Search

Adult siblings without disabilities play important roles in relation to their brothers and sisters with intellectual disabilities. This study reviewed knowledge about adult sibling relationships in Chinese societies, where one sibling has intellectual disability. Five English and two Chinese databases were searched for publications published up to 2022. Findings, based on 14 identified articles show that sibling relationships are considered in the context of parent-child relationships. Little attention is given to the nature of sibling relationships per se. Rather, research in Chinese societies generally frames sibling relationships as one-way caregiving, and where siblings' caregiving responsibilities are inherited from parents, increase as parents age and are organised according to gender and birth order. These findings contrast to Western studies where increasingly perspectives of adults with intellectual disabilities are sought and the reciprocal nature of sibling relationships is highlighted. Future research in Chinese societies may benefit from exploring aspects of relationships beyond caregiving. [ABSTRACT FROM AUTHOR]

This study aims to bridge the research gap in the humour comprehension problems of individuals with dyslexia in Chinese culture. We conducted a nonexperimental study to examine the differences between Chinese adolescents with and without dyslexia in visual humour comprehension as well as the group differences in the correlation of visual humour comprehension with other abilities. In total, 48 Chinese adolescents (16 individuals with dyslexia and 32 individuals without dyslexia) were recruited in Hong Kong. They were all administered several tasks: tests of nonverbal IQ, Chinese character reading, visual-spatial attention, orthographic knowledge, and visual humour comprehension. Our results indicated that visual humour comprehension is correlated with other abilities. Additionally, the group with dyslexia performed significantly less accurately on most tasks except humour comprehension accuracy. However, only visual spatial attention, orthographic knowledge, and humour comprehension speed significantly predicted membership in the two groups. Finally, approximately half of the participants with dyslexia had significantly slower humour comprehension than those with typical development. Our findings shed light on problems with humour comprehension exhibited by Chinese individuals with dyslexia. [ABSTRACT FROM AUTHOR]

Congenital sensorineural hearing loss is a common congenital condition. The purpose of this study was to assess the correlation between nonverbal mental development and the effect of post-cochlear implant in children. The study is a retrospective analysis of the CI program implemented at the ENT in the Lanzhou University Second Hospital (China). We reviewed data of 225 children who received CI between 2015 and 2018. Finally, 115 children met the inclusion criteria. Our hospital used The Griffith mental development scales to evaluate the preoperative non-verbal intelligence. The outcome of CI was evaluated using the categories of IT-MAIS, MUSS, CAP and SIR at 2 years after surgery. The associations between the preoperative non-verbal development quotient (DQ) and the postoperative outcomes were analyzed. Preoperative non-verbal DQ correlates with the long-term postoperative result, especially the Eye‐hand co-ordination and Performance DQ. Preoperative non-verbal intelligence would predict postoperative effect. The single postoperative scale does not fully reflect the postoperative result. [ABSTRACT FROM AUTHOR]

Special education is a natural yardstick to measure a country's educational level and the whole civilization. China has a massive special education undertaking that develops rapidly and forms a unique system. This study used bibliometric methods to conduct a macroscopic comparative analysis of Chinese and global literature, discuss the existing problems of China's special education, and put forward relevant recommendations accordingly. The CiteSpace V visual analysis software was used to draw the scientific knowledge map of the Chinese local database CSSCI and the global database SSCI, and the results of the map were discussed. Research conclusions: Firstly, China's research institutions lack a macro-level cooperation network. Second, there are differences in the focus of special education objects between China and the world. This difference is mainly caused by the definition of special education objects, which may be influenced by the formulation of educational concepts and policies. Thirdly, in the reference co-citation analysis, the focus of Chinese research is narrow and generally focuses on special education teachers. This article provides implications for solving special education problems in China, and its research method provides a reference for future related research for other countries. [ABSTRACT FROM AUTHOR]

With the increased popularity of mobile learning, there is a growing demand on the understanding of how the scalable technology, such as mobile devices, influences individual learning behaviours as well as their learning outcome. A theoretical model was built based on the adaptive structuration theory (AST) and the knowledge spiral theory. Using this model, we examined the relationship between structural sources, individuals' adaptive structural behaviours, and their perceived learning. A Structural Equation Modeling method was employed in our empirical study. Findings indicate that users' task adaptation had a positive influence on their perceived learning, In addition, their exploitive technology adaptation influenced the ultimate perceived learning, but the impact of users' exploratory technology adaptation on learning was mediated by their task adaptation. Contrary to expectations, the effect of computer self-efficacy on exploitive and exploratory technology adaptation was negative, and exploratory technology adaptation negatively affected exploitive task adaptation. A detailed discussion of the findings and implications are provided in this paper. [ABSTRACT FROM AUTHOR]

