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81.
Development in reading and math in children from different SES backgrounds: the moderating role of child temperament 下载免费PDF全文
Zhe Wang Brooke Soden Kirby Deater‐Deckard Sarah L. Lukowski Victoria J. Schenker Erik G. Willcutt Lee A. Thompson Stephen A. Petrill 《Developmental science》2017,20(3)
Socioeconomic risks (SES risks) are robust risk factors influencing children's academic development. However, it is unclear whether the effects of SES on academic development operate universally in all children equally or whether they vary differentially in children with particular characteristics. The current study aimed to explore children's temperament as protective or risk factors that potentially moderate the associations between SES risks and academic development. Specifically, latent growth modeling (LGM) was used in two longitudinal datasets with a total of 2236 children to examine how family SES risks and children's temperament interactively predicted the development of reading and math from middle childhood to early adolescence. Results showed that low negative affect, high effortful control, and low surgency mitigated the negative associations between SES risks and both reading and math development in this developmental period. These findings underline the heterogeneous nature of the negative associations between SES risks and academic development and highlight the importance of the interplay between biological and social factors on individual differences in development. 相似文献
82.
Kirby Deater-Deckard 《Journal of abnormal child psychology》2017,45(3):519-525
ADHD symptoms “run in families”. However, relatively little is known about the ways in which parents’ symptoms might additively and interactively work with the parenting environment, to influence (and be influenced by) the developmental trajectory of symptoms in children and adolescents. In this commentary on the special section addressing this gap in knowledge, emphasis is placed on the importance of replicating and extending family-wide studies of ADHD symptoms and etiology. The current papers exemplify the leading-edge of such efforts, demonstrating the feasibility and rigor with which studies are being conducted, utilizing longitudinal and experimental designs. Families and parenting environments operate as a system in which individuals influence each other’s symptoms and functioning. In so doing, parents produce tremendous variability within (as well as between) each family in individuals’ ADHD symptoms from childhood through adulthood, via gene-environment transactions that may even begin during prenatal development. 相似文献
83.
Psychological Research - We examine a high-profile phenomenon known as the bouba–kiki effect, in which non-word names are assigned to abstract shapes in systematic ways (e.g. rounded shapes... 相似文献
84.
Proactivity and morningness have been variables of considerable study. Although many studies have examined the impact of either proactivity or morningness on performance, none have examined the impact of both concurrently. This study examines the relationship between proactivity and morningness empirically, as well as their impact on task performance. Using a pre‐/post‐test design, 189 students received training in proactive thinking. The training was conducted at two different times of day. The results indicate that proactivity and morningness both accounted for a significant portion of the variance in task performance. Also, the training was more effective when conducted at a time consistent with participants' time‐of‐day preferences. 相似文献
85.
Glenn Hudak Paul Cooper Curtis W. Hart Lisa Bellan-Boyer Brian Peterson Jill Kirby Barbre Daniel Liechty Claude Barbre 《Journal of religion and health》2003,42(1):77-96
FINDING SPACE: WINNICOTT, GOD, AND PSYCHIC REALITY. By Ann Belford Ulanov. 232 pp. Louisville, KY: Westminster John Knox Press. $24.95. ON RELIGION. By John D. Caputo. New York: Routledge Press, 2001. $12.95. ORDINARY MIND: EXPLORING THE COMMON GROUND OF ZEN AND PSYCHOTHERAPY. By Barry Magid. 190 pp. Boston: Wisdom Pub, 2001. $22.95. SEXUAL ORIENTATION AND PSYCHOANALYSIS: SEXUAL SCIENCE AND CLINICAL PRACTICE. By Richard C. Friedman and Jennifer I. Downey. 352 pp. New York: Columbia University Press, 2002. $35.00. EROTIC INNOCENCE: THE CULTURE OF CHILD MOLESTING. By James R. Kincaid. 352 pp. Durham: Duke University Press, 1998. $24.95. PRACTICING PRESENCE: THE SPIRITUALITY OF CARING IN EVERYDAY LIFE. By Kerry Walters. 122 pp. Franklin, WI: Sheed & Ward, Inc., 2001. $14.95. TERRIFYING TRANSFERENCES: AFTERSHOCKS OF CHILDHOOD TRAUMA. By Lawrence E. Hedges. 497 pp. Northvale, NJ: Jason Aronson, Inc., 2000. $65.00. THE ORIFICE AS SACRIFICIAL SITE: CULTURE, ORGANIZATION, AND THE BODY. By James Aho. 153 pp. New York: Aldine de Gruyter, 2002. $45.95. The Paintings of Joan Mitchell 相似文献
86.
