Development Of Theory Research Articles

Gaze-action coupling, gaze-gesture coupling, and exogenous attraction of gaze in dyadic interactions

AbstractIn human interactions, gaze may be used to acquire information for goal-directed actions, to acquire information related to the interacting partner’s actions, and in the context of multimodal communication. At present, there are no models of gaze behavior in the context of vision that adequately incorporate these three components. In this study, we aimed to uncover and quantify patterns of within-person gaze-action coupling, gaze-gesture and gaze-speech coupling, and coupling between one person’s gaze and another person’s manual actions, gestures, or speech (or exogenous attraction of gaze) during dyadic collaboration. We showed that in the context of a collaborative Lego Duplo-model copying task, within-person gaze-action coupling is strongest, followed by within-person gaze-gesture coupling, and coupling between gaze and another person’s actions. When trying to infer gaze location from one’s own manual actions, gestures, or speech or that of the other person, only one’s own manual actions were found to lead to better inference compared to a baseline model. The improvement in inferring gaze location was limited, contrary to what might be expected based on previous research. We suggest that inferring gaze location may be most effective for constrained tasks in which different manual actions follow in a quick sequence, while gaze-gesture and gaze-speech coupling may be stronger in unconstrained conversational settings or when the collaboration requires more negotiation. Our findings may serve as an empirical foundation for future theory and model development, and may further be relevant in the context of action/intention prediction for (social) robotics and effective human–robot interaction.

Exploring the Path of Balanced Development: The Decoupling Evaluation of Agricultural Production Efficiency and Land Carrying Capacity

ABSTRACTHigh‐quality development in agriculture is crucial for maintaining the harmonious balance between human society and the natural environment, and promoting this development model is one of the key measures to alleviate land degradation issues. This study, grounded in the PRED theory (Population, Resources, Environment, and Development theory) framework, establishes an evaluation system for high‐quality agricultural development by selecting 128 cities within the Yangtze River Economic Belt as its samples. It quantifies land carrying capacity, utilizes the Stochastic Frontier Analysis (SFA) model to assess agricultural production efficiency, and applies the Tapio decoupling model to analyze the interplay between these two factors. The results reveal that the land resource carrying index has risen from 1.245 to 1.70, indicating an escalating tension between population and food resources. Furthermore, agricultural production efficiency has seen a 16.56% increase, reflecting positive advancements in agricultural production across the region. Spatial distribution analysis shows that the standard deviation ellipse is concentrated in the mid and lower reaches, centered in Changde, Hunan, and expanding westward, with a broader coverage area and perimeter. Additionally, the decoupling relationship between land carrying capacity and agricultural production efficiency primarily manifests in three forms: strong negative decoupling, weak decoupling, and expansive negative decoupling. This research offers significant insights for effectively mitigating the strain between population growth and resource‐environmental carrying capacity.

QR Code Labeling Design for Fixed Asset Management in Accounting Information System PT. Cipta Jaya Perkasa

In an increasingly competitive world of work, the balance between work demands and employees' personal lives is an important issue that affects job satisfaction and productivity. The purpose of this research is to design a fixed asset accounting information system application using QR codes to facilitate inventory in bookkeeping. It can store more comprehensive data, on fixed asset data accurately in recording in each entity. The research method applied is the software development method using Prototyping, where the software creation process will be carried out module by module with testing, starting from tagging, and creating a unique QR code for each fixed asset in each existing entity. The result study results indicate that using technology can make it easier to record assets by simply scanning the QR Code label, which is attached to each asset. So that the process of recording or managing assets can run accurately and quickly. The output of the research is the creation of a web and mobile application to manage asset information systems by utilizing QR Code technology. The implication of this research is for companies to develop wellbeing programs that not only focus on stress reduction but also pay attention to the need for work-life balance. This research also contributes to the development of HR management theory in the context of employee welfare management in modern industries.

