A Developmental Neuroscience Study of Moral Decision Making Regarding Resource Allocation          下载免费PDF全文

Kimberly L. Meidenbauer  Jason M. Cowell  Melanie Killen  Jean Decety 《Child development》2018,89(4):1177-1192

Distinguishing between equity and equality is essential when making social and moral decisions, yet the related neurodevelopmental processes are unknown. Evaluations of contextually based third‐party distributions incorporating recipient need and resource importance were examined in children and adolescents (N = 82; 8–16 years). Spatiotemporal neurodynamic responses show distinct developmental profiles to viewing such distributions. Event‐related potentials (ERPs) differentially predicted real‐life behaviors based on age, where older children's (8–10 years) evaluations were related to a fairly rapid, automatic ERP component (early posterior negativity), whereas adolescent and preadolescent (11–16 years) evaluations, first‐person allocations, and prosocial behaviors were predicted by later, cognitively controlled ERP components (P3 and late positive potential). Together, these results reveal age‐related changes regarding the neural responses that correspond to distributive justice decisions.  相似文献   

The Lived Experiences of Men in a Master's Counseling Program          下载免费PDF全文

Stephanie Crockett  Dena Elghoroury  Melanie Popiolek  Brian Wummel 《Counselor Education & Supervision》2018,57(2):98-115

Using phenomenological methodology, the authors explored the experiences of 11 men in a master's‐level counseling program. Participants described the challenges and advantages of being a minority in number, being in a relational environment, and having an awareness of a patriarchal system. These findings suggest the importance of counselor educator awareness of the unique barriers male students face.  相似文献   

Dimensions of higher education and the public good in South Africa     

Melanie Walker 《Higher Education》2018,76(3):555-569

The focus is on the micro-possibilities of student capabilities formation as the end of public-good higher education, rather than on a systems or organizations approach more commonly found in discussions of the public good and higher education. This does not discount other valuable public-good ends. Using South Africa as a global South context, a capability-based approach to the public good of higher education is proposed for its humanizing ethic, attention to fair opportunities, and participation in terms of what students are able to do and to be in and through higher education. A capability frame is complemented by thinking about decoloniality and epistemic justice to help identify central higher education capabilities. The three proposed intersecting capability dimensions are as follows: personhood self-formation, epistemic contribution, and sufficiency of economic resources, intended to guide university practices and policy interventions in the direction of the public good. By populating the space of the public good with capabilities, a shift is made away from micro-economics which see the public good as a reductionist space of commodities and human capital development. Higher education is rather understood as having both instrumental and intrinsic value, generating an alternative logic to that of neo-liberalism, and an individualist ontology of competition and untrammeled markets. The pressures of the global context are acknowledged so that the public good is understood as both “ideal-aspirational” but also “practical-feasible” in the light of local South African conditions. An expanded capability-based framing would contribute to reducing higher education inequalities as a public-good and public-accountable contribution by universities.  相似文献   

Research methods in context     

Melanie Nind 《International Journal of Research & Method in Education》2018,41(1):1-2

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Equity-based sustainability and ecocentric management: Creating more ecologically just sport organization practices     

Melanie L. Sartore-Baldwin  Brian McCullough 《Sport Management Review》2018,21(4):391-402

Recognizing the shared responsibility all entities with a vested interest in keeping the Earth habitable possess, the authors propose ways in which sport organizations can take action by incorporating ecocentric management principles within their organizational practices and thus become more ecologically just. First, by drawing upon the tenets of the systems thinking paradigm and the four levels of thinking model, the underlying beliefs and values guiding current practices within sport organizations are identified. Next, the authors offer a series of propositions to suggest that by adopting an equity-based perspective, recognizing the interdependent relationships between humans and the natural environment, and acknowledging the manner in which sport organizations hinder the opportunities of the natural environment to thrive, sport organizations can contribute to the health of the planet and all of its inhabitants through their own organizational practices. Additionally, sport organizations can also serve as ecologically just exemplars for organizations in other industries to emulate.  相似文献   

The link between text difficulty,reading speed and exploration of printed text during shared book reading     

Annie Roy-Charland  Melanie Perron  Krystle-Lee Turgeon  Nichola Hoffman  Justin A. Chamberland 《Reading and writing》2016,29(4):731-743

In the current study the reading speed of the narration and the difficulty of the text was manipulated and links were explored with children’s attention to the printed text in shared book reading. Thirty-nine children (24 grade 1 and 15 grade 2) were presented easy and difficult books at slow (syllable by syllable) or fast (adult reading speed) pace while their eye movements were monitored. Results revealed an interaction between speed and difficulty. For the easy and difficult books, children spent more time and made more fixations on the printed text when it was presented at slow speed than at fast speed. However, at fast speed, children spend more time and made more fixations on the text of the easy rather than the difficult books, but at slow speed no difference was observed. In addition, at slow speed positive correlations were observed between attention to print and letter knowledge and word reading skills. Results provide important information for the practice of shared book reading suggesting that to increase attention to print, speed should be reduced. Future research should investigate the role of reading speed on reading related outcomes such as discourse comprehension and children’s interest in reading activities.  相似文献   

The cues we don't question     

Melanie Booth-Butterfield 《Early Childhood Education Journal》1981,8(4):20-22

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Conflict Resolution in Preschool Social Interactions     

Melanie Killen  Elliot Turiel 《Early education and development》1991,2(3):240-255

Conflict has frequently been hypothesized to play an important role in development, and yet, until recently, little empirical work has been conducted on preschoolers' social conflicts. The aim of this study was to investigate the types of social issues that produce conflicts, the extent to which children respond positively to protests from others, and how conflicts are resolved. Children were observed in two contexts: semi-structured peer groups in which adults did not intervene, and school-time free-play. The results showed that even when adults do not intervene, children are often responsive to protests from others and resolve conflicts on their own. Differences were also observed for the types of issues that generate conflicts in the two settings and the types of conflicts that children respond to most often. These results indicate that children's conflicts are not solely negative or aggressive and that children's social interactions and their social contexts are multi-dimensional. The findings point to interpersonal aspects of settings, such as the differential role of adults and peers, and to contextual features of settings, such as free-play and sustained play, that should be considered by teachers and parents when structuring social interactive opportunities for young children.  相似文献   

CHALLENGING A DUAL-PROCESS APPROACH TO MORAL REASONING: ADOLESCENTS AND ADULTS EVALUATIONS OF TROLLEY CAR SITUATIONS     

Melanie Killen  Kelly Lynn Mulvey 《Monographs of the Society for Research in Child Development》2018,83(3):110-123

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Thoughts on the Potential of Action Research in South African Schools     

Melanie Walker 《Cambridge Journal of Education》1988,18(2):147-154

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