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101.
The aim of this study was to determine the role of executive functions (EFs) in early school achievement when a variety of potential confounding factors were controlled. Measures of EF (inhibition, flexibility, and working memory) and school readiness were administered to a sample of 85 kindergartners (39 boys and 46 girls, 5-6 years old). School achievement was then assessed at the end of Grade 1. Results show math and reading/writing skills at the end of Grade 1 to be associated with kindergarten EFs. Only working memory contributed uniquely to the variance in school achievement after all covariates (preacademic abilities, affective variables, and family variables) were controlled and, even then, only with respect to math skills. On the other hand, working memory and inhibition had an indirect effect on reading/writing skills via anger-aggression. EF implication in school achievement is discussed in terms of task demands and child age. 相似文献
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Eye movements of 30 4-month-olds were tracked as infants viewed animals and vehicles in “natural” scenes and, for comparison, in homogeneous “experimental” scenes. Infants showed equivalent looking time preferences for natural and experimental scenes overall, but fixated natural scenes and objects in natural scenes more than experimental scenes and objects in experimental scenes and shifted fixations between objects and contexts more in natural than in experimental scenes. The findings show how infants treat objects and contexts in natural scenes and suggest that they treat more commonly used experimental scenes differently. 相似文献
103.
To inform how emotions in speech are implicitly processed and registered in memory, we compared how emotional prosody, emotional semantics, and both cues in tandem prime decisions about conjoined emotional faces. Fifty-two participants rendered facial affect decisions (Pell, 2005a), indicating whether a target face represented an emotion (happiness or sadness) or not (a facial grimace), after passively listening to happy, sad, or neutral prime utterances. Emotional information from primes was conveyed by: (1) prosody only; (2) semantic cues only; or (3) combined prosody and semantic cues. Results indicated that prosody, semantics, and combined prosody-semantic cues facilitate emotional decisions about target faces in an emotion-congruent manner. However, the magnitude of priming did not vary across tasks. Our findings highlight that emotional meanings of prosody and semantic cues are systematically registered during speech processing, but with similar effects on associative knowledge about emotions, which is presumably shared by prosody, semantics, and faces. 相似文献
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Janet L. Williams W. Andrew Faucett Bethanny Smith-Packard Monisa Wagner Marc S. Williams 《Journal of genetic counseling》2014,23(4):516-521
Whole genome sequencing (WGS) is being used for evaluation of individuals with undiagnosed disease of suspected genetic origin. Implementing WGS into clinical practice will place an increased burden upon care teams with regard to pre-test patient education and counseling about results. To quantitate the time needed for appropriate pre-test evaluation of participants in WGS testing, we documented the time spent by our clinical research group on various activities related to program preparation, participant screening, and consent prior to WGS. Participants were children or young adults with autism, intellectual or developmental disability, and/or congenital anomalies, who have remained undiagnosed despite previous evaluation, and their biologic parents. Results showed that significant time was spent in securing allocation of clinical research space to counsel participants and families, and in acquisition and review of participant’s medical records. Pre-enrollment chart review identified two individuals with existing diagnoses resulting in savings of $30,000 for the genome sequencing alone, as well as saving hours of personnel time for genome interpretation and communication of WGS results. New WGS programs should plan for costs associated with additional pre-test administrative planning and patient evaluation time that will be required to provide high quality care. 相似文献
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Writers and Readers Publishing, USA, 1990 相似文献
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Sejal Parikh-Foxx Marc Grimmet Merry Leigh Dameron 《Journal of multicultural counseling and development》2020,48(3):137-148
This article explored the use of digital storytelling as a method to support multicultural counseling competency. Thematic analysis examined the experiences of 9 students who created a digital story through an immersion activity in a multicultural counseling course. Qualitative data revealed 4 themes: (a) initial discomfort with technology, (b) initial reservations with group work, (c) digital storytelling as a learning tool, and (d) multicultural counseling competency. Recommendations for counselor education and future research are provided. Este artículo exploró el uso de la narrativa digital como método para apoyar la competencia en consejería multicultural. Un análisis temático examinó las experiencias de 9 estudiantes que crearon una historia digital mediante una actividad de inmersión en un curso de consejería multicultural. Los datos cualitativos revelaron 4 temas: (a) una carencia inicial de familiaridad con la tecnología, (b) reservas iniciales en cuanto al trabajo en equipo, (c) la narrativa digital como herramienta de aprendizaje y (d) la competencia en consejería multicultural. Se ofrecen recomendaciones para la educación de consejeros e investigaciones futuras. 相似文献
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Mothers', fathers' and children's perceptions of parents' expectations about children's family obligations in nine countries 下载免费PDF全文
Jennifer E. Lansford Jennifer Godwin Liane Peña Alampay Liliana Maria Uribe Tirado Arnaldo Zelli Suha M. Al‐Hassan Dario Bacchini Anna Silvia Bombi Marc H. Bornstein Lei Chang Kirby Deater‐Deckard Laura Di Giunta Kenneth A. Dodge Patrick S. Malone Paul Oburu Concetta Pastorelli Ann T. Skinner Emma Sorbring Sombat Tapanya 《International journal of psychology》2016,51(5):366-374
Children's family obligations involve assistance and respect that children are expected to provide to immediate and extended family members and reflect beliefs related to family life that may differ across cultural groups. Mothers, fathers and children (N = 1432 families) in 13 cultural groups in 9 countries (China, Colombia, Italy, Jordan, Kenya, Philippines, Sweden, Thailand and United States) reported on their expectations regarding children's family obligations and parenting attitudes and behaviours. Within families, mothers and fathers had more concordant expectations regarding children's family obligations than did parents and children. Parenting behaviours that were warmer, less neglectful and more controlling as well as parenting attitudes that were more authoritarian were related to higher expectations regarding children's family obligations between families within cultures as well as between cultures. These international findings advance understanding of children's family obligations by contextualising them both within families and across a number of diverse cultural groups in 9 countries. 相似文献
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