Filmmaking as ‘Meaning-Making’ Activity: Robert Kegan’s Developmental Theory and Its Implications for Training Film Directing Students

Robert Kegan’s The Evolving Self: Problem and Process in Human Development (1982) is a psychological theory on personality development that is centered around the idea of meaning-making as the primordial activity of existence, and which proposes an understanding of the ways we conceptualize our self and other according to our current stage of development, with relevant implications for many types of care work, including education. This theory is presented here in the context of film education for film-directing university students, for which it hopes to inspire a more student-centered approach, which values process over outcome. As many of the professional abilities that are sought after in the training of film-directing students can be seen as intra- and interpersonal abilities, the conceptualization of self and other becomes especially relevant in this particular educational setup, where working with the students involves a close encounter, insufficiently recognized, with their meaning-making activity. This also brings into discussion the way we model ideals for teachers in terms of their own personal development and the role that the film school as an institution could play in this matter.

Effectiveness of History and Cultures Curriculum for Students’ Parents and Preschool Teachers

This research explores the critical need to integrate history and culture into preschool education, an area often overlooked in educational policy discussions. Drawing from the insights of Chinese history and culture curriculum in primary, secondary, and university levels, this study addresses the deficiencies in preschool education reform and policy. The study emphasizes the value of incorporating historical and cultural by Lee, W. O., Hao, N., & Zhou, Q. (2020), highlighting aspects such as cultivating aesthetic taste, showcasing cultural characteristics, and fostering cultural inheritance. The paper delves into the significance of history and culture curriculum in preschool education, focusing on children's development, patriotism, social fairness and justice, cultural inheritance, and unity between heaven and man for a harmonious life. Based on Piaget's child development theory and Confucianism's foundational principles, it elucidates the importance of aligning preschool education with cultural and historical contexts. Given preschool children's limited understanding and cognitive abilities regarding history and culture, the study proposes methods for integrating these themes into pre-education. It advocates for policy reforms in preschool education, emphasizing curriculum guidelines that reflect philosophical, psychological, pedagogical, sociological, and anthropological dimensions. Through a case study at Grace School in Yichun City, Heilongjiang Province, China, employing survey methods and case analysis, the research outlines goals for preschool history and culture curriculum. It incorporates Confucian concepts such as "harmony without diversity" and "endless life" to guide curriculum design and implementation, addressing evaluation criteria and curriculum content (Bahtilla, M., & Xu, H. 2021). In conclusion, the paper stresses the necessity of enhancing theoretical research levels in preschool education history and culture curriculum, advocating for improved training and implementation strategies. It envisions a collaborative effort among families, schools, and communities to foster continuous cultural learning and development among children.

Bad-Mad-Female. Scientific Analyses of Female Violent Crime from the 1960s to the 1990s

While female capital offences have repeatedly caused astir since the beginning of the modern era at the latest, female violent crime has remained amarginal phenomenon in statistical observations for along time. Forensics, with its traditional core disciplines of psychiatry and law, also remained focused on the dangerous male perpetrator for along time in its analysis and theory development beyond infanticide: male forensic scientists analysed male perpetrators of violence.Since the 1960s, there has been an increasing number of scientific contributions on female criminality and its causes in West Germany. Women were now also analysing female criminality from aprofessional as well as from asocially critical perspective; adevelopment that gained significant momentum with the New Women's Movement and Critical Criminology.The article puts an emphasis on the discourse on female violent crime in the "old" Federal Republic of Germany. It starts out by framing the issue of women's violent crime in criminological discourse. Against this background, it examines how gender-specific constructions of criminality developed, especially in the discussion of the "dangerous mentally ill" in forensic discussion forums, how and to what extent which topoi were perpetuated and which were subject to changes. Did the analyses of female scientists differ from those of their male colleagues? What significance did critical or feminist currents or actors have?In view of social change processes (emancipation, psychiatric reform, criminal law reform), the article examines the interpretation of female violence and the connection between gender, dangerousness and mental illness. It focuses on the question of persistence, dynamisation or diversification of gender-specific constructions and normative concepts of normal/crazy in the forensic conflation of "bad and mad".

