Home About us Contact
|
Home About us Contact | ||
|
|
||
Alternative Paths (alternative + paths)
Selected AbstractsCivic Education in Post-Apartheid South Africa: Alternative Paths to the Development of Political Knowledge and Democratic ValuesPOLITICAL PSYCHOLOGY, Issue 3 2005Steven E. Finkel Despite the proliferation of civic education programs in the emerging democracies of Latin America, Africa, and Eastern Europe, there have been few recent evaluations of the effectiveness of civics instruction in achieving changes in democratic orientations among student populations. We present findings from a study conducted in 1998 that examined the impact of democratic civic education among South African high school students. Using a battery of items to gauge democratic orientations, including measures of political knowledge, civic duty, tolerance, institutional trust, civic skills, and approval of legal forms of political participation, we find that civic education had the largest effects on political knowledge, with the magnitude of the effect being approximately twice as large as the recent Niemi and Junn (1998) finding for the United States. Exposure to civic education per se had weaker effects on democratic values and skills; for these orientations, what matters are specific factors related to the quality of instruction and the use of active pedagogical methods employed by civics instructors. Further, we find that civic education changed the structure of students' orientations: a "democratic values" dimension coalesces more strongly, and in greater distinction, from a "political competence" dimension among students exposed to civic education than among those with no such training. We discuss the implications of the findings for our theoretical understanding of the role of civic education in fostering democratic attitudes, norms, and values, as well as the practical implications of the results for the implementation and funding of civic education programs in developing democracies in the future. [source] Facing guilt: Role of negative affectivity, need for reparation, and fear of punishment in leading to prosocial behaviour and aggressionEUROPEAN JOURNAL OF PERSONALITY, Issue 3 2001Gian Vittorio Caprara The present study aims to further corroborate and to extend the scope of previous findings regarding the path of influence between negative affectivity, need for reparation and fear of punishment when examining the determinants and the motivational components of guilt. Data were collected from three different European countries (i.e. Italy, Hungary, and the Czech Republic). About 1100 young adolescents were involved in the research. The generalizability of a nomological network linking individual differences in Negative Affectivity to Need for Reparation, Fear of Punishment, Prosocial Behaviour, and Aggression has been investigated across countries and gender, by means of structural equation modelling. Need for Reparation turns out to be positively related to Prosocial Behaviour and negatively related to Aggression. Fear for Punishment turns out to be positively related to Aggression and negatively related to Prosocial Behaviour, with the exception of Hungary. Alternative paths of influence among considered variables have been examined. Practical implications for prevention and education are underlined. Copyright © 2001 John Wiley & Sons, Ltd. [source] Developmental neural plasticity and its cognitive benefits: olivocerebellar reinnervation compensates for spatial function in the cerebellumEUROPEAN JOURNAL OF NEUROSCIENCE, Issue 5 2007Melina L. Willson Abstract The adult mammalian central nervous system displays limited reinnervation and recovery from trauma. However, during development, post-lesion plasticity may generate alternative paths, thus providing models to investigate reinnervation and repair. After unilateral transection of the neonatal rat olivocerebellar path (pedunculotomy), axons from the remaining inferior olive reinnervate the denervated hemicerebellum. Unfortunately, reinnervation to the cerebellar hemisphere is incomplete; therefore, its capacity to mediate hemispheric function (navigation) is unknown. We studied sensorimotor control and spatial cognition of rats with and without transcommissural reinnervation using simple (bridge and ladder) and complex (wire) locomotion tests and the Morris water maze (hidden, probe and cued paradigms). Although pedunculotomized animals completed locomotory tasks more slowly than controls, all groups performed equally in the cued maze, indicating that lesioned animals could orientate to and reach the platform. In animals pedunculotomized on day 3 (Px3), which develop olivocerebellar reinnervation, final spatial knowledge was as good as controls, although they learned more erratically, failing to retain all