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511.
The current study examined the effects of self-regulatory interventions on reading, writing, and math by conducting a meta-analysis of single-case design research. Self-regulatory interventions have promise as an effective approach that is both minimally invasive and involves minimal resources. Effects of the interventions were analyzed by academic subject, grade, educational placement, and the number of sessions. Results indicated that self-regulatory strategies showed promise in addressing academic issues in the areas of reading, writing, and math regardless of age, grade, educational placement, and intervention length. 相似文献
512.
The interactive behaviors used by 34 indigenous Polynesian and 41 European mothers were observed during spontaneous play sessions at New Zealand pre-schools. Mothers from higher and lower education-level backgrounds were included in each of the two ethnic groups and the mothers were videotaped with their 3-year-old sons or daughters. Maternal interactive behaviors were subsequently coded using Zegiob and Forehand's (1975) measure. Overall, the incidence of maternal interactions in command form was high. Marked individual differences within groups, and some important between-group differences, were evident on several behaviors, but child gender was not associated with major variations in maternal interactive behavior. The results affirmed, in the New Zealand context, the association between mothers' education levels and their interactive behavior, and here, the control of maternal education level and type of pre-school attended worked against “deficit” interpretations. 相似文献
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The theory that children show a predominance of excitation over internal inhibition and that this is due to inadequate development of the frontal lobes is explored and extended. Experimental results show that children resemble leucotomised monkeys in their difficulty in overcoming an initial preference in discrimination tasks. 相似文献
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Valerie Tadić Linda Pring Naomi Dale 《The British journal of developmental psychology》2009,27(2):311-330
The study investigated attentional processes of 32 preschool children with congenital visual impairment (VI). Children with profound visual impairment (PVI) and severe visual impairment (SVI) were compared to a group of typically developing sighted children in their ability to respond to adult directed attention in terms of establishing, maintaining, and shifting attention on toys. The measures of children's sensory‐motor understanding (SMU) and language ability were obtained using the Reynell‐Zinkin scales of mental development. The video‐recordings of these play‐based assessments were coded for three categories of behavioural responses (Establish, Maintain, and Shift). The three groups were matched on verbal comprehension (VC), but differed significantly in their SMU and their chronological age. The groups of children with PVI and SVI were found to be comparable in their ability to establish and maintain attention on objects. Despite a relatively good performance overall both groups scored significantly lower on those skills than children who were sighted. However, with regards to attention shifting, children with PVI showed significantly lower performance than both the children with SVI and the sighted children who were similar on this component. Ability to maintain and shift attention was significantly related to the cognitive ability of children with PVI; however the poorer attentional responses were not confined only to the children with low IQ. The results are discussed in relation to the role of vision, cognitive ability and executive function in attentional processes in children with congenital VI. 相似文献
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Valerie Frankfeldt 《Psychoanalytic Inquiry》2019,39(3-4):268-275
ABSTRACTAnalysts occasionally find that we have dreamt of a patient or experienced feelings in sessions that appear to have nothing to do with the feelings or content presented by the patient. This can be disturbing or confusing, but is always fascinating. This article defines and illustrates these phenomena, grapples with their meanings, and attempts to understand how they came about. 相似文献
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Dr M Sinason 《Psychoanalytic Psychotherapy》2013,27(3):217-226
SUMMARY The Willesden Centre for Psychological Treatment is a new facility built and funded by the Mental Health Unit in the London District of Brent. The unit was opened for clinical work in June 1985 and is a joint enterprise providing facilities for out-patient psychology services for Brent and a base for psychotherapy resources that were previously located at Shenley Hospital. Shenley is a large Victorian mental hospital situated about 20 miles from London in Hertfordshire and is the designated hospital for acute in-patient psychiatric services for Brent. In the first part of this paper I give an overview of the history of the negotiations that took place to bring about the opening of the Centre and then go on to make some general comments about the nature of the negotiating process itself. 相似文献