Although microfinance has been proposed as a strategy to help the poor escape poverty, its effectiveness depends on accurately targeting those who need help. This study considers anti-poverty microloans from profit-oriented MFIs, such as micro-banks, from the demand side, and examines the reasons for targeting deviations in financial poverty alleviation of developing countries. Survey data of 415 households in 5 poverty-stricken counties in China for 2 years show anti-poverty microloan targeting deviations exist because some poor have no loan demand due to their lack of "intelligence" or "aspirations," and thus do not apply to microbanks. Moreover, the local elite exploit microloans targeted for the poor by virtue of their own resource advantages. Therefore, to alleviate financial poverty, programs must strive to improve the poor's intellect and aspirations. It is also necessary to develop differentiated strategies for different types of MFIs. [ABSTRACT FROM AUTHOR]

Teacher knowledge of Autism Spectrum Disorder (ASD) plays a key role in the successful inclusion of children with the disorder in public schools. It therefore becomes important to understand what impacts upon teachers' knowledge of ASD. As such, we aimed to investigate the role of experience and culture on teachers' knowledge of ASD. Public teachers working in the United Kingdom (UK; n = 51) and People's Republic of China (n = 59) completed questionnaires measuring the experience of teaching children with ASD and levels of knowledge about the disorder. Analysis was then conducted to examine how knowledge of ASD differed as a function of culture and experience. Results showed that teachers who had experience of working with children with ASD demonstrated a higher level of knowledge relating to the disorder. Further, teachers in the UK had significantly more knowledge of ASD than teachers in China. The results suggest cross-cultural differences in teachers' understanding of ASD. Training opportunities which allow teachers to work with children with ASD should be provided in both the UK and in China. [ABSTRACT FROM AUTHOR]

The writing of Chinese is non-alphabetic, but children in China learn Pinyin, a Romanised alphabetic system, to facilitate literacy development. This research investigates how Mandarin phonological awareness (PA) develops, and how it interacts with Pinyin in school-aged Mandarin-speaking children in China. In Beijing, 182 students in grades two through four (ages ranged between 91 and 135 months) were tested for PA (syllable manipulation and onset-rime oddity tasks) and Pinyin knowledge (Pinyin symbol naming and syllable reading tasks). ANOVAs were used to examine their developmental trajectories. Partial correlations and linear regressions were used to examine the relationships between PA and Pinyin knowledge. Syllable awareness has already reached the ceiling level by grade two, while onset-rime awareness is still developing across grades. The ability to name Pinyin symbols decreases over time, while the ability to read syllables written in Pinyin stays invariant across grades. PA and Pinyin knowledge are significantly correlated, and the results of linear regression indicated that the relationship between PA and Pinyin syllable reading is bi-directional. This study suggests that Mandarin PA development shows features characteristic of a non-alphabetic language with Pinyin knowledge playing a crucial role. Implications for theory and practice of Mandarin-speaking children's literacy development are discussed. [ABSTRACT FROM AUTHOR]

How to get deeper knowledge from the grey literature and other numerous resources is more and more important. To support the scholars or scientists efficiently, new knowledge service appears in the ranks of library services with a new look, and highlights its increasingly important role. Despite an emerging picture worldwide, a lack of published research or library practices has made it difficult to gain an accurate overview of new knowledge services to support researching on grey literature in China. This paper aims to introduce new knowledge services for grey literature in China, and finally show a comprehensive framework of new knowledge services in China for librarians around the world. This paper introduces the knowledge services for grey literature in Chinese literature and the homepages of Chinese University libraries by using the method of document analysis and homepage research. This paper points out that research data services, knowledge sharing services, academic publishing consulting services, knowledge service librarians, information literacy services are important themes of knowledge services. We find that all of these types of services are provided by the Peking University library. All these prove that the Peking University library can be regarded as an excellent knowledge service provider. Our findings highlight a range of creative library programs that will assist librarians in improving knowledge services for grey literature. This paper will be of interest to public and school libraries around the world. The paper will also provide systematic review that is readily available for professionals and academician. [ABSTRACT FROM AUTHOR]

