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71.
Anna-Lind Petursdottir Kristen McMaster Jennifer J. McComas Tracy Bradfield Viveca Braganza Julie Koch-McDonald Roxana Rodriguez Haley Scharf 《Journal of School Psychology》2009,47(4):215-243
The purpose of this study was to investigate how brief experimental analyses (BEAs) could be used to identify effective interventions for Kindergartners (2 girls and 2 boys, 5 years and 7-10 months old) with low performance and/or growth slope in letter sound fluency (LSF). Interventions were tested within a multielement design with brief mini-reversals until an intervention yielding at least 20% improvement on a specific subskill measure or a curriculum-based measure of LSF was identified. BEA-identified interventions were implemented one-on-one for 5 to 9 weeks. A multiple-baseline design across participants showed large intervention effects (average adjusted d = 2.4) on general outcome measures, supporting treatment validity of BEAs. Findings extend the BEA literature to younger participants, early reading interventions, and early reading measures. 相似文献
72.
This study utilized cross-lagged longitudinal models to examine prospective, bidirectional relationships between witnessing
violence and victimization and three adjustment variables—delinquency, conduct problems, and school connectedness. Participants
included 603 early adolescent boys and girls (78% African American, 20% Caucasian). Witnessing violence was related to subsequent
lower levels of school connectedness and more conduct problems. For Caucasian but not African American adolescents, witnessing
violence also predicted later delinquency. Victimization was linked with lower school connectedness over time, and for boys
but not girls also with more conduct problems. Only adolescent delinquency was associated with subsequent witnessing violence
and victimization.
This research was partially supported by the Centers for Disease Control and Prevention Grant No. R49–CCR418569. 相似文献
73.
Elizabeth M. McCarroll Eric W. Lindsey Carol MacKinnon-Lewis Jessica Campbell Chambers James M. Frabutt 《Journal of child and family studies》2009,18(4):473-485
We examined associations between children’s health status and the quality of their peer relationships, as well as factors
that may account for individual variation in the quality of chronically ill and healthy children’s peer relationships. Our
sample included 268 children (138 boys; 130 girls) with 149 European-Americans and 119 African-Americans. There were 91 children
with a chronic illness; 35 with asthma, 26 with diabetes, and 30 with obesity. Chronically ill children were characterized
by teachers as displaying less prosocial behavior, less overt aggression, and less relational aggression with peers than healthy
children. Chronically ill children reported lower levels of peer contact and higher levels of social anxiety than healthy
children. Among chronically ill children those with high self-esteem were more prosocial and less aggressive than those with
low self-esteem. Our findings suggest that chronically ill children are at risk for peer relationship difficulties, but that
self-esteem may serve as a protective factor against poor peer relationships for some chronically ill children. 相似文献
74.
Intentional explanations and radical theories of education 总被引:1,自引:0,他引:1
Michael Dale 《Studies in Philosophy and Education》1990,10(3):179-194
In this paper I argue that Marxist studies of schools have overlooked the power of intentional explanations to explain schooling practices and policies. This oversight is at least in part due to many radical analyses failing to distinguish between explaining the acquisition and persistence of beliefs and determining the social consequences that follow from acting on beliefs. I further contend that radical researchers examining schooling practices must develop a more rigorous and refined conception of capitalist class interests. 相似文献
75.
This study tested a model examining the impact that early affiliative memories (both with family and peers) on eating psychopathology, and whether these links are carried by the mechanisms of external shame and body image-related perfectionistic self-presentation, in a sample of 480 female college students. Path analyses’ results revealed that this model accounted for 48% of disordered eating’s variance and suggests that the lack of early positive emotional memories is associated with higher levels of shame (feelings of inferiority and unattractiveness), and with higher tendency to adopt body image-related perfectionistic strategies, that seem to explain excessive eating concern and rigid control of one’s eating behaviors. This study offers important insights for future research and for the development of intervention programs, by revealing the importance of assessing and targeting shame and perfectionistic strategies and suggesting the importance of promoting adaptive emotion regulation strategies. 相似文献
76.
《Journal of Cognitive Psychology》2013,25(7):699-713
Previous research has shown that early and late bilinguals differ in their language learning experiences and linguistic outcomes. However, evidence of differences between these bilinguals on measures of executive function (EF) has been mixed. As a result, the current study sought to (1) determine whether early and late bilinguals vary from one another and (2) exhibit cognitive advantages in EF relative to monolinguals. One hundred and five participants (42 monolinguals, 40 early bilinguals and 23 late bilinguals) completed the study. Participants' EF skills were assessed using the Auditorily Cued Number Numeral Task. Overall, the results did not reveal clear advantages for the early bilinguals compared to the two other groups. In fact, early bilinguals and monolinguals were equivalent in their performance on the EF task, whereas the late bilinguals were less accurate, relative to the other two groups. The differences in the performance of early and late bilinguals are discussed in terms of the competition model of second-language learning proposed in previous research. Taken together, these findings indicate that individual differences in EF influence the observed differences found in EF across language groups. 相似文献
77.
Thirty-two primiparous mothers with their neonates, 20 breast-fed and 12 bottle-fed, were videotaped during feeding longitudinally (at 3, 10 days, 1 and 3 months) in order to investigate whether patterns of mother-infant interaction observed during breast- and bottle-feeding differ also for behavior not directly related to sucking. Infant state, sucking behavior, mother behavior and mother-infant interaction were analyzed by both sequential and non sequential analysis. Results suggest that the method of feedings affects mother-infant interaction observed during and just after feeding also for some behavior not directly related to sucking. The percentage of mutual touch, tactile stimulation and mother's gaze to infant was significantly more elevated during breast-feeding. Independently of the feeding mode, significant sequential dependencies between infant state of alertness and auditory stimulation, and auditory stimulation and mutual gaze were found. 相似文献
78.
79.
H.A. Alexander 《Studies in Philosophy and Education》2000,19(5-6):491-507
This essay argues that schooling in Israel is tied too closely to ideology. This results in an indoctrinary orientation that contributes to divisiveness and imperils Israeli democracy. After reviewing and critiquing the roots of this orientation, I advance an alternative that understands education as an agent of the good rather than ideology. Israeli schooling requires a vision of goodness broad enough to encompass competing conceptions of Jewish life espoused by the majority as well as non-Jewish orientations affirmed by various minorities. Such a vision can be grounded, I contend, in a democratic Jewish theology that emphasizes God as teacher rather than tyrant. 相似文献
80.
Deception and subtypes of aggression during early childhood 总被引:6,自引:0,他引:6
Ostrov JM 《Journal of experimental child psychology》2006,93(4):322-336
A multi-informant study investigated the association between deception capacities and subtypes of aggression in a young early childhood sample (M = 44.65 months of age, SD = 13.39, N = 64). A newly developed teacher report of deception had appropriate psychometric properties (reliability, concurrent validity, and construct validity). Recently introduced observational methods of physical and relational aggression were reliable and valid with this sample. Findings indicated that both physical and relational aggression were associated with concurrent deception. For boys only, physical aggression uniquely predicted deception, controlling for the variance associated with relational aggression. In addition, relational aggression predicted deception above and beyond the role of physical aggression for the entire sample. 相似文献