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191.
Joyce J. Endendijk Marleen G. Groeneveld Sheila R. van Berkel Elizabeth T. Hallers-Haalboom Judi Mesman Marian J. Bakermans-Kranenburg 《Sex roles》2013,68(9-10):577-590
Gender stereotypes of children and their parents were examined. Participants included 355 three-year-old children, their one-year-old siblings, and their mothers and fathers. Families were selected from the Western region of the Netherlands. Implicit gender stereotypes were assessed with computerized versions of the Action Inference Paradigm (AIP; both child and parents) and the Implicit Association Test (parent only). Parental explicit gender stereotypes were measured with the Child Rearing Sex-Role Attitude Scale. Findings revealed that mothers had stronger implicit gender stereotypes than fathers, whereas fathers had stronger explicit stereotypes than mothers. Fathers with same-gender children had stronger implicit gender stereotypes about adults than parents with mixed-gender children. For the children, girls’ implicit gender stereotypes were significantly predicted by their mother’s implicit gender stereotypes about children. This association could only be observed when the AIP was used to assess the stereotypes of both parent and child. A family systems model is applicable to the study of gender stereotypes. 相似文献
192.
This study, an expansion of an earlier study of parenting behaviors of anxious mothers, examined the relationship of both mother and child anxiety disorders to mother behavior in parent--child interactions. Participants were 68 mother--child dyads with children ranging in age from 7 to 15 years. Mothers and children completed diagnostic evaluations and engaged in conversational tasks; behaviors were rated by coders who were blind to diagnosis. Mothers of anxious children, regardless of their own anxiety, were less warm (p <.05) toward their children. They also granted less autonomy (p <.01). There was an interaction between mother and child anxiety in predicting maternal catastrophizing (p <.01), with anxious mothers and nonanxious mothers of anxious children likely to catastrophize. Theoretical and research implications are discussed. 相似文献
193.
IQ on the rise: the Flynn effect in rural Kenyan children 总被引:4,自引:0,他引:4
Abstract - Multiple studies have documented significant IQ gains over time, a phenomenon labeled the Flynn effect. Data from 20 industrialized nations show massive IQ gains over time, most notably in culturally reduced tests like the Raven's Progressive Matrices. To our knowledge, however, this is the first study to document the Flynn effect in a rural area of a developing country. Data for this project were collected during two large studies in Embu, Kenya, in 1984 and 1998. Results strongly support a Flynn effect over this 14-year period, with the most significant gains found in Raven's matrices. Previously hypothesized explanations (e.g., improved nutrition; increased environmental complexity; and family, parental, school, and methodological factors) for the Flynn effect are evaluated for their relevance in this community, and other potential factors are reviewed. The hypotheses that resonate best with our findings are those related to parents' literacy, family structure, and children's nutrition and health. 相似文献
194.
Jongmans MJ Linthorst-Bakker E Westenberg Y Smits-Engelsman BC 《Human movement science》2003,22(4-5):549-566
Two studies were conducted to investigate the effect of a task-specific self-instruction intervention to improve handwriting ability of children with poor handwriting quality in schools for regular education (Study 1) and children with poor handwriting quality in schools for special education (Study 2). Study 1 showed that children with poor handwriting quality who received handwriting intervention on an individual basis for three months improved on average more on quality of writing than control children without handwriting problems who did not receive intervention. In contrast, the control group improved more in speed of writing after the intervention period. At an individual level, three out of the seven children with poor handwriting quality before intervention were not classified as such anymore after the intervention period. Study 2 showed that after six months of intervention in a group setting children with poor handwriting quality improved their quality of writing more so than children with poor handwriting quality who had not received intervention. On speed of handwriting no significant group differences emerged. We conclude that the task-oriented self-instruction method applied in this study seems to improve especially the quality of handwriting, not speed, of children initially identified as having poor handwriting quality. 相似文献
195.
David G. White Keith C. Phillips Brian R. Clifford Marie M. Davies Joseph R. Elliott Marian K. Pitts 《Current Psychology》1989,8(2):130-143
The knowledge level about HIV/AIDS among American adolescents aged 16 to 19 has been assessed on several occasions, showing
that in recent years their knowledge base has improved. The knowledge bases of British adolescents and of adolescents younger
than 16 have been largely ignored. In attempting to assess the likely impact on present or future behaviors of increasing
adolescents’ knowledge base about AIDS it is important to also know something of adolescents’ attitudes to intimate relationships
and to sex within those relationships. Previous studies have not linked these two aspects. In this study two hundred London
schoolchildren aged 14 and 15 years completed a questionnaire tapping both their knowledge about HIV infection and its transmission
and their attitudes to intimate relationships. Their answers revealed that they had absorbed the simple media messages about
AIDS, that it kills and that use of a condom during sex offers protection. However they were less well informed on detailed
aspects of prevention, although, worryingly, they believed that they knew all that they needed to about preventive measures.
The majority had attitudes to intimate relationships that were compatible with the message of restricting their number of
sexual partners; however, a significant minority did not. The latter were more likely to deny the risk associated with promiscuity.
It is suggested that school-based AIDS education programs should help individuals to develop new attitudes to intimate relationships
that are compatible with risk avoidance. 相似文献
196.
197.
A model of initial salary detemination for professional and managerial employees is developed. That part of the model which concentrates on the role of employee salary negotiation behaviors and attitudes was investigated using a sample of 117 individuals. Significant variance in salary bargaining attitudes and behaviors was found; attitudinal and demographic differences between negotiators and non-negotiators were determined. Additionally, negotiating behavior was found to be positively related to salary, but only slightly related to salary growth. 相似文献
198.
The influence of task difficulty on aberrant behavior was investigated with three severely handicapped students. Noticeably higher rates of problem behavior occurred in demand compared to no-demand conditions. In addition, there were higher rates of problem behaviors on difficult versus easy tasks. Both these findings were validated with visual discrimination and perceptual motor tasks. An errorless learning procedure effectively minimized errors and aberrant behavior in visual discrimination tasks but not in perceptual motor tasks. It was conceptualized that aberrant behavior was maintained by negative reinforcement contingencies. Difficult tasks were aversive to the children, who emitted aberrant responses to escape or avoid such tasks. By contrast, conditions in which no demands were made, easy tasks, and, in visual discrimination learning, errorless tasks, were less aversive and resulted in little or no problem behavior. Implications for reducing maladaptive behaviors through curricular modifications are discussed and contrasted to more traditional consequence manipulation approaches. 相似文献
199.
Patricia Petrie Kirby Brown Wayne C. Piersel S. Randall Frinfrock Marian Schelble Cobbie P. Leblanc Thomas R. Kratochwill 《Journal of School Psychology》1980,18(3):222-233
Some psychologists involved in the implementation of applied behavioral psychology in educational systems must increasingly attend to the ecological impact of such interventions. An ecological orientation emphasizing system-like interdependencies among environment, organism, and behavior suggests several substantial additions to conventional role functions of behavioral school psychologists. Such functions involve taking an active part in evaluating and assessing second-order consequences of behavioral interventions. Recommendations for functional and procedural changes are provided within this framework. 相似文献
200.