The power of humility in theory development

The power of humility in theory development

Theory of Mind Development in Middle Childhood and Adolescence: Accuracy and Preference for Mental-State Reasoning

ABSTRACT While there is a steady increase in research examining growth of theory of mind (ToM) over middle childhood and adolescence, there remains a paucity of studies on how older children employ ToM to interpret the behaviors of others. We conducted two studies and used a new task – the Mr Bean task – based on a wordless video to examine understanding of a variety of mental states and a preference for mental state reasoning in children and adults. Study 1 examined 131 children (5–13 years) and 418 adults in New Zealand and included open-ended questions requiring participants to explain agents’ behaviors. Study 2 also used a Mr Bean video and tested 80 children (6–16 years) and 49 young adults in New Zealand but asked multiple-choice questions, each with a correct mental state option, a correct general reasoning option, and an incorrect version of each option. Our study provided the following novel findings. First, children’s ToM continued to progressively improve from middle childhood to adolescence, and through to adulthood in that, relative to adults, children erred more frequently when they reasoned using mental states. Second, explanations referring to emotions, intentions and cognitions were used more frequently with age. Third, children were less likely to use mental state reasoning and more likely to use general reasoning compared to adults; only adults preferred to use mental state rather than general reasoning. Fourth, the advantage in adult ToM was related to their superior vocabulary but not fluid intelligence. Our findings provide clear evidence that not just ToM accuracy, but also preference for mental state reasoning continue to evolve from middle childhood through to adulthood.

Conceptualising nursing theory and practice within a local cultural and professional context: a methodological example to inform theory development

Background: Nursing theories are crucial toward orienting the development of knowledge and practice. However, there is a persistent debate in the literature regarding the gap between theory and practice. Theories and conceptual models developed in Anglo-Saxon countries are often proposed within diverse educational and clinical contexts in other countries, generating challenges in their application in practice. Aim: This study aimed to develop and propose a methodology to promote the advancement of nursing theorising, considering local cultural and professional contexts. Methods: This analysis was conducted within Italy, which served as a local cultural and professional context exemplar for this investigation. A Scoping Review was used to map local nursing knowledge related to nursing practice. Fawcett’s metaparadigm was used as a general orienting frame for the literature analysis. Results: In light of the analysis conducted, the four disciplinary concepts related to the local (Italian) cultural and professional context were described (person, environment, health, nursing). Conclusion: This investigation aimed to present an example of how an inductive reflective approach can be used as a way to map nursing practice and define disciplinary concepts that can guide conceptual/theory development. The knowledge that was generated can orient initiatives to promote local nursing theory development.

Development of Gravity Theories in the View of TRAPPIST-1e

Abstract Contrary to the solar system, most exoplanet systems detected hitherto are close-in and compact. One typical system is TRAPPIST-1, which has seven nearly co-planar terrestrial planets all within the orbit of Mercury, including three in the habitable zone.
To evaluate the differences in development of sophisticated gravity theories from the solar system, we use N-body integrations to simulate ephemeris and reproduce some important astronomy phenomena observed on the potentially habitable planet TRAPPIST-1e.
Retrograde motions of other planets last 1–2 orders of magnitude shorter than in the solar system, but occur much more frequently. Transit events of all inner planets can be observed steadily. 
Except Kepler's first law is hard to notice for low eccentricities of planets, the other two laws can then be precisely verified in 102 days, because the areas swept by planets vary by <~ 0.01% and the observed semimajor axes and periods result in constants with theoretical and observation accuracies both <~ 2%. However, the mean motion correlation implies the Great Inequality does not keep apparent between one pair of planets like Jupiter and Saturn.
Furthermore, general relativity can hardly be discovered because it gives rise to perihelion precession of inner planets only ∼0.1% of gravity precession, dozens of times smaller than Mercury. 
Our results supports the possibility of developing part of gravity theories by potential exo-civilizations in compact systems like TRAPPIST-1.

