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961.
This paper presents an exploratory study designed to address complex scaling problems in applying value/utility theory to measuring preferences over alternative combinations (or portfolios) of multiattributed items. This application considers meals served to nursing home residents as portfolios of food items and seeks to maximize meal appeal. We consider food interrelation and link single food measurements to overall meal measurements in the process of constructing meal desirability scales. We test the resulting scales to capture one expert's professional judgments and discuss issues raised in this specific application in the context of general portfolio evaluation problems. © 1998 John Wiley & Sons, Ltd. 相似文献
962.
This study investigated (a) the effects of mediated learning experience (MLE) in mother–child interactions on cognitive modifiability as measured by dynamic assessment, (b) the effects of mothers' acceptance–rejection towards their children and the children's personality on the mothers' MLE strategies, (c) the combined effects of the mothers' acceptance–rejection, children's personality, and MLE strategies on children's cognitive modifiability, and (d) the prediction of cognitive modifiability by MLE interactions in two distinct conditions: free-play and structured. Fifty-four mother–child dyads (26 boys and 28 girls) in grade 2 were videotaped interacting in two situations: free-play and structured. The interactions were analysed with observation of mediation instrument using five criteria: intentionality and reciprocity, transcendence, meaning, feelings of competence, and regulation of behaviour. The children were administered the parent acceptance–rejection questionnaire, the personality assessment questionnaire, and the children's inferential thinking modifiability test. A distal–proximal factors of cognitive modifiability model was used to explain causal paths among mothers' acceptance–rejection and children's personality (distal) on MLE (proximal), and of both on children's cognitive modifiability. A structural equation model analysis revealed that (a) all MLE criteria were predicted by the distal factors of mothers' acceptance–rejection and children's personality, (b) none of the mothers' attitudes or children's personality factors explained the children's cognitive factors, (c) MLE criteria of transcendence and regulation of behaviour explained the children's CITM-post-teaching score but not the CITM-pre-teaching score. The results are discussed in relation to Feuerstein's MLE theory and Tzuriel's previous results with preschool children. © 1998 John Wiley & Sons, Ltd. 相似文献
963.
Lex Wijnroks 《Infant and child development》1998,7(1):19-30
The aim of the study was to investigate the relationship between several dimensions of maternal interactive behaviours, and cognitive development and attention in preterm infants. Of special interest was the question of whether high levels of maternal stimulation and activity may have negative consequences for the development of preterm infants. Sixty-six preterm infants and their mothers were followed longitudinally and videotaped in interaction situations at home, at the infant age of 6, 9 and 12 months. Mothers behaviours were scored on involvement, sensitive responsiveness, non-intrusiveness and level of activity. Moreover, infant cognitive status was assessed at 6, 12 and 24 months of age, using the Bayley Scales of Infant Development. Infant ability in problem solving and attention were assessed in two problem solving tasks at 18 and 24 months of age. The results showed that infant cognitive status at 12 and 24 months was best predicted by maternal involvement and infant responsiveness. No significant relationships were found between maternal interactive behaviours and infant ability in problem solