suburban concentrations of FTV production are being explained not only by the specifics of industry organization and the diseconomies of high rents and overcrowding but also by the requirements of particular lifestyles, as well as by simple business failure.
The Neuropsychology of 3-D Space

The neuropsychological literature on 3-D spatial interactions is integrated using a model of 4 major behavioral realms: (a) peripersonal (visuomotor operations in near-body space), (b) focal extrapersonal (visual search and object recognition), (c) action extrapersonal (orienting in topographically defined space), and (d) ambient extrapersonal (orienting in earth-fixed space). Each is associated with a distinct cortical network: dorsolateral peripersonal, predominantly ventrolateral focal-extrapersonal, predominantly ventromedial action-extrapersonal, and predominantly dorsomedial ambient-extrapersonal systems. Interactions in 3-D space are also regulated neurochemically with dopaminergic and cholinergic excitation associated with extrapersonal activation and noradrenergic and serotonergic excitation associated with peripersonal activation. This model can help explain the 3-D imbalances in prominant neuropsychological disorders.
The Proactive Personality Scale and objective job performance among real estate agents.

A sample of 131 real estate agents was used to examine the criterion validity of the Proactive Personality Scale (T. S. Bateman & J. M. Crant, 1993). A job performance index was computed for each agent from archival records of the number of houses sold, number of listings obtained, and commission income over a 9-month period. Experience, social desirability, general mental ability, and 2 of the Big Five factors—Conscientiousness and Extraversion—were controlled for, and the Proactive Personality Scale explained an additional 8% of the variance in the objective measure of agents' job performance. These results provide additional evidence for the criterion validity of the Proactive Personality Scale and suggest that specific personality measures can have incremental validity over the Big Five factors. Attempting to predict job performance with personality measures has a long tradition in organizationa l research. This body of work has led some researchers to conclude that personality—relative to other predictors— is a rather weak predictor of performance (e.g., Hunter & Hunter, 1984; Schmitt, Gooding, Noe, & Kirsch, 1984). Recently, however, researchers have begun to reconsider the structure of personality (e.g., Digman, 1990) and the extent to which personality may validly predict on-thejob performance (e.g., Barrick & Mount, 1991, 1993; Barrick, Mount, & Strauss, 1993). The purpose of this study was to examine the criterion validity of a recently introduced measure, the Proactive Personality Scale, by using objective job performance as the criterion measure. After discussing the theoretical underpinnings of the proactive personality construct, I review research pertaining to four domains that must be controlled in a rigorous test of the criterion validity of the Proactive Personality Scale: the Big Five factors, general mental ability (GMA), work experience, and social desirability.
Collectivism-Individualism in Everyday Social Life: The Middle Kingdom and the Melting Pot

Used the Rochester Interaction Record (RIR) to investigate the effects of individualism-collectivism on everyday social interaction. Triandis (in press) defined collectivism as placing great emphasis on (a) the views, needs, and goals of the in-group rather than of oneself, (b) social norms and duty defined by the in-group rather than behavior to get pleasure, (c) beliefs shared with the in-group rather than beliefs that distinguish oneself from in-group, (d) great readiness to cooperate with ingroup members, and (e) intense emotional attachment to the in-group. University students in the United States, an individualistic country, and in Hong Kong, which is highly collectivistic, maintained the RIR for 2 weeks. Consistent with predictions, the Hoog Kong students had longer but fewer interactions (half as many) with fewer people, had a higher percentage of group and task interactions, and indicated greater self- and other-disclosure.
External and internal memory aids: When and how often do we use them?

What kinds of memory aids do people use to help them remember in their daily lives? Depending on the situation, they may use internal aids (e.g., mental rehearsal, imagery) of the types usually studied in the laboratory or external aids (e.g., reminder notes, asking someone else), which are rarely investigated but may be often used. College students indicated that they used external memory aids more often than internal aids (a) to prepare for future remembering than to remember past situations, (b) to remember spatial tasks than to remember verbal tasks, and (c) to remember to do things in the past than to remember information from the past. External aids were rated as more dependable, easier to use, more accurate, and more preferred than internal ones. At least one external aid, taking notes, affects encoding and not just retrieval, as shown by (a) its facilitation of remembering even when the notes were not available as retrieval cues, and (b) its induction of greater categorization of the to-be-remembered items than the use of some other memory aids.
Eyewitness persuasion : how and how well do fact finders judge the accuracy of adults' and children's memory reports ?

Children, ages 5-6 and 9-10 years, and adults participated in an eventful laboratory session and provided memory reports of the session. In 3 experiments, college students and parents viewed videotapes of highly accurate and highly inaccurate reports. In 2 experiments, these «fact finders» rated adult witnesses more believable and accurate than younger child witnesses, even when both groups were equally accurate. Perceptions of confidence and consistency mediated credibility judgments. Accurate witnesses were judged more believable and accurate than inaccurate witnesses
Children's use of phoneme-grapheme correspondences in spelling: Roles of position and stress.

Whether children's ability to use phoneme-grapheme correspondences in spelling is affected by the position of the phoneme in the word or syllable and by the stress of the syllable was examined. Experiment 1, conducted with monosyllabic nonwords, was performed with kindergartners and 1st graders. Experiments 2 and 3, conducted with bisyllabic nonwords, were carried out with 1st graders. Children spelled the first and last phonemes of nonwords more accurately than the middle phonemes. Also, children performed better on syllable-initial single consonants than on syllablefinal single consonants. Errors tended to be more common for phonemes in unstressed syllables than for phonemes in stressed syllables. Together, the results suggest that the context in which a phoneme occurs influences children's ability to spell it. Learning to read and write involves learning the mappings between units in spoken words and units in printed words. For alphabetic writing systems, these units include phonemes and graphemes. Children must learn and use the link between the phoneme /m/ and the grapheme m and the link between /as/ and a. (For a key to the notation, see the Appendix.) In many homes and kindergarten and first-grade classes, children are taught links between individual letters and individual sounds. Children learn that m makes the sound /m/, that a makes the sound /ae/, and so forth. It is often assumed that once children have mastered isolated correspondences such as these, they can use the correspondences to spell and read words. For example, a child who knows that An/ corresponds to m can use this knowledge to spell words that contain Iml. The goal of the present research is to test this assumption. Is children's ability to use phoneme-grapheme correspondences indeed governed only by the intrinsic difficulty of the correspondences? Alternatively, does the context in which a correspondence occurs within a word affect children's ability to use it?