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191.
Morales-Gualdrón Silvia Teresa La Rotta Forero Daniel Andrés Arias Vergara Juliana Andrea Montoya Ardila Juliana Herrera Bañol Carolina 《Science and engineering ethics》2020,26(6):3183-3215
Science and Engineering Ethics - This work describes the perceptions that Industrial Engineering students have regarding Colombian firms’ corporate social responsibility (CSR) practices. It... 相似文献
192.
Viridiana L. Benitez Federica Bulgarelli Krista Byers‐Heinlein Jenny R. Saffran Daniel J. Weiss 《Developmental science》2020,23(2)
Language acquisition depends on the ability to detect and track the distributional properties of speech. Successful acquisition also necessitates detecting changes in those properties, which can occur when the learner encounters different speakers, topics, dialects, or languages. When encountering multiple speech streams with different underlying statistics but overlapping features, how do infants keep track of the properties of each speech stream separately? In four experiments, we tested whether 8‐month‐old monolingual infants (N = 144) can track the underlying statistics of two artificial speech streams that share a portion of their syllables. We first presented each stream individually. We then presented the two speech streams in sequence, without contextual cues signaling the different speech streams, and subsequently added pitch and accent cues to help learners track each stream separately. The results reveal that monolingual infants experience difficulty tracking the statistical regularities in two speech streams presented sequentially, even when provided with contextual cues intended to facilitate separation of the speech streams. We discuss the implications of our findings for understanding how infants learn and separate the input when confronted with multiple statistical structures. 相似文献
193.
Research demonstrating that infants discriminate between small (e.g., 1 vs. 3 dots) and large numerosities (e.g., 8 vs. 16 dots) is central to theories concerning the origins of human numerical abilities. To date, there has been no quantitative meta‐analysis of the infant numerical competency data. Here, we quantitatively synthesize the evidential value of the available literature on infant numerosity discrimination using a meta‐analytic tool called p‐curve. In p‐curve the distribution of available p‐values is analyzed to determine whether the published literature examining particular hypotheses contains evidential value. p‐curves demonstrated evidential value for the hypotheses that infants can discriminate between both small and large unimodal and cross‐modal numerosities. However, the analyses also revealed that the published data on infants’ ability to discriminate between large numerosities is less robust and statistically powered than the data on their ability to discriminate small numerosities. We argue there is a need for adequately powered replication studies to enable stronger inferences in order to use infant data to ground theories concerning the ontogenesis of numerical cognition. 相似文献
194.
Social Psychology of Education - A successful journey through higher education is, for many, a once in a lifetime opportunity for social mobility. Unfortunately, one notable feature of higher... 相似文献
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196.
Neighborhood Stress and Life Satisfaction: Is there a Relationship for African American Adolescents?
Valois Robert F. Kerr Jelani C. Carey Michael P. Brown Larry K. Romer Daniel DiClemente Ralph J. Vanable Peter A. 《Applied research in quality of life》2020,15(1):273-296
Applied Research in Quality of Life - This study identified associations between perceived neighborhood stress and adolescents’ perceptions of life satisfaction. African American adolescents... 相似文献
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199.
Shek DT 《Adolescence》2002,37(148):789-803
The Chinese Perceived Causes of Poverty Scale (CPCPS), constructed to assess how Chinese people explain poverty, covers four categories of explanations: personal problems of poor people, lack of opportunities to escape from the poverty cycle, exploitation of poor people, and bad fate. Chinese secondary school students (N = 1,519) were administered the CPCPS. Four factors were abstracted from their responses (Personal Problems, Lack of Opportunity, Exploitation, and Fate) and these factors (i.e., subscales) could reliably be reproduced in different subsamples. The four subscales were also found to be internally consistent and there was some support for their construct validity. 相似文献
200.