Eric G. Kirby Susan L. Kirby Melanie A. Lewis 《Journal of applied social psychology》2002,32(7):1538-1549
Recent studies have consistently demonstrated the significant positive impact that proactive thinking has on job performance, while assuming proactivity to be a relatively stable, dispositional trait (cf. Ashford & Black, 1996; Crant, 1995; Morrison, 1993; Seibert, Crant, & Kraimer, 1999). This study, on the other hand, seeks to determine if proactivity can be increased in participants through training. This study uses a 4‐month long longitudinal pretest/posttest design to assess the relationship between proactive thinking and performance in the classroom. In the study, 177 subjects were split into 2 treatment groups. One group received training in proactive thinking skills, while the other did not. The results of the study confirm that proactive thinking does have a significant impact on student performance over and above other personality and performance variables. Most importantly, this study also demonstrates that proactivity is not stable over time, but can be increased through training. 相似文献
87.
Previous research has found gender differences in everyday memory tasks such as remembering shopping lists or directions, and these findings can be attributed to increased motivation or memory skill resulting from the association of different tasks with masculine or feminine gender roles. To investigate the motivational explanation, the recall of an ambiguous shopping list, labeled as grocery or hardware, was examined under instructions that stated that either women or men are good at the task, or instructions that were neutral. The findings were not consistent with the skill explanation. There was a significant interaction between list label, participant gender, and instructions, which can be explained in terms of the increased or decreased motivation that might arise from particular combinations of label and instruction. 相似文献
88.
In this paper, we start exploring the affective and ethical dimension of what De Jaegher and Di Paolo (Phenomenology and the Cognitive Sciences, 6:485–507, 2007) have called ‘participatory sense-making’. In the first part, we distinguish various ways in which we are, and feel, affectively
inter-connected in interpersonal encounters. In the second part, we discuss the ethical character of this affective inter-connectedness,
as well as the implications that taking an ‘inter-(en)active approach’ has for ethical theory itself. 相似文献
89.
Murray Krim Ph.D. Donald F. Dal Maso C.S.W. Claude Barbre Richard Carter M.Div. James W. Ellis Jr. M. Div. S.T.M. Elisabeth M. Smith M.P.S. James E. Jennings Ph.D. Pamela Davis Barnett M.Ed. M.A. James W. Ellis Jr. M.Div. S.T.M. Kathleen Ford C.S.W. Robert Mills Milton W. Hay D. Min. Judy A. Levitz Ph.D NCPsya Jill Carlen Kirby M.S. Ed. C.S.W. Patrick Minges M.Phil. 《Journal of religion and health》1996,35(2):169-185
90.
This research assessed whether rhythm aids acquisition of motor skills by providing cues for the timing of those skills. Rhythms were presented to participants visually or visually with auditory cues. It was hypothesized that the auditory cues would facilitate recognition and learning of the rhythms. The three timing principles of rhythms were also explored. It was hypothesized that rhythms that satisfied all three timing principles would be more beneficial in learning a skill than rhythms that did not satisfy the principles. Three groups learned three different rhythms by practicing a tracking task. After training, participants attempted to reproduce the tracks from memory. Results suggest that rhythms do help in learning motor skills but different sets of timing principles explain perception of rhythm in different modalities. 相似文献