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801.
Kate Adams 《International Journal of Children's Spirituality》2019,24(1):29-43
ABSTRACTChildren across the world report similar spiritual experiences. Empirical studies suggest that most resonate with the children’s traditions; a finding which should, in theory, afford them a safe spiritual space. However, a number of factors can situate them in a less certain place. The paper uses the metaphors of trees imbued with different shades of light, from the vivid, shimmering and opaque to the invisible, to illustrate the types of spiritual spaces in which children find themselves. Their location is shaped in part by connection or disconnection with traditions, alongside wider cultural forces. Three navigation tools are used to show how children may move between these spaces: the spiritual experience and its relationship with traditions; the influences of multidisciplinary approaches; and children’s perceptions of their experiences. The paper concludes that these metaphors and tools may be a useful way to understand the spiritual spaces in which children find themselves. 相似文献
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Nicole L. Nelson Kate Hudspeth James A. Russell 《The British journal of developmental psychology》2013,31(3):334-348
Past studies found that, for preschoolers, a story specifying a situational cause and behavioural consequence is a better cue to fear and disgust than is the facial expression of those two emotions, but the facial expressions used were static. Two studies (Study 1: N = 68, 36–68 months; Study 2: N = 72, 49–90 months) tested whether this effect could be reversed when the expressions were dynamic and included facial, postural, and vocal cues. Children freely labelled emotions in three conditions: story, still face, and dynamic expression. Story remained a better cue than still face or dynamic expression for fear and disgust and also for the later emerging emotions of embarrassment and pride. 相似文献
804.
Kate Breckenridge Oliver Braddick Shirley Anker Margaret Woodhouse Janette Atkinson 《The British journal of developmental psychology》2013,31(2):257-269
Attentional problems are commonly reported as a feature of the behavioural profile in both Williams syndrome (WS) and Down's syndrome (DS). Recent studies have begun to investigate these impairments empirically, acknowledging the need for an approach that considers cross‐syndrome comparisons and developmental changes across the different component functions of attention. The present study assessed children with WS and DS using a new preschool attention battery (ECAB: early childhood attention battery), designed to be suitable for mental age 3–6 years including groups with developmental disorders. The ECAB has the advantage of giving an individual profile of attentional abilities for each child, covering different components of attention. In relation to test norms for their mental age, both groups showed a profile of strengths and weaknesses in the attention domain. Both syndrome groups performed relatively well on tests of sustained attention and poorly on aspects of selective attention and attentional control (executive function). The DS group showed a specific strength in auditory sustained attention, whilst the WS group showed a particular deficit in visuo‐spatial response control. There was also evidence for considerable differences in the developmental trajectory of these abilities across the two groups. The results provide evidence for syndrome‐specific patterns of impairment, and distinct profiles of strengths and weaknesses that may be useful in understanding the nature of everyday attention difficulties in these groups and tailoring interventions to meet these needs. 相似文献
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Declan Fay Alan Carr Ken O'Reilly Paul Cahill Barbara Dooley Suzanne Guerin Peter Stratton 《Journal of Family Therapy》2013,35(1):24-42
In this study a 29‐item version of the systemic clinical outcome and routine evaluation (SCORE), which contained all items from the SCORE‐15 and SCORE‐28, was used to develop norms for both the 15 and the 28 versions of the SCORE from the same sample. In a random digit dialling telephone survey, a stratified national random sample of 403 adults living in the Republic of Ireland and Northern Ireland completed the SCORE and brief measures of family and personal adjustment. Using receiver operating characteristic curve analyses, cut‐off points for the SCORE‐28 and 15 were found to identify families of children with significant emotional and behavioural problems. We also established 90th percentile points and percentages of cases falling above each scale point for both versions of the SCORE. Confirmatory factor analyses showed that, for both versions of the SCORE, the data fit the three factor solutions found in previous studies. The SCORE scales also had significant correlations with measures of family, parental and child adjustment, and negligible correlations with socioeconomic variables and social desirability response set. 相似文献
808.
Kate Wojtkiewicz 《Journal of applied philosophy》2023,40(1):150-165
As audiences demand better and more diverse representation in the fictions they consume, there is a question of how that demand should be placed on fiction creators. In this article, I answer this question by arguing creators of fiction have a hermeneutical responsibility to include diverse characters in their creations, and to do so without relying on harmful stereotypes. I cast this responsibility as the epistemic virtue of due diligence, offset by epistemic laziness and epistemic paralysis as the corresponding vices of absence and excess, respectively. Practicing either vice can constitute a type of hermeneutical gap described by Katharine Jenkins, in which harmful stereotypes (conceptions) become more accessible to epistemic agents than the more accurate concept. By blocking the agent's access to the accurate conception, such stereotypes create a hermeneutical gap and can contribute to hermeneutical injustices, as described by Miranda Fricker and José Medina. 相似文献
809.
Kate Breckenridge Oliver Braddick Janette Atkinson 《The British journal of developmental psychology》2013,31(3):271-288
This article introduces a new battery of attention tests for typically developing and atypically developing children with a mental age of 3–6 years. In the light of adult and child studies supporting a model of distinct networks for specific attentional operations, tests in the current battery were selected with the aim of measuring functions of selective attention, sustained attention and attentional control (executive function). Normative data were collected from 154 typically developing children aged 3–6 years and examined using exploratory factor analysis to determine latent constructs underlying test performance. This analysis suggested increasing differentiation of attention functions over the age range, with support for the hypothesized three‐factor model only after 4½ years of age. Additional analyses supported the validity of the new attention battery with respect to (1) parent/teacher report measures of everyday attention behaviour and (2) later performance on the Test of Everyday Attention for Children (TEA‐Ch), a battery designed for children aged 6–16 years. The results show the developing differentiation of attention functions and support the ecological and predictive validity of the battery as providing early performance‐based measures of attention and an attention ‘profile’ for each individual child, which may aid characterization and remediation of neurodevelopmental disorders. 相似文献
810.