« Les sinistres seuils » : Sexualité et paranoïa dans la littérature templière

This paper aims to study one ramification of the Knights Templar modern mythology in which paranoid imagination intersects with the most sophisticated BDSM rituals. Since its dissolution at the beginning of the 14th century, the Order of the Temple has reappeared, through the ages, notably to fuel the development of conspiracy theories. In this monstrous bibliography, the work of American researcher Gershon Legman stands out by taking up the sexual accusations made against the order by the royal authorities during its famous trial in 1307. His focus on abjection points to the Templars as the true ancestors of the sexual heretics of the 20th and 21st centuries. As a proto-queer intellectual figure, Legman will inspire our comparative reading of two fictional scenes of Templar secret initiation. The comparison invites us to distance ourselves from traditional literary hierarchies. It also highlights the need of a reparative reading, as a complement to paranoid decipherment, in order to think not only of sexual violence but also of the resurgence of trauma within the queer counter-canon. From such a cultural anamnesis, we believe that a joyful literary exploration of the sexual byways becomes possible again.

A translation-matched, experimental comparison of three types of wh-island effects in Spanish and English

According to the historical empirical consensus in the field, wh-argument extraction from embedded wh-questions gives rise to island effects in English, but not in Spanish. This observation – which was important for the development of a parameters-based theory of cross-linguistic variation in islands – has recently been challenged by experimental studies showing wh-island effects in both languages. However, these studies typically employ different materials and experimental conditions between languages, limiting direct comparison. Our study addresses this limitation by testing wh-islands in both English and Spanish with translation-matched materials. We present twelve acceptability judgment experiments with approximately 100 participants per experiment. In each language, we examine wh-argument extraction from three wh-clause types (introduced by whether, why and when) under two matrix verb types (know and ask), amounting to six wh-islands that are relevant to assess the reported contrasts. We test (i) for the presence or absence of wh-island effects in the two languages, (ii) for a gradient contrast in effect size, and (iii) for evidence of increased individual variation in Spanish as compared to English. We find (i) that wh-island effects are present in both English and Spanish, (ii) that they are rather large in both languages and larger in Spanish for most wh-island types, and (iii) that Spanish does not show more individual variation in wh-island effects than English. Our results speak against the cross-linguistic contrast as originally proposed, suggesting that its use as evidence for theories that encode cross-linguistic variation in wh-island effects might need to be reconsidered.

Simple Recurrent Networks are Interactive.

There is disagreement among cognitive scientists as to whether a key computational framework - the Simple Recurrent Network (SRN; Elman, Machine Learning, 7(2), 195-225, 1991; Elman, Cognitive Science, 14(2), 179-211, 1990) - is a feedforward system. SRNs have been essential tools in advancing theories of learning, development, and processing in cognitive science for more than three decades. If SRNs were feedforward systems, there would be pervasive theoretical implications: Anything an SRN can do would therefore be explainable without interaction (feedback). However, despite claims that SRNs (and by extension recurrent neural networks more generally) are feedforward (Norris, 1993), this is not the case. Feedforward networks by definition are acyclic graphs - they contain no loops. SRNs contain loops - from hidden units back to hidden units with a time delay - and are therefore cyclic graphs. As we demonstrate, they are interactive in the sense normally implied for networks with feedback connections between layers: In an SRN, bottom-up inputs are inextricably mixed with previous model-internal computations. Inputs are transmitted to hidden units by multiplying them by input-to-hidden weights. However, hidden units simultaneously receive their own previous activations as input via hidden-to-hidden connections with a one-step time delay (typically via context units). These are added to the input-to-hidden values, and the sums are transformed by an activation function. Thus, bottom-up inputs are mixed with the products of potentially many preceding transformations of inputs and model-internal states. We discuss theoretical implications through a key example from psycholinguistics where the status of SRNs as feedforward or interactive has crucial ramifications.

