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51.
Hicks SC Bethune KS Wood CL Cooke NL Mims PJ 《Journal of applied behavior analysis》2011,44(3):675-679
Some students with intellectual disabilities require explicit instruction of language skills, including preposition use; however, little is known about effective ways to teach preposition use to this population. This study examined direct instruction (DI) to teach students to use and respond to prepositions. Results indicated that DI was an effective way to teach prepositions. Limitations and directions for future research are discussed. 相似文献
52.
Christy Mag Uidhir 《Philosophical Studies》2011,154(3):373-387
I propose a minimal account of authorship that specifies the fundamental nature of the author-relation and its minimal domain
composition in terms of a three-place causal-intentional relation holding between agents and sort-relative works. I contrast
my account with the minimal account tacitly held by most authorship theories, which is a two-place relation holding between
agents and works simpliciter. I claim that only my view can ground productive and informative principled distinctions between collective production and
collective authorship. 相似文献
53.
James Snyder Amber McEachern Lynn Schrepferman Christy Just Melissa Jenkins Shani Roberts Ashton Lofgreen 《Behavior Therapy》2010,41(3):317-328
Three variables were tested as moderators of the relationship between peer deviancy training and child antisocial behavior in a longitudinal study of 267 boys and girls from ages 5.3 to 9.3 years. Deviancy training was directly measured by observation of the discourse and play of children with same-gender classmates. Peer deviancy training was significantly related to multi-setting child antisocial behavior from ages 5.3 to 9.3 years. Child impulsivity, poor parental discipline, and peer rejection were all significant moderators of that relationship, even in the context of their direct association with trajectories of antisocial behavior and after controlling for deviant peer affiliation. These moderator effects appeared to be associated with children's increased sensitivity to peer modeling and reinforcement of deviant discourse and play. Not all children are equally affected by peer deviancy training, and an array of intervention strategies are described that may serve to protect children from deviant peer influence. 相似文献
54.
Christy H. Weer Jeffrey H. Greenhaus S. Nihal Colakoglu Sharon Foley 《Sex roles》2006,55(7-8):535-544
We examined the relationship between maternal employment and college students’ expected work–family conflict as well as the
relationship between expected conflict and the anticipated use of family-altering and career-altering strategies. Results
indicated a positive relationship between the extensiveness of maternal employment and expected work–family conflict only
for men. In addition, students who expected extensive work–family conflict anticipated delaying marriage, limiting the number
of children they will have, and, in the case of men, intending not to have children. There was no relationship between expected
work–family conflict and the anticipated use of career-altering strategies. Implications of the findings and directions for
future research are discussed. 相似文献
55.
Christy A Blanchard 《Journal of Vocational Behavior》2003,62(2):250-271
56.
Children with developmental speech disorders may have additional deficits in speech perception and/or short-term memory. To determine whether these are only transient developmental delays that can accompany the disorder in childhood or persist as part of the speech disorder, adults with a persistent familial speech disorder were tested on speech perception and short-term memory. Nine adults with a persistent familial developmental speech disorder without language impairment were compared with 20 controls on tasks requiring the discrimination of fine acoustic cues for word identification and on measures of verbal and nonverbal short-term memory. Significant group differences were found in the slopes of the discrimination curves for first formant transitions for word identification with stop gaps of 40 and 20 ms with effect sizes of 1.60 and 1.56. Significant group differences also occurred on tests of nonverbal rhythm and tonal memory, and verbal short-term memory with effect sizes of 2.38, 1.56, and 1.73. No group differences occurred in the use of stop gap durations for word identification. Because frequency-based speech perception and short-term verbal and nonverbal memory deficits both persisted into adulthood in the speech-impaired adults, these deficits may be involved in the persistence of speech disorders without language impairment. 相似文献
57.
The effectiveness of early head start for 3-year-old children and their parents: lessons for policy and programs 总被引:2,自引:0,他引:2
Love JM Kisker EE Ross C Raikes H Constantine J Boller K Brooks-Gunn J Chazan-Cohen R Tarullo LB Brady-Smith C Fuligni AS Schochet PZ Paulsell D Vogel C 《Developmental psychology》2005,41(6):885-901
Early Head Start, a federal program begun in 1995 for low-income pregnant women and families with infants and toddlers, was evaluated through a randomized trial of 3,001 families in 17 programs. Interviews with primary caregivers, child assessments, and observations of parent-child interactions were completed when children were 3 years old. Caregivers were diverse in race-ethnicity, language, and other characteristics. Regression-adjusted impact analyses showed that 3-year-old program children performed better than did control children in cognitive and language development, displayed higher emotional engagement of the parent and sustained attention with play objects, and were lower in aggressive behavior. Compared with controls, Early Head Start parents were more emotionally supportive, provided more language and learning stimulation, read to their children more, and spanked less. The strongest and most numerous impacts were for programs that offered a mix of home-visiting and center-based services and that fully implemented the performance standards early. 相似文献
58.
Marshuetz C 《Psychological bulletin》2005,131(3):323-339
Evidence about memory for order information comes from a number of different methodologies: human cognition, patient studies, neuroimaging studies, and animal lesion and behavioral studies. The present article discusses (a) evidence that order and item memory are separable; (b) proposed mechanisms for order memory (interitem associations, direct codes, hierarchical codes, feature codes, and magnitude codes) and evidence for each; (c) evidence for the neural substrates of order memory from patient, neuroimaging, and animal lesion and single-cell recording studies; (d) barriers to integration between the disciplines; and (e) suggestions for better coordination of efforts between the different disciplines. 相似文献
59.
60.
Wayne W. Fisher Cathleen C. Piazza Christy L. Chiang 《Journal of applied behavior analysis》1996,29(1):117-120
In the functional analysis described by Iwata, Dorsey, Slifer, Bauman, and Richman (1982/1994), reinforcer duration varied across conditions (e.g., brief attention vs. 30 s of escape); this may result in unequal exposure to the establishing operations for aberrant behavior. In this study, we compared the effects of unequal and equal reinforcer duration during a functional analysis. The results showed that reinforcer duration affects the rate of aberrant behavior and may potentially alter functional analysis interpretation. 相似文献