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241.
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We proposed and evaluated an instructional framework for increasing students' ability to understand and regulate collaborative interactions called Co-Regulated Collaborative Learning (CRCL). In this instantiation of CRCL, models of collaborative competence were articulated through a set of socio-metacognitive roles. Our population consisted of 28 students from one urban classroom taking part in an 11-week science unit. Our research questions focused on examining the extent to which students understood and used the roles as intended to regulate collaborative interactions to address group process problems. Mixed-methods analysis of collaborative work sessions determined that (a) students generally understood the language and purpose of the roles, (b) students frequently used and accepted the roles to monitor and regulate activity, and (c) students' ability to use the roles to monitor and regulate activity improved over time. This paper contributes to our understanding of socio-metacognition and trade-offs associated to its development in classroom settings. 相似文献
243.
Patricia J. Bauer Rebekah Stewart Elizabeth A. White Marina Larkina 《Journal of cognition and development》2016,17(2):244-263
Episodic memories are of specific events and experiences associated with particular times and places. Whereas memory for the temporal aspects of past events has been a focus of research attention, memory for the location in which events were experienced has been less fully investigated. The limited developmental research suggests that preschool-age children, in particular, may have difficulty remembering the location in which they experienced specific events. In 2 experiments, 4-year-old children engaged in 4 unique activities in 4 unique locations in and around a laboratory suite. In Experiment 1, the children had high levels of recall of the activities, the locations, and the conjunctions of activities and locations, implying that they had formed memory representations that featured activities bound in locations. In Experiment 2, we tested whether 1 element of the bound representation—the location of an activity—served as a reliable cue to recall of the other element—the activity itself. The test was positive, providing further evidence that 4-year-old children form mnemonic conjunctions of activities and locations. The results imply that important elements of episodic memory are available to young children. 相似文献
244.
The problems of racism and racially motivated violence in predominantly African American communities in the United States are complex, multifactorial, and historically rooted. While these problems are also deeply morally troubling, bioethicists have not contributed substantially to addressing them. Concern for justice has been one of the core commitments of bioethics. For this and other reasons, bioethicists should contribute to addressing these problems. We consider how bioethicists can offer meaningful contributions to the public discourse, research, teaching, training, policy development, and academic scholarship in response to the alarming and persistent patterns of racism and implicit biases associated with it. To make any useful contribution, bioethicists will require preparation and should expect to play a significant role through collaborative action with others. 相似文献
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246.
Hannah Anglin-Jaffe 《Studies in Philosophy and Education》2013,32(3):261-271
This article explores the role of the Deaf child as peer educator. In schools where sign languages were banned, Deaf children became the educators of their Deaf peers in a number of contexts worldwide. This paper analyses how this peer education of sign language worked in context by drawing on two examples from boarding schools for the deaf in Nicaragua and Thailand. The argument is advanced that these practices constituted a child-led oppositional pedagogy. A connection is drawn to Freire’s (1972) theory of critical pedagogy. Deaf children’s actions as peer educators are framed as an act of resistance towards the oppression of their language and culture. A contrast is drawn between oralist pedagogy that is historically associated with punitive practices and didactic methods and the experiential and dialogic interaction that characterised peer learning of sign languages. The argument is made that the peer teaching and learning processes enabled the self-actualisation of the Deaf children whereas the oralist methods were based on a deficit model that focused on modifying deaf children according to the norms of hearing society. The implications of this for current policy and practice are inferred to be about access to sign languages and the importance of Deaf communities in deaf children’s education. The argument is made that space needs to be created for deaf children to engage in peer learning. 相似文献
247.
Hannah R. Snyder Roselinde H. Kaiser Mark A. Whisman Amy E. J. Turner Ryan M. Guild Yuko Munakata 《Cognition & emotion》2013,27(5):893-902
People constantly face the need to choose one option from among many, such as when selecting words to express a thought. Selecting between many options can be difficult for anyone, and can feel overwhelming for individuals with elevated anxiety. The current study demonstrates that anxiety is associated with impaired selection across three different verbal tasks, and tests the specificity of this finding to anxiety. Anxiety and depression frequently co-occur; thus, it might be assumed that they would demonstrate similar associations with selection, although they also have distinct profiles of symptoms, neuroanatomy and neurochemistry. Here, we report for the first time that anxiety and depressive symptoms counter-intuitively have opposite effects on selection among competing options. Specifically, whereas anxiety symptoms are associated with impairments in verbal selection, depressive symptoms are associated with better selection performance. Implications for understanding the mechanisms of anxiety, depression and selection are discussed. 相似文献
248.
The current study’s goal was to provide a comprehensive review of current subthreshold posttraumatic stress disorder (PTSD) rates among U.S. military veterans and service members. PubMed, PsycInfo, ProQuest, Web of Knowledge, Google Scholar, and any relevant articles’ reference lists identified studies of subthreshold PTSD in the U.S. military. Search terms included PTSD in combination with partial, subthreshold or sub-threshold, subsyndromal or sub-syndromal, subclinical or sub-clinical, and military or veteran. Sixteen articles met criteria for review. Current subthreshold PTSD rates ranged from 2.3% to 22.3%, with a weighted mean rate of 7.6%. Definitional variation within and across the “below threshold” terms produced some variability in rates reported. Few studies consistently reported on impairment and comorbidity in the subthreshold PTSD population. Variability of current subthreshold PTSD rates may be due to methodological issues such as sampling methods, sample sizes, and how below threshold PTSD was assessed and defined. Based on our findings, we provide a number of recommendations that can be used to inform future research of subthreshold PTSD among U.S. military veterans and service members. These recommendations include having a standardized term and definition, determining how to more properly assess subthreshold PTSD symptomatology, clarifying subthreshold PTSD diagnostic stability, and identifying appropriate sampling methods. 相似文献
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250.
Arlene A. Schmid Carrie Spangler-Morris Rachel C. Beauchamp Miranda C. Wellington Whitney M. Hayden Hannah S. Porterfield 《Occupational Therapy in Mental Health》2013,29(1):19-34
There is no way to prevent functional declines related to Alzheimer's Disease (AD). The use of occupational therapy (OT) has been shown to be successful in managing some aspects of AD. We added home-based OT to evidence-based best practice for AD with the aim of delaying functional decline in people with AD. OT was delivered in the home to a caregiver dyad including the person with AD and her/his caregiver. This article describes the OT intervention for the AD Multiple Intervention Trial, a parallel randomized controlled trial. We include baseline data on the 180 caregiver dyads. 相似文献