Previous research on plagiarism has increased awareness and knowledge of the various aspects of this issue, such as contributing factors to plagiarism, students' and teachers' perceptions of plagiarism, and institutional policies and regulations on plagiarism. Yet much of this research, especially on the latter two aspects, has been conducted in Anglo-American contexts or English-as-a-second-language (ESL) settings (where English is an official or important language in the larger societal context), while the diversity of English-as-a-foreign-language (EFL) contexts (where English as a foreign language is largely used only in the language classroom) remains relatively under-researched. Of those studies that did focus on EFL contexts, the majority were based on survey data that were limited in the depth of information collected. To address this relative lack of in-depth understanding of how plagiarism is understood and acted against in EFL contexts, this paper reports on an interview study with 13 EFL teachers from 12 universities in mainland China. The study focused on the teachers' knowledge and attitudes concerning plagiarism, plagiarism-related pedagogical practices, as well as perceived stances and expectations of their institutions in plagiarism prevention. Its findings contribute to the current knowledge base of EFL academics' views and practices regarding plagiarism, add to our understanding of EFL teachers' experiences concerning plagiarism in specific educational settings, and inform institutions' efforts to develop and improve strategies and policies for preventing plagiarism. [ABSTRACT FROM AUTHOR]

This exploratory study examined Chinese teachers' perceptions of the practical uses of Response to Intervention (RTI) in preschool inclusive education settings. A survey and follow-up interviews were conducted to collect information about teachers' perceptions of RTI implementation feasibility in Chinese inclusive early childhood education. Results indicated that even though preschool teachers had limited understanding of the RTI model, they held positive attitudes toward this model and were willing to participate in the learning of this model. However, teachers held negative attitudes toward use of the RTI model in the current situation. The influencing factors included cultural differences, different educational systems, teachers' knowledge and experience, inclusive education supporting system, and teachers' self-efficacy. It is recommended that Chinese teachers' colleges and normal universities could develop and offer more special education courses for the preschool education major in order to enhance the knowledge and skills of inclusive education for all early childhood education teachers. Preschools should build up better inclusive education supporting systems to enable and support teachers' practices. In addition, universities and colleges could provide more RTI model training seminars and learning opportunities. [ABSTRACT FROM AUTHOR]

This study aimed to examine the knowledge, attitude, and practice (KAP) of child sexual abuse (CSA) prevention among parents of children with hearing loss. The study involved 127 pairs of parents with deaf and hard of hearing children from three special education schools in Beijing and Hebei province, China. The findings revealed that the parents lacked knowledge about CSA prevention, such as the character of perpetrators and child victims. Parents were supportive about potential CSA prevention education in schools. Most parents told children much about personal safety, but topics on CSA prevention were still insufficient. The study also found that education level was significantly associated with knowledge and attitude. Elder parents knew more and talked more about CSA prevention. Mothers and girls' parents were more willing to communicate with children about CSA prevention. The conclusion of the study was that parents appeared to have gained a positive attitude, but poor knowledge and practice. Their knowledge and skills of effective communication should be strengthened to promote CSA prevention practice. [ABSTRACT FROM AUTHOR]

Objective Empirical evidence has suggested that schizophrenia is associated with dysfunctions in the reward system and working memory. However, little is known about individuals at risk for schizophrenia. In particular, it is not known if those with schizotypal personality features will show similar deficits in these two domains. This study examined whether individuals with schizotypal personality disorder features will subjectively devalue potential rewards in the future and show changes in their decision-making behaviour, compared with healthy controls, and whether this devaluation is inversely associated with working memory performance. Method A total of 44 participants with schizotypal personality features and 22 healthy control participants without schizotypal personality features completed the Monetary- Choice Questionnaire, the Cambridge Gambling Task, and number and letter span tasks, which assessed delay-discounting rate, decision-making behaviour, and working memory, respectively. Results The results showed that participants with schizotypal personality features, especially those with negative features, valued delayed rewards in the future to a lesser extent than healthy control participants. However, there was no significant group difference in decision-making on the Cambridge Gambling Task. Moreover, the delay-discounting rate of individuals with schizotypal personality features correlated significantly with working memory performance. Conclusion The findings suggest that people with schizotypal personality features may be impaired in future reward perception and that this impairment is related to their working memory ability, although their capacity to make decisions is not affected. [ABSTRACT FROM AUTHOR]

