Human Development最新文献

英文中文

The Future of Constructivist Education 建构主义教育的未来

2区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Human Development

Pub Date : 2022-08-02 DOI: 10.1159/000526275

David W. Kritt, N. Budwig

We make the case that there is an urgent need to revitalize the reach of constructivist education into both K-12 public schools and higher education. After considering the current state of the theory and practice of constructivist education, we argue that disparities between theory and practice arise from the divergent conceptual-frameworks constructivist theorists and educators hold. To examine this, core aspects of the approach centering on process, agency, and holism are examined, juxtaposing constructivist theory to ostensibly constructivist classroom practices. Disparities between theory and practice arise from the complexity of constructivist theory and difficulties practitioners face in understanding and using it. Drawing on differences between relational-developmental process accounts versus educators’ more split-mechanistic framings, we suggest entry points to addressing the chasm between theory and common practice, including the need to explicitly consider how the theory has been elaborated and how it has been presented in order to change the educational dialog.

我们认为，迫切需要在K-12公立学校和高等教育中重振建构主义教育的影响力。在分析了建构主义教育理论与实践的现状后，我们认为理论与实践的差异是由建构主义理论家和教育家所持有的不同的概念框架引起的。为了检验这一点，我们考察了以过程、代理和整体论为中心的方法的核心方面，并将建构主义理论与表面上的建构主义课堂实践并置。理论与实践的差异源于建构主义理论的复杂性以及实践者在理解和运用建构主义理论时所面临的困难。根据关系发展过程描述与教育家的分裂机制框架之间的差异，我们建议解决理论与常规实践之间鸿沟的切入点，包括需要明确考虑如何阐述理论以及如何呈现理论以改变教育对话。

引用次数: 2

Front & Back Matter 正面和背面事项

2区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Human Development

Pub Date : 2022-08-01 DOI: 10.1159/000526658

Werner Strik Bern

引用次数: 0

Magnetic MnFe₂O₄/ZnFe-LDH for Enhanced Phosphate and Cr (VI) Removal from Water. 磁性 MnFe2O4/ZnFe-LDH 用于增强水中磷酸盐和六价铬的去除。

IF 6 2区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Human Development

Pub Date : 2022-08-01 Epub Date: 2022-04-05 DOI: 10.1007/s11356-022-20049-9

Congxin Huang, Chaochun Tang, Qingqing Wu, Qing Zhu

Due to the layered structure and recycling characteristics, magnetic MnFe₂O₄/ZnFe-LDH was prepared by co-precipitation. In this study, we intensively explored MnFe₂O₄/ZnFe-LDH for water purification compared with the ZnFe-LDH. The morphological and structural characteristics of the obtained products were systematically characterized. MnFe₂O₄/ZnFe-LDH exhibits the maximum adsorption capacity of 94.52 mg/g for phosphate and 49.03 mg/g for Cr (VI), respectively, which is superior to that of the ZnFe-LDH, indicating that the magnetic MnFe₂O₄ effectively enhanced adsorption performance. Meanwhile, the mechanism of adsorption of phosphate and Cr (VI) was briefly studied, where the metal center ion in MnFe₂O₄/ZnFe-LDH and between layers of SO₄^2- serves as capture sites for phosphate and Cr (VI) removal. Furthermore, the MnFe₂O₄/ZnFe-LDH can be used for magnetic recycled and still maintained excellent removal efficiency (70%) for phosphate and Cr (VI) after five adsorption-desorption cycles. This work could open a new vista of designing magnetic novel adsorbents in environmental remediation.

由于磁性 MnFe2O4/ZnFe-LDH 具有分层结构和循环特性，我们采用共沉淀法制备了磁性 MnFe2O4/ZnFe-LDH。与 ZnFe-LDH 相比，本研究深入探讨了 MnFe2O4/ZnFe-LDH 在水净化中的应用。对所获产物的形态和结构特征进行了系统表征。MnFe2O4/ZnFe-LDH对磷酸盐和六价铬的最大吸附量分别为94.52 mg/g和49.03 mg/g，均优于ZnFe-LDH，表明磁性MnFe2O4有效地提高了吸附性能。同时，对磷酸盐和六价铬的吸附机理进行了简要研究，发现 MnFe2O4/ZnFe-LDH 中和 SO42- 层间的金属中心离子是去除磷酸盐和六价铬的捕获位点。此外，MnFe2O4/ZnFe-LDH 可用于磁性回收，在经过五次吸附-解吸循环后，对磷酸盐和六（七）铬仍能保持极佳的去除率（70%）。这项研究为设计新型磁性吸附剂用于环境修复开辟了新的前景。

