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871.
Executive functions in early childhood: The role of maternal and paternal parenting practices 下载免费PDF全文
Nicole Lucassen Rianne Kok Marian J. Bakermans‐Kranenburg Marinus H. Van Ijzendoorn Vincent W. V. Jaddoe Albert Hofman Frank C. Verhulst Mijke P. Lambregtse‐Van den Berg Henning Tiemeier 《The British journal of developmental psychology》2015,33(4):489-505
We investigated the association between mothers' and fathers' harsh parenting and sensitive parenting practices and child's executive functions (EF) in early childhood in 607 families. We focused on three broad dimensions of child EF: Emergent metacognition, inhibitory self‐control, and flexibility measured with the parent‐reported Behavior Rating Inventory of Executive Function‐Preschool Version. Less sensitive parenting of the mother and harsher parenting of the father were related to lower scores of emergent metacognition and inhibitory self‐control. Parenting was not associated with child flexibility. This study extends previous research on the association between parenting and EF by the focus on the role of the father and demonstrates independent effects of mother and father on child EF. 相似文献
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Vincent Lloyd 《The Journal of religious ethics》2014,42(4):640-660
Faith‐based community organizing is receiving an increasing amount of attention from scholars of religious ethics. This essay is motivated by the worry that accounts of such organizing depend on a problematic embrace of multiculturalism, an embrace characteristic of our neoliberal era. Like the powers that they purport to challenge, organizing efforts often embrace difference (racial, gender, and religious) only when it is carefully managed. This is being challenged by theological accounts of organizing that take the religious dimension of such efforts seriously, as well as by feminist critiques of community organizing. This essay probes how race might be taken just as seriously by religious ethicists who study community organizing. Drawing on the civil rights movement's legacy of faith‐based community mobilization as well as traditions of Black theological reflection, this essay challenges the easy embrace of multi‐racial coalitions in faith‐based organizing. 相似文献
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Hope Landrine 《Psychology of women quarterly》1989,13(3):325-339
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Recent studies have shown that self‐explanation is an effective metacognitive strategy, but how can it be leveraged to improve students' learning in actual classrooms? How do instructional treatments that emphasizes self‐explanation affect students' learning, as compared to other instructional treatments? We investigated whether self‐explanation can be scaffolded effectively in a classroom environment using a Cognitive Tutor, which is intelligent instructional software that supports guided learning by doing. In two classroom experiments, we found that students who explained their steps during problem‐solving practice with a Cognitive Tutor learned with greater understanding compared to students who did not explain steps. The explainers better explained their solutions steps and were more successful on transfer problems. We interpret these results as follows: By engaging in explanation, students acquired better‐integrated visual and verbal declarative knowledge and acquired less shallow procedural knowledge. The research demonstrates that the benefits of self‐explanation can be achieved in a relatively simple computer‐based approach that scales well for classroom use. 相似文献