A concessive construction like Grandma moved from Southern to Northern China although she likes the South, where the winter is warm implies a causal assumption that is based on one's real world knowledge but is inconsistent with the asserted fact. This study investigated to what extent the processing of a concessive construction differs from the processing of a causal construction with an explicit marker because, in which a causal assumption is stated and approved by the fact. The critical word in the subordinate clause was congruent or incongruent with the discourse context. The incongruent word elicited a larger N400 followed by a larger P600 for the causal construction but a larger N400 followed by a larger late negativity for the concessive construction, suggesting that the re-establishment of the conjunctive relations and the underlying brain responses are differentially affected by the conjunction type and by the viability of pragmatic meaning enrichment. [ABSTRACT FROM AUTHOR]

Although many researchers found that drug use behaviors significantly increased HIV risk, few of them investigated the association between HIV risk and different drug use behaviors among female sex workers (FSWs) in China. The current study examines demographic and behavioral risk factors as well as the infections of HIV, syphilis, and among a subgroup of FSWs who are injection drug users (IDU) or noninjection drug users (NIDU) in comparison to Hepatitis C Virus (HCV) nondrug users (non-DU). We conducted secondary analysis of the 2010 National Sentinel Surveillance (NSS) data from Guangxi China. A self-administered, standard behavioral surveillance survey was completed by a total of 12,622 FSWs recruited from Guangxi, China. The Guangxi 2010 NSS sample included 2.6% NIDU and 0.5% IDU. Compared to non-DU, IDU were more likely to report no condom use in the last sex act (aOR = 3.25, 95%CI = 1.65, 6.40), inconsistent condom use in the past month (aOR = 4.88, 95%CI = 2.66, 8.96), having an HIV testing (aOR = 2.48, 95%CI = 1.34, 4.58), infections of HIV (aOR = 42.60, 95%CI = 9.45, 192.06), syphilis (aOR = 4.13, 95%CI = 1.86, 9.16), and HCV (aOR = 74.54, 95%CI = 30.26, 183.61). NIDU had 2.89 times higher than non-DU to report a history of sexually transmitted disease and 26% less likely to report inconsistent condom use in the past month (p< 0.05). We called for tailored, accessible, and nonjudgmental drug treatments coupled with effective sexual risk reduction interventions to help FSWs with various drug use problems to reduce their vulnerability and susceptibility of HIV risk in China as well as other cultural settings. [ABSTRACT FROM PUBLISHER]

Shared mental model (SMM), a concept from psychology, is defined as a common thinking style developed when individuals perform similar tasks in a cohesive manner. In this article, we investigate the relationship between the three dimensions of social capital and SMM. We also examine whether SMM mediates the impact of social capital on knowledge sharing (KS) behaviour in information system development (ISD) teams. Social capital is defined as the resource of social relationships owned by individuals. It is useful for explaining human behaviour in social networks. The data collected represent 492 ISD professionals in 118 teams from 18 middle-sized enterprises. The results of this study indicate that social capital theory is useful for explaining the antecedents of SMM, and SMM is positively related to KS and team performance. This research also emphasises the importance of developing SMM in a team. [ABSTRACT FROM AUTHOR]

This paper intends to review contemporary Chinese intellectuals' cultural politics. It ties in the discussion of this subject with the ongoing development of China's political economy and social complex. After briefly reviewing the evolution of the ‘reform and open-up’ policies to delineate a general map of the intensifying ideological chaos, it explores the debate between the two major intellectual cliques, a tension between the pursuit of social democracy and that of neoliberal freedom. In the next section, the validity of two conservative theories offered by intellectuals to solve the legitimacy crisis of the state is analyzed. It is concluded with a discussion of the characteristics of the intellectual politics in this period—a gradual turning to a pursuit of ‘new socialism’ envisaged by the new left and the ‘conservative’ wing, and a disenchantment towards the neoliberal agenda by the broad populace. [ABSTRACT FROM AUTHOR]