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引用次数: 0

Vocabulary and Executive Functioning: A Scoping Review of the Unidirectional and Bidirectional Associations across Early Childhood. 词汇和执行功能：儿童早期单向和双向关联的范围回顾。

IF 4.4 2区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Human Development

Pub Date : 2022-08-01 Epub Date: 2022-05-11 DOI: 10.1159/000524964

Madeleine Bruce, Martha Ann Bell

Early childhood marks a time where word learning is accompanied by rapid growth in the cognitive processes that underlie self-modulated and goal-directed behavior (i.e., executive functions). Although there is empirical evidence to support the association between executive functioning and vocabulary in childhood, inconsistent findings have been reported regarding the extent to which early executive functioning abilities predict later vocabulary outcomes and vice versa. To clarify the nature of the longitudinal relation between these two processes and to examine what, if any, claims can be made about their interdependence, a critical review of the literature was conducted. Also addressed are the conceptual and/or methodological differences that exist across studies conducted on this topic that may be contributing to some of the discrepancies reported in the longitudinal literature. Finally, this review provides practical and empirically informed future directions to serve as a resource for early childhood researchers advancing this area of study.

幼儿时期标志着单词学习伴随着自我调节和目标导向行为（即执行功能）的认知过程的快速发展。虽然有经验证据支持儿童时期执行功能和词汇之间的联系，但关于早期执行功能能力预测后来词汇结果的程度，报告的发现并不一致，反之亦然。为了澄清这两个过程之间的纵向关系的性质，并检查什么，如果有的话，可以对它们的相互依存关系提出索赔，对文献进行了批判性审查。还讨论了关于该主题的研究中存在的概念和/或方法差异，这些差异可能导致纵向文献中报告的一些差异。最后，本综述提供了实践和经验信息的未来方向，作为幼儿研究人员推进这一研究领域的资源。

引用次数: 0

Vocabulary and Early Executive Function during Early Childhood: Revisiting Questions on the Nature of Thought and Language - Commentary on Bruce and Bell. 幼儿时期的词汇和早期执行功能：重新审视有关思维和语言本质的问题--对布鲁斯和贝尔的评论。

IF 4.4 2区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Human Development

Pub Date : 2022-08-01 Epub Date: 2022-06-03 DOI: 10.1159/000525361

Stephanie E Miller

引用次数: 0

Emergent Constructivism: Theoretical and Methodological Considerations 新兴建构主义：理论与方法论思考

2区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Human Development

Pub Date : 2022-07-29 DOI: 10.1159/000526220

Jedediah W. P. Allen, M. Bickhard

Nativist and empiricist approaches require foundationalism because they cannot account for the emergence of representation. Foundationalism is the assumption of an innate representational base. In turn, foundationalism places limits on the nature of learning as a constructivist process. In contrast, action-based approaches can account for the emergence of representation through (inter)action. In so doing, action-based approaches can pursue an emergent constructivism for learning and development. Despite the theoretical symmetry between nativism and empiricism with respect to foundationalism, there is an asymmetry in nativist and empiricist research programs. Nativism generally ignores constructivist complexity that non-nativist approaches assume needs to be investigated empirically. In practice, this means that the plethora of nativist looking-time studies do not provide adequate control conditions for the rich interpretations drawn from such research. Instead, it is the a priori assumptions of nativism doing the justification. Without such assumptions, the meaning of the data is unclear at best. Importantly, the problem of a priori assumptions driving rich interpretations is not specific to nativism or looking methodologies. Mindreading as a research program also engages in rich interpretations for studies that concern social-cognition from infancy through preschool. Similarly, these studies do not include the types of control conditions motivated by more constructivist thinking. To the extent that empiricist research programs incorporate constructivist thinking into research, they converge with action-based approaches. This creates a sort of methodological bridge between lean-empiricist research programs and action-based approaches. However, this bridge has limitations that we illustrate through an example concerning maternal mental-state discourse and theory of mind development. The ultimate conclusions are threefold: (a) Action-based approaches are the best theoretical framework for understanding learning and development; (b) constructivist methodology is multiply motivated; (c) there are varying degrees of methodological commensurability between empiricism and action-based approaches.

