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471.
The concept of scaffolding, as originally introduced by Wood, Bruner, and Ross [(1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry 17, 89-100)] and later embedded within Vygotskian theory, has proven to be extremely valuable in its application to educational and psychological theory and practice. In recent years, there have been several attempts to alternatively expand and restrict the terminology and conceptual framework of the scaffolding concept. While movements within the fields of moral development and character education have not yet embraced this socio-cultural concept, it offers a useful tool in justifying and understanding common findings and practices. The character education movement seems particularly well-suited to benefit from scaffolding, within its original socio-cultural framing, in providing an improved understanding of current best practices as well as using the concept as a framework for future research and theoretical direction. 相似文献
472.
Deborah L. Cabaniss Jonah W. Schein Paul Rosen Steven P. Roose 《The International journal of psycho-analysis》2003,84(1):77-94
This study documents the criteria for graduation and for awarding credit for training cases used by thirteen institutes of the American Psychoanalytic Association (APsA). At the time of this study, these thirteen institutes were training 63% of all candidates enrolled at institutes of the APsA. Questionnaires were sent to the progression committee chairperson (PCC), a junior candidate and a senior candidate, and a recent graduate at each institute. Each participant also had a follow-up semi-structured telephone interview. Return rate was 100%. 92% per cent of the institutes reported that in order to receive credit for cases, the patient needed to be in treatment for some minimum amount of time (average 18.3 months). Many PCCs were skeptical about writing down the criteria for credit, stating that this made candidates overly focused on the time requirement. 85% per cent of PCCs felt that graduation from the institute was based primarily on obtaining credit for cases. Few required a terminated case and only one felt that classroom work was an important factor. 47% per cent of candidates felt that the need to keep patients in treatment to receive credit for cases affected their treatment of patients and only 46% of candidates could state the minimum time requirement used by their institute. These results indicate that graduation from institutes of the APsA depends primarily on receiving credit for cases, that case length is an important criterion for awarding credit and that this method of evaluating candidates may not be the best way to support educational objectives. 相似文献
473.
Being imitated has generally been regarded as a positive experience conducive to reciprocal imitation of and increased attraction
to one’s imitator. An experiment on 3rd-graders, in an adaptation of a Thelen-Kirkland paradigm, investigates whether the
receipt of public recognition for a good product would simply amplify those positive effects, or would tend to reverse them,
and explores whether gender would moderate models, reactions under such conditions. Recognition allocation was manipulated
by having an “authority” award a symbolic star solely to the model, to the confederate imitator alone, to the confederate
nonimitator alone, or to no one. The results suggested that the boys rather than girls showed amplification effects of receiving
sole recognition: they reciprocally imitated more, and expressed greater attraction to, their same-sex imitator than did the
girls. Overall, models expressed relatively less attraction to the imitator than to the nonimitator. When interviewed, the
models were equally divided as to which of the two deserved the recognition when they themselves or their imitator received
it, but they stated unequivocally that the nonimitator who received the recognition deserved it. They also clearly stated
a preference for those tasks on which they themselves had been imitated—given that they themselves or their imitator had received
recognition credit, compared to models in the nonimitator-recognition and control conditions. It is clear that recognition
allocation is an important construct that should be considered in investigating models, reactions to being imitated, particularly
in the light of its significance in the adult world, at least of this culture. Several directions are proposed for pursuing
this construct further. 相似文献
474.
Synthese - The primary objective of this paper is to introduce a new epistemic paradox that puts pressure on the claim that justification is closed under multi premise deduction. The first part of... 相似文献
475.
Paul J. Rosen Kirsten D. Leaberry Kelly Slaughter Nicholas D. Fogleman Danielle M. Walerius Richard E.A. Loren Jeffery N. Epstein 《Cognitive and behavioral practice》2019,26(3):522-534
Deficient emotion regulation is a common and impairing area of difficulty among children with ADHD. Few interventions specifically address deficient emotion regulation. The Managing Frustration for Children With ADHD (MFC) group treatment was developed to specifically target deficient emotion regulation deficits common to children with ADHD. The MFC was developed as a 12-week multisystemic intervention for emotion regulation deficits among children with ADHD. An open trial assessed the effectiveness of the MFC as an adjunctive treatment for deficient emotion regulation among children with ADHD. Fifty-two children with ADHD ages 9–11 (42 boys, 10 girls) were enrolled in the MFC, with 44 completing treatment. The majority (71.2%) of participants had at least one comorbid internalizing, externalizing, or learning disorder. Intent-to-treat repeated-measures ANCOVA suggested significant decreases in emotion regulation deficits, mood difficulties, and externalizing difficulties following completion of treatment. More than half (53%) of children who completed treatment experienced reliable and clinically significant improvement in at least one area of functioning. The MFC demonstrated promising initial effectiveness in addressing the emotion regulation deficits of children with ADHD. 相似文献
476.
Maital Neta Tien T. Tong Monica L. Rosen Alex Enersen M. Justin Kim Michael D. Dodd 《Cognition & emotion》2017,31(4):772-780
Surprised expressions are interpreted as negative by some people, and as positive by others. When compared to fearful expressions, which are consistently rated as negative, surprise and fear share similar morphological structures (e.g. widened eyes), but these similarities are primarily in the upper part of the face (eyes). We hypothesised, then, that individuals would be more likely to interpret surprise positively when fixating faster to the lower part of the face (mouth). Participants rated surprised and fearful faces as either positive or negative while eye movements were recorded. Positive ratings of surprise were associated with longer fixation on the mouth than negative ratings. There were also individual differences in fixation patterns, with individuals who fixated the mouth earlier exhibiting increased positive ratings. These findings suggest that there are meaningful individual differences in how people process faces. 相似文献
477.
478.
Bien GD Kinoshita LM Rosen AC 《The American journal of bioethics : AJOB》2008,8(2):21-3; discussion W1-3
479.
480.