This article illustrates how different geopolitical factors shaped the growth of Hong Kong studies. Focusing on the close relation between geopolitics and intellectual practice, this study scrutinizes the acceptance of Hong Kong as a legitimate research object during the British colonial era and the gradual marginalization of Hong Kong studies after 1997. It analyzes the change of research paradigms, conceptual frameworks and narrative practices in the field of Hong Kong studies in relation to colonial encounter, Cold War politics, and the rise of global Empire. It singles out a critical paradox of how the field of Hong Kong studies frequently sets Hong Kong into appearance and disappearance at the same time. This study concludes with some preliminary suggestions for applying an alternative approach to the continuity of Hong Kong studies. [ABSTRACT FROM AUTHOR]

China's one-child policy led to the abandonment of tens of thousands of infants. Included among these children were twins who were adopted and reared separately. Since 2006, 10 reunited twin sets participated in the first prospective study of twins reared apart. This exploratory study reports a qualitative analysis of the children's reactions to their first meeting with, and departure from, their co-twin. The majority of twins 18 months of age and older displayed strong attraction upon first meeting. Leave-taking included sadness, but responses varied across pairs. Theoretical interpretations of the findings and implications for parenting reared-apart adopted twins are provided. [ABSTRACT FROM AUTHOR]

Background: Initial knowledge of professionalism among medical students is particularly important for designing effective professionalism curricula and for studying the change in the knowledge of professionalism. Aim: The study examined first-semester medical students' initial knowledge of important attributes of good doctors. Methods: Mixed methods were used to examine initial knowledge among first-semester students from a Chinese medical college. We used an open-ended survey to identify attributes of good doctors and grounded theory analysis to find emergent themes. We also used a close-ended survey to solicit students' responses to 50 attributes of good doctors and explorative and confirmatory factor analysis to examine underlying factors. Results: 973 students completed the open-ended survey while 1730 students completed the close-ended survey. Through grounded theory analysis, 24 subthemes and three themes that include Ethics, Skill, and Person, emerged from the data. Explorative and confirmatory factor analysis showed convergent results: 24 valid items and three factors that include Ethics, Skill, and Person were identified. Conclusion: The initial knowledge of medical professionalism among first-semester students involves approximately 24 important attributes within three major dimensions of Ethics, Skill, and Person, with an overwhelming emphasis on Ethics. It is neither sophisticated nor comprehensive, compared with specialists' professional knowledge. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate vocabulary knowledge and growth across two different language-learning programmes in Hong Kong. The two programmes compared were English immersion programmes (IM) and regular English second-language programmes (RL2). While previous research has identified an overall advantage to IM with respect to language development, comparatively little research on vocabulary development in IM has examined the potential interaction between different types of words (in terms of frequency levels) and different types of vocabulary (passive versus active). Furthermore, very little work has compared these two specific educational contexts in Hong Kong with respect to vocabulary growth. Therefore, three different aspects of vocabulary were measured: passive, controlled active and free active word knowledge at different word-frequency levels in grade 7 and grade 9 students in both IM and RL2. The Vocabulary Levels Tests measured students' knowledge of passive and controlled active vocabulary, whereas students' writing was analysed with the Lexical Frequency Profiles to estimate their free active vocabulary knowledge. Overall, IM students outperform their counterparts in RL2 concerning their knowledge of different types of vocabulary at various frequency levels. IM students also experience a more rapid growth in their vocabulary knowledge, especially for the most frequent 2000 words and academic vocabulary. Such findings support the claim that IM can provide a more favourable context for L2 vocabulary learning than regular L2. The results of the present study are discussed in terms of wider implications for vocabulary learning and the effectiveness of the IM programmes implemented in Hong Kong. [ABSTRACT FROM AUTHOR]

The purpose of the study was to explore relationships between traditional Chinese values and attitudes toward people with intellectual disabilities. A total of 534 college students in China participated in the study. Two instruments that measure Chinese values and attitudes toward people with intellectual disabilities were used. Results indicated that the value of cultivation of virtues (benevolence, humanity, and a sense of justice) was positively related to attitudes toward people with intellectual disabilities; and that the values of social traditionalism and cultural inwardness (cultural superiority and intolerance) were negatively correlated with attitudes toward people with intellectual disabilities. Additionally, university students majoring in special education or with more knowledge of disabilities had more favourable attitudes toward people with intellectual disabilities than university students majoring in regular education or with little knowledge of disabilities. Implications of the findings are discussed in the context of socio-economic environments in China. [ABSTRACT FROM AUTHOR]