Exploring the Contents of Leader Identity Development Across Life Domains

The way an individual self-identifies as a leader (leader identity) is a critical component of the leader development process (Day and Harrison, 2007). Since this recognition, the field has experienced increased attention (Epitropaki et al., 2017). In this way, the development of a leader identity naturally becomes a topic of importance given that organizations are interested in more effective leaders, considering the 60 billion dollars spent on leadership development programs by global organizations every year (Future Market Insights, 2024). However, despite some recent advances in understanding leader identity development, the discussion is often limited to a single life domain, most commonly work (Lanka et al., 2020) when leadership is understood to transcend a formal role or context (DeRue, Ashford and Cotton, 2009). The present investigation draws on theory of leader development across life domains (Hammond, Clapp-Smith and Palanski, 2017) to explore factors that promote and hamper self-identification as a leader. Through a thematic analysis (Braun and Clarke, 2006), 25 in-depth interviews focused on three different life arenas revealed four factors promoting leader identity development: being conceded responsibility, taking initiative, having an expanded understanding of leadership, and having a sense of purpose. Additionally, two factors served as obstacles: a feeling of incapacity, and self-focus. Implications for practice and theory are discussed. Specifically, the section distinguishes between internally- and externally-driven leader identity, how leader identity can be developed before and during the course of a research interview, and the role of purpose. On the obstacles side, the findings are firstly linked to the impact of leadership stereotypes (Epitropaki and Martin, 2004). Also, foundational works such as social identity theory (Tajfel and Turner, 1986) and job demands-resources theory (Bakker, Demerouti and Sanz-Vergel, 2014) are incorporated in terms of how they may justify obstruction of positive change in leader identity.

Research on the Relationship between Education Service Equalization and Regional Economic Development

This study delves into the correlation between education service equalization and regional economic development by examining the theories of public goods, educational equity, and regional economic development. It uncovers the theoretical foundations and the current practice in China. The research indicates that the equalization of education services significantly impacts regional economic development, with these effects showing regional variability. Through both theoretical and empirical analyses, the equalization of education services has proven pivotal in enhancing labor quality, accelerating talent mobility, strengthening regional innovation capability, and optimizing economic structures. While China has achieved certain accomplishments in advancing the equalization of education services, the issue of uneven distribution of educational resources among regions remains prominent. In light of this, governments should formulate differentiated education policies based on regional characteristics and strengthen inter-regional educational cooperation and exchanges, aiming to promote coordinated regional economic development through balanced educational advancement.

Commentary: Conceptualising nursing theory and practice within a local cultural and professional context: a methodological example to inform theory development

Commentary: Conceptualising nursing theory and practice within a local cultural and professional context: a methodological example to inform theory development

Flattening Hierarchies and Encouraging Reflection: Systems Maps as a Local Literacy Practice

In this study, we explore systems thinking maps as a local literacy practice in a systems thinking professional development institute for PreK-8 teachers. Existing literature underscores the necessity of equipping teachers with a robust understanding of systems thinking; this study addresses a call in the research to find ways to do so. Rooted in the principles of systems thinking, professional development, and literacy practices, we analyze how the literacy practice of systems thinking mapping contributed to participant pedagogical reflection and systems thinking theory development. We employed a case study approach, allowing an in-depth investigation of the mapping literacy events within the professional development setting. We collected data throughout the four days of the professional development; the data set included observations and recordings of mapping sessions, reflections on mapping from 29 participants, and photographs of the systems maps created. Our results highlight the potential of systems thinking maps to foster collective understandings of systems thinking, deepen understandings via the co-construction of dynamic texts, and imagine pedagogical possibilities. The literacy practice not only strengthens participants’ grasp of systems but also creates a shared space for collaborative learning, flattening hierarchies and engaging teachers as co-learners. The implications extend to disrupting traditional professional structures, emphasizing the centrality of the learner while fostering hope, optimism, and agency. This study contributes valuable insights into literacy practices that promote collaborative learning among teachers, encouraging a shift toward more inclusive and transformative professional development.