information from one day to the next. By contrast, animals pedunculotomized on day 11 (Px11), which do not develop reinnervation, did not learn the task, taking less direct routes and more time to reach the platform than controls. In the probe test, control and Px3, but not Px11, animals swam directly to the remembered location. Furthermore, the amount of transcommissural reinnervation to the denervated hemisphere correlated directly with spatial performance. These results show that transcommissural olivocerebellar reinnervation is associated with spatial learning, i.e. even partial circuit repair confers significant functional benefit. [source] ASIANS IN AMERICA'S SUBURBS: PATTERNS AND CONSEQUENCES OF SETTLEMENT§GEOGRAPHICAL REVIEW, Issue 2 2005EMILY SKOP ABSTRACT. In an effort to provide a more complex and multifaceted understanding of the process of spatial assimilation, this article explores alternative paths in understanding racial/ ethnic minority residential patterns. It scrutinizes patterns of contemporary Asian Indian and Chinese settlement in two metropolitan areas: Austin, Texas and Phoenix, Arizona. Though not particularly evolved in terms of their Asian immigrant settlement or dynamics, Austin and Phoenix represent the growing number of newly emergent Asian centers throughout the nation that have developed with the rapid rise of immigration from these two countries in the past several decades. The analysis utilizes records from the 2000 census to document and map Asian Indian and Chinese settlement within each metropolitan area and to investigate whether-and to what degree-each group is clustered or dispersed. The article then raises important questions about the consequences of concentration and dispersal for the incorporation of Asian Indian and Chinese residents. [source] "Spontaneous" Interethnic Order: The Emergence of Collective, Path-Dependent CooperationINTERNATIONAL STUDIES QUARTERLY, Issue 4 2000Badredine Arfi Can "spontaneous," decentralized interethnic cooperation emerge among ethnic groups whose members heavily discount future interethnic relations and do not fear punishment for interethnic noncooperation? Why is it that once the interaction between two ethnic groups evolves along a certain (cooperative or conflictual) path it sometimes becomes harder for the interacting groups to reverse course and seek alternative paths? The answer to these two questions lies in the fact that individual members not only are always calculative and could hence act opportunistically, but also are interdependent and can learn from one another. Because the members of interacting groups operate interdependently they thereby create collective nonlinear path dependence. Using a social game (within evolutionary game theory) the article shows counterintuitively that the emergence of collective, nonlinear path dependence within and across ethnic groups whose members heavily discount the future and face no punishment for interethnic noncooperation makes "spontaneous" decentralized interethnic cooperation a long-run equilibrium. Collective cooperation can thus develop path-dependently among ethnic groups without a Damocles' sword of any sort hanging over their members' heads, even when most individuals are shortsighted and opportunistic. [source] Comparing Multiple Paths to Mastery: What is Learned?COGNITIVE SCIENCE - A MULTIDISCIPLINARY JOURNAL, Issue 5 2005Timothy J. Nokes Abstract Contemporary theories of learning postulate one or at most a small number of different learning mechanisms. However, people are capable of mastering a given task through qualitatively different learning paths such as learning by instruction and learning by doing. We hypothesize that the knowledge acquired through such alternative paths differs with respect to the level of abstraction and the balance between declarative and procedural knowledge. In a laboratory experiment we investigated what was learned about patterned letter sequences via either direct instruction in the relevant patterns or practice in solving letter-sequence extrapolation problems. Results showed that both types of learning led to mastery of the target task as measured by accuracy performance. However, behavioral differences emerged in how participants applied their knowledge. Participants given instruction showed more variability in the types of strategies they used to articulate their knowledge as well as longer solution times for generating the action implications of that knowledge as compared to the participants given practice. Results are discussed regarding the implications for transfer, generalization, and procedural application. Learning theories that claim generality should be tested against cross-scenario phenomena, not just parametric variations of a single learning scenario. [source] | |||||||||||||