本土主义和经验主义的方法需要基础主义，因为它们无法解释代表性的出现。基础主义是对天生的代表性基础的假设。反过来，基础主义限制了学习作为建构主义过程的本质。相反，基于行动的方法可以通过（相互）行动来解释代表性的出现。在这样做的过程中，基于行动的方法可以追求一种新兴的学习和发展的建构主义。尽管在基础主义方面，本土主义和经验主义在理论上是对称的，但本土主义和实证主义的研究计划却存在不对称。本土主义通常忽略了建构主义的复杂性，非本土主义方法认为需要对其进行实证研究。在实践中，这意味着过多的本土主义时间研究并没有为从这些研究中得出的丰富解释提供足够的控制条件。相反，是本土主义的先验假设为其辩护。如果没有这些假设，数据的含义充其量也不清楚。重要的是，驱动丰富解释的先验假设问题并不是本土主义或寻找方法论所特有的。心智阅读作为一个研究项目，也对从婴儿期到学龄前的社会认知研究进行了丰富的解释。同样，这些研究不包括由更具建构主义思维驱动的控制条件类型。在一定程度上，经验主义研究计划将建构主义思维纳入研究，它们与基于行动的方法相融合。这在精益经验主义研究计划和基于行动的方法之间建立了一种方法论桥梁。然而，我们通过一个关于母亲心理状态话语和心理发展理论的例子来说明这座桥梁的局限性。最终结论有三个方面：（a）基于行动的方法是理解学习和发展的最佳理论框架；（b）建构主义方法论具有多重动机；（c）经验主义和基于行动的方法之间存在不同程度的方法论可公度性。

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引用次数: 5

Supporting Families: Lessons Learned from the COVID-19 Pandemic 支持家庭：从新冠肺炎疫情中吸取的教训

2区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Human Development

Pub Date : 2022-05-30 DOI: 10.1159/000525257

L. Frankel, Ritu Sampige

The COVID-19 pandemic has impacted so many aspects of family life in unprecedented ways. Some of these changes might necessitate a reexamining of how we can best research and support families as we move forward. In this editorial, we propose ways that we might examine families differently in research and approach families differently as a result of COVID-19.

新冠肺炎大流行以前所未有的方式影响了家庭生活的许多方面。其中一些变化可能需要重新审视我们如何在前进的过程中最好地研究和支持家庭。在这篇社论中，我们提出了一些方法，可以在研究中以不同的方式审视家庭，并因新冠肺炎而以不同的方法对待家庭。

引用次数: 0

Emotional Availability: Clinical Populations and Clinical Applications 情绪可用性：临床人群和临床应用

2区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Human Development

Pub Date : 2022-05-30 DOI: 10.1159/000525256

Z. Biringen, Karen Sandoval, M. Flykt, Steffany Joslin, Michael Lincoln

Emotional availability (EA) is the ability to share an emotional connection within a dyad. The observational EA System includes the EA Scales and the EA Zones. The EA Scales consist of four adult dimensions (sensitivity, structuring, nonintrusiveness, nonhostility) and two child dimensions (responsiveness, involvement). Based on the EA Scales, EA Zones refer to “emotional attachment styles” and are patterned after traditional attachment categories (Ainsworth et al., 1978). Since the review on EA by Biringen et al. (2014), extensive research on EA has utilized the EA Scales or the EA Zones, especially with respect to clinical populations and applications. We address topics absent from the 2014 review, namely, utilizing the EA System for at-risk populations and in prevention and intervention studies. We consider EA research accounting for fathers or alternative caregivers and suggest using the whole EA system versus specific dimensions. We conclude with new directions in clinical applications of EA.

情感可用性（EA）是指在二人组中分享情感联系的能力。观测EA系统包括EA量表和EA区。EA量表包括四个成人维度（敏感性、结构化、非侵入性、非静止性）和两个儿童维度（反应性、参与性）。基于EA量表，EA区域指的是“情感依恋风格”，并以传统依恋类别为模式（Ainsworth等人，1978）。自Biringen等人（2014）对EA进行综述以来，对EA的广泛研究利用了EA量表或EA区域，尤其是在临床人群和应用方面。我们讨论了2014年综述中没有的主题，即在高危人群中以及在预防和干预研究中使用EA系统。我们认为EA研究考虑了父亲或替代照顾者，并建议使用整个EA系统与特定维度。最后，我们提出了电针临床应用的新方向。

引用次数: 1

Society News 社会新闻

2区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Human Development

Pub Date : 2022-05-17 DOI: 10.1159/000524748

Human Development 2022;66:159–160

人类发展2022;66:159-160

引用次数: 0

Author / Subject Index 作者/主题索引

2区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Human Development

Pub Date : 2022-05-17 DOI: 10.1159/000525027

Human Development 2022;66:161

人类发展2022;66:161

引用次数: 0

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