Learning Environment and Early Childhood Character Development in Bronfenbrenner's Ecological Systems Theory

An early childhood child is an individual who actively interacts with individuals around them. From these direct interactions, children learn social norms and ethics that shape and develop their character. This study focused on the process of early childhood learning from the environment in developing their character from Bronfenbrenner's Ecological Systems theory framework. Eleven interviewees participated in this qualitative research. The findings revealed that at the mesosytem level, a learning environment in the community that is safe and supportive of children's growth and development will develop children's positive character. These results corroborated that positive interactions within the environmental layers in Bronfenbrenner's Ecological Systems Theory will contribute positively to children's development. Parents and RuPin Coordinators unanimously stated that education contributes positively to children's growth and development. Even the smallest knowledge gained by children will affect their mindset and behavior, so a commitment to providing a safe and positively stimulating learning environment is important. From the perspective of Bronfenbrenner's ecological systems theory, an adequate learning environment for young children should involve positive interactions between various environmental systems: family, school, peers and community.

Analisis Penggunaan Teknologi Digital dalam Berkomunikasi Driver Tour Guide untuk Meningkatkan Pengalaman Wisatawan

This study aims to analyze the use of digital technology in communication between driver tour guides and tourists in Bali, as well as its impact on the tourist experience. This research employs a mixed-method approach, combining quantitative and qualitative methods. The quantitative approach was conducted through a survey of tourists using driver tour guide services in Bali, while the qualitative approach was conducted through in-depth interviews with driver tour guides. Quantitative data were analyzed using correlation analysis and the F-test, while qualitative data were analyzed using thematic analysis techniques.The results indicate that the use of digital technologies, such as mobile applications and chatbots, significantly improves the quality of communication and tourist satisfaction. Correlation analysis shows a very strong relationship between the use of digital technology by drivers and tourist satisfaction (correlation coefficient R = 0.911). The F-test indicates that the effect of digital technology use on tourist satisfaction is significant (F-value = 61.814; p < 0.05). Qualitative findings also reveal that digital technology facilitates more accurate and faster information, thereby enhancing the overall tourist experience.This research provides significant contributions to the development of theory and practice in the tourism field and offers practical recommendations for enhancing tourism services through digital technology.

Empowerment and Sustainability: Investigating Barriers to Women’s Transition from Higher Education to Empowerment in Brazil

Gender equality continues to be a global issue, with significant disparities in attention and action between developed and developing nations. Women, in particular, face unique challenges when transitioning from higher education (HE) to empowerment compared to their male counterparts. In many developing countries, barriers to accessing formal education are prevalent, while, in others, despite access to education, women struggle to leverage their learning for societal advancement. This paper adopts the development theory approach by exploring the role of gender equality in fostering sustainable development, emphasizing how women’s empowerment is integral to overall societal progress. This study focuses on Brazil, where, despite high levels of female educational attainment, women still encounter substantial obstacles in transforming their education into meaningful societal empowerment. These challenges include restricted freedom and mobility, deeply ingrained gender norms, violence and harassment, cultural and societal expectations, economic limitations, and family obligations. Survey data were collated from 192 students, alumni, and staff at three academic higher education (HE) institutions in Brazil, utilizing a range of descriptive and inferential statistical analyses to uncover the most significant barriers. This study concludes with policy recommendations aimed at various stakeholders, including government bodies, employers, and other organizations, to support a smoother transition for women from higher education to empowerment. These recommendations include improving workplace policies, enhancing legal protections, and promoting gender equality in leadership roles, all of which are essential to narrowing the gender gap in Brazil.