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Infants can use temporary or scant categorical information to individuate objects

By Lin, Yi.
Amherst Elsevier 2024 , In a standard individuation task, infants see two different objects emerge in alternation from behind a screen. If they can assign distinct categorical descriptors to the two objects, they expect to see both objects when the screen is lowered; if not, they have no expectation at all about what they will see (i.e., two objects, one object, or no object). Why is contrastive categorical information critical for success at this task? According to the kind account, infants must decide whether they are facing a single object with changing properties or two different objects with stable properties, and access to permanent, intrinsic, kind information for each object resolves this difficulty. According to the two-system account, however, contrastive categorical descriptors simply provide the object-file system with unique tags for individuating the two objects and for communicating about them with the physical-reasoning system. The two-system account thus predicts that any type of contrastive categorical information, however temporary or scant it may be, should induce success at the task. Two experiments examined this prediction. Experiment 1 tested 14-month-olds (N = 96) in a standard task using two objects that differed only in their featural properties. Infants succeeded at the task when the object-file system had access to contrastive temporary categorical descriptors derived from the objects’ distinct causal roles in preceding support events (e.g., formerly a support, formerly a supportee). Experiment 2 tested 9-month-olds (N = 96) in a standard task using two objects infants this age typically encode as merely featurally distinct. Infants succeeded when the object-file system had access to scant categorical descriptors derived from the objects’ prior inclusion in static arrays of similarly shaped objects (e.g., block-shaped objects, cylinder-shaped objects). These and control results support the two-system account’s claim that in a standard task, contrastive categorical descriptors serve to provide the object-file system with unique tags for the two objects.

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From zen to stigma: Buddhism, Taoism, Confucianism, and their cross-cultural links to mental health

By Lin, Yi-Ying.
USA:American Counseling Association,2024 , Stigma remains a significant barrier preventing individuals from seeking the support they need, particularly for individuals with East Asian heritages. To explore potential mechanisms, this study examined links from East Asian ideologies to mental health help-seeking attitudes and peace of mind across five cultural groups: 322 respondents in China, 400 in Japan, 362 in Taiwan, 319 Asian Americans, and 688 white Americans. The three teachings of East Asia accounted for 31%–85% of the cross-cultural differences in mental health attitudes and peace of mind. Empowering Confucian tenets (self-cultivation, leading by example, and human heartedness), Taoism, and Buddhism all uniquely predicted greater peace of mind across most of the groups. Empowering Confucianism also predicted lower mental health stigma whereas Buddhism predicted greater stigma. Finally, Restrictive Confucian tenets (e.g., interpersonal harmony, propriety, and relational hierarchy) predicted greater stigma and lower peace of mind. Implications for addressing stigma/resistance within treatment and for promoting mental health across cultures are discussed.

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Teacher collaboration, school innovativeness and innovative teaching in Taiwan: Evidence from TALIS

By Pan, Hui-LingWendy .
UK : Elsevier, 2024 , The significance of teacher collaboration in driving school changes has been widely acknowledged. However, previous studies have rarely delved into the relative contributions of different forms of teacher collaboration. In this study, we aimed to address this gap by identifying two forms of collaboration and examining their effects on school innovativeness and innovative teaching practice using structural equation modeling. Our sample comprised 3,835 teachers of lower secondary schools in Taiwan, drawn from the TALIS 2018 dataset. The findings of our study suggested the differential effects of the two forms of collaboration. "Professional collaboration," characterized by deeper-level engagement, was found to have a more substantial association with both school innovativeness and innovative teaching compared to "exchange and coordination for teaching." Furthermore, our analysis revealed mediation effects in the pathways examined. Specifically, school innovativeness partially mediated the effect of "professional collaboration" and fully mediated the effect of "exchange and coordination for teaching" on innovative teaching.

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