Identity formation is a dynamic and life long process, which is related with academic success or failure in university (Berzonsky and Kuk 2000). The present study investigated the relations between identity styles and academic achievement among high achievers, low achievers and underachievers in a Chinese setting. Measures of the Identity Style Inventory and the Advanced Progressive Matrices were administrated to a population of 552 Chinese university students, aged between 18 and 24. Their academic records of thirteen courses in at least two semesters were collected. MANOVA and oneway ANOVA tests indicated that low achievers utilized more informational style in learning than underachievers. However, high achievers, low achievers and underachievers could use informational, normative and diffuse styles in their learning. The findings in the study seemed to conclude that differences in identity styles are independent from students' academic performance and intelligence. [ABSTRACT FROM AUTHOR]

The present study examined the effect of three different types of suggestion on children's recognition memory. Younger (7-year-olds; n=38) and older (11-year-olds; n=47) children listened to a class presentation about China. Three days later, they were interviewed using suggestive questions that were divided into three categories: questions suggesting that details were present when in fact they were not (commission errors), questions suggesting that presented details were absent (omission errors), and questions suggesting that details were presented differently (change errors). The following day, children participated in a recognition-memory task that contained items that referred to information suggested during the suggestive interview. Children in both age groups were more likely to erroneously endorse items involving change errors than they were to endorse items involving commission or omission errors. [ABSTRACT FROM AUTHOR]

This study assessed perceptions of self-efficacy and successful intelligence among 220 Chinese prospective and in-service secondary school teachers in Hong Kong. Teacher self-efficacy in six domains - teaching highly able learners, classroom management, guidance and counselling, student engagement, teaching to accommodate diversity, and teaching for enriched learning - was related to the three triarchic dimensions (analytical, creative, and practical) of successful intelligence. Each of the three triarchic abilities was found to contribute independently and in combination to the prediction of the six domains of teacher self-efficacy. Practical abilities were the most significant predictor of self-efficacy beliefs in five domains. Teaching teachers for successful intelligence, in strategies to enhance teacher self-efficacy, is discussed. [ABSTRACT FROM AUTHOR]

This study followed 88 children in Beijing and Hong Kong for three years to investigate the relationships between the early teaching of literacy skills and later literacy outcomes. The children were administered the Preschool and Primary Chinese Literacy Scale at the age of five years, and three years later. Their parents and teachers reported on their involvement in literacy teaching, the home/classroom literacy environment and their beliefs about language learning. Findings showed that the Hong Kong cohort significantly surpassed their Beijing counterparts in literacy attainments at age five and age eight. After controlling for age, site, maternal education and teacher qualification, formal literacy activities in early childhood significantly contributed to literacy attainment at primary school, whereas informal literacy experiences did not. Results suggest that the complicated nature of Chinese orthography may make early instruction particularly valuable in Chinese literacy acquisition. The psycholinguistic, pedagogical and sociocontextual accounts and implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

The article discusses process thinking in "The Book of Changes." The author states that the book is important mainly because of the theoretical content of the modes of thought that it embodies including intuitive thinking, thinking through imagery, and logical thinking. The author suggests that the most important of the modes is dialectical thinking applied to observation and explanation of the world. A description of several of the hexagrams in the book is also provided.

The present study empirically addresses two longstanding controversial issues in the field of intellectual styles. The first concerns the distinction (or similarity) between various style constructs. The second relates to whether or not intellectual styles make a difference to students' academic achievement. Specifically, the study investigated the relationship between Torrance's modes of thinking and Sternberg's thinking styles. It also examined the role of the two style constructs in achievement in Chinese, English, and mathematics. Three self-report inventories were administered to 452 students from a senior secondary school in rural China. After students' age, gender, and self-rated abilities were controlled for, thinking styles predicted modes of thinking. In general, conservative intellectual styles predicted better achievement across the three subjects among students in lower grade levels, whereas creative intellectual styles contributed to achievement in Chinese among students in higher grade levels. It is concluded that each of the two style constructs has a unique value in explaining individual differences in human performance. Furthermore, the study makes another call for cultivating creative intellectual styles among school students. [ABSTRACT FROM AUTHOR]

A total of 378 Hong Kong adolescents estimated their own and their parents' IQ score on each of Gardner's 10 multiple intelligences: verbal (linguistic), logical (mathematical), spatial, musical, body‐kinesthetic, interpersonal, intrapersonal, existential, spiritual and naturalistic. They answered three simple questions concerning intelligence and intelligence tests. There were sex differences in eight of the 10 self‐estimates except for verbal and interpersonal. Male participants gave higher scores than female participants. Factor analyses of the 10 dimensions yielded a two‐interpretable‐factor solution: personal–social–spiritual intelligence and academic–arts–kinesthetic intelligence. There were consistent sex differences in the estimates of the academic–arts–kinesthetic intelligence factor for oneself, but not for parents, while there were sex differences in the estimates of the personal–social–spiritual intelligence factor for oneself and for mother, but not for father. The two factor scores were predicted by both gender and belief about intelligence. [ABSTRACT FROM AUTHOR]

This study assessed the profiles of eight intelligences of 133 gifted students from five perspectives based on their self-ratings and ratings by their mothers, fathers, teachers, and peers. Across different perspectives, logical-mathematical intelligence received the highest ratings whereas bodily-kinesthetic and naturalist intelligences received the lowest ratings. Based on the three profile similarity indices, elevation, scatter, and shape computed to describe each of the typical profiles of students, mothers, fathers, teachers, and peers, it was suggested that the mother perspective and the father perspective were more similar than those of teachers and peers. In addition, the indices also suggested the interpretation that mothers tended to be more sensitive to students' multiple intelligences than fathers, teachers, and peers. Students' perceived creativity and leadership were more predictable using the multiple intelligences from the student perspective. The implications of respecting multiple perspectives on students' multiple intelligences for helping to meet the needs of gifted students are discussed. [ABSTRACT FROM AUTHOR]

This study assessed multiple intelligences in a sample of 96 Chinese secondary school teachers in Hong Kong, and explored the consistency between these teachers' multiple intelligences and their areas of responsibilities. Teachers typically reported relative strengths in interpersonal and intrapersonal intelligences and weaknesses in visual-spatial and bodily-kinesthetic intelligences. While there were no gender or age group differences, arts/music/sports teachers indicated greater strengths in musical intelligence when compared with language and social studies teachers, and guidance teachers indicated greater strengths in both intrapersonal intelligence and interpersonal intelligence than did non-guidance teachers. Using the eight intelligences as predictors, teachers' interpersonal intelligence was the significant predictor of their self-efficacy in helping others. The implications of these findings are discussed in light of the current Hong Kong education reform movement and the inadequacy of teacher education programs in Hong Kong. [ABSTRACT FROM AUTHOR]

Six hundred and thirty-nine Chinese primary and secondary gifted students were assessed on their adjustment problems using the revised Student Adjustment Problems Inventory (SAPI-24). Students' responses indicated that intense involvement, perfectionism, unchallenging schoolwork, multipotentiality, and parental expectations could be relatively common problems among gifted students. Less salient was the problem of poor interpersonal relationships. While the notion linking giftedness and vulnerability to adjustment problems was not borne out by the data with traditional IQ measure, specific adjustment problems were found to be associated with specific intelligences, which conferred both increased and reduced vulnerability dependent on the adjustment problems involved. Implications of the findings for future research into the complex relationships between adjustment problems and giftedness or multiple intelligences are discussed. [ABSTRACT FROM AUTHOR]

This study sought to assess the viability of the use of a self-report checklist identifying different aspects of giftedness in a sample of 192 Chinese secondary students from a multiple intelligences perspective. For comparison, IQ, creativity, and leadership characteristics of these students were also assessed using conventional standardized measures. Data on academic achievement in Chinese language, English language, and mathematics were obtained from school records. While students perceived the seven intelligences as relatively distinct abilities, these self-estimates of the seven intelligences did not generally predict the conventional measures, suggesting that the seven intelligences and the conventional measures provided independent and possibly complementary information on aspects of giftedness. The implications of the development of a profile of strengths and weaknesses of students from a multiple intelligences perspective for subsequent identification and programming are discussed. [ABSTRACT FROM AUTHOR]

The article examines the life and works of Chang Lu, a representative artist of the Che school in China. According to the article, he was born into a wealthy family and linked by marriage to a branch of the imperial family. It is believed that his life span had been from 1464 to 1538. It depicts that he was a man of intellect who rejected the authority of the scholar-critics who conceived that an artist must have training in the tradition of the ancients and a lofty character suiting such a tradition.