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151.
Shirley Larkin Rob Freathy Karen Walshe Jonathan Doney 《Journal of Beliefs & Values》2014,35(2):175-186
Recent reports on Religious Education (RE) in England and Wales highlight the need for guidance on pedagogy and learning. The RE-flect project addressed this by promoting the creation of metacognitively oriented learning environments in primary school RE classrooms. Six primary school teachers and 160 pupils (eight to 10 years of age) took part in the second year of this two year project. Meta-thinking, worldview and resources zones were created in each classroom. Attainment in RE and pupil perceptions of the learning environment were measured. Data from classroom observations, Worldview Profiles (WVP), and pupil and teacher interviews were analysed qualitatively. Results show an overall increase in attainment; a positive change in pupil perceptions of the learning environment; and the ability of pupils to reflect on and articulate their worldviews. Implications for RE curricular and pedagogy are discussed. 相似文献
152.
153.
Neuropsychology Review - The rising prevalence rates of age-related cognitive impairment are a worldwide public concern, bringing about a surge in the number of “brain training”... 相似文献
154.
McIlduff Cari Andersson Ellaina Turner Karen M. T. Thomas Sue Davies Jadnah Hand Marmingee Carter Emily Einfeld Stewart Elliott Elizabeth J. 《Journal of child and family studies》2022,31(8):2175-2186
Journal of Child and Family Studies - To enhance the accessibility and acceptability of evidence-based parenting programs in Indigenous communities, there is a need to build a confident and skilled... 相似文献
155.
Jung Julie Guo Ming Crovella Mark E. McDaniel J. Gregory Warkentin Karen M. 《Animal cognition》2022,25(6):1527-1544
Animal Cognition - Stereotyped signals can be a fast, effective means of communicating danger, but animals assessing predation risk must often use more variable incidental cues. Red eyed-treefrog,... 相似文献
156.
Plants have been central to human life as sources of food and raw materials for artifact construction over evolutionary time. But plants also have chemical and physical defenses (such as harmful toxins and thorns) that provide protection from herbivores. The presence of these defenses has shaped the behavioral strategies of non-human animals. Here we report evidence that human infants possess strategies that would serve to protect them from dangers posed by plants. Across two experiments, infants as young as eight months exhibit greater reluctance to manually explore plants compared to other entities. These results expand the growing literature showing that infants are sensitive to certain ancestrally recurrent dangers, and provide a basis for further exploration. 相似文献
157.
Wiebren S. Jansen Sabine Otten Karen I. van der Zee Lise Jans 《European journal of social psychology》2014,44(4):370-385
In the present research, we introduced a conceptual framework of inclusion and subsequently used this as a starting point to develop and validate a scale to measure perceptions of inclusion. Departing from existing work on inclusion and complementing this with theoretical insights from optimal distinctiveness theory and self‐determination theory, we proposed that inclusion is a hierarchical two‐dimensional concept consisting of perceptions of belonging and authenticity. In addition, we posed that in the process of inclusion, it is the group rather than the individual that has primary agency. From this conceptualization, we developed and validated the 16‐item perceived group inclusion scale (PGIS). Data from two samples supported our proposed configuration of inclusion. In addition, the PGIS appeared to be a reliable measure of inclusion and was demonstrated to possess both nomological and predictive validity. Taken together, this research contributes to the conceptual refinement of the inclusion construct and offers researchers a reliable and valid tool to conduct future inclusion research. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献
158.
Loes Meeussen Juliette Schaafsma Karen Phalet 《European journal of social psychology》2014,44(6):521-528
Culturally diverse work groups do not always reach their full potential compared with less diverse groups. As shared values facilitate group functioning, we examined whether constructing shared values among group members is constrained by high degrees of cultural diversity. Following 33 real‐life work groups, we investigated how members influenced each other's achievement and relational values over time. Although low and high diversity groups did not differ in initial value similarity between members, they differed in the process of value convergence. In low diversity groups, members developed shared values by influencing each other's values towards consensus. In high diversity groups, however, members did not influence each other's values towards consensus. Low diversity groups also performed better than high diversity groups. These findings extend earlier findings establishing value convergence in culturally homogenous groups and reveal the distinctive processes in highly diverse groups as a focus for interventions to promote diverse group functioning. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献
159.
John V. Lavigne Karen R. Gouze Fred B. Bryant Joyce Hopkins 《Journal of abnormal child psychology》2014,42(6):937-951
There are distinct dimensions of Oppositional Defiant Disorder (ODD) that have been associated with symptoms of other disorders (heterotypic continuity). The present study compared the heterotypic continuity of a two-factor (Pitt-2) model and the three-factor model incorporated into DSM-5 with symptoms of anxiety and depression. Participants were a diverse community sample of 796 children (38.8 % minority, 49.1 % boys) assessed at ages 4, 5 and 6 years. Symptoms were assessed with the dimensional scales of the Diagnostic Interview Schedule for Children-Young Child version and the Child Symptom Inventory. Dimensions of both the two- and three-factor DSM-5 models were associated with later symptoms of anxiety and depression. The association, however, was weak when accounting for initial levels of internalizing symptoms: thus there was little evidence for the unique contributions of ODD dimensions to symptoms of subsequent internalizing disorders for either model. 相似文献
160.
Niwako Sugimura Karen D. Rudolph Anna M. Agoston 《Journal of abnormal child psychology》2014,42(4):563-575
The way in which children cope with peer aggression may determine their subsequent adjustment, but different forms of coping may be more or less effective for particular children. This research examined whether the contribution of children’s coping to subsequent depressive symptoms was contingent on children’s temperament (i.e., level of negative emotionality; NE) and gender. Children (N?=?235, 102 boys, 133 girls, M?=?7.94 years, SD?=?0.33) reported on exposure to peer victimization. Parents rated children’s NE and depressive symptoms, and teachers rated children’s coping. For girls with high NE, problem solving protected against depressive symptoms whereas seeking retaliation heightened risk for depressive symptoms. Advice seeking protected children with low NE against depressive symptoms whereas ignoring protected children with high NE against depressive symptoms. Humor predicted fewer depressive symptoms in boys with high NE but more depressive symptoms in boys with low NE. This research helps to elucidate individual differences in the effects of coping on adjustment, and has implications for interventions aimed at reducing risk resulting from exposure to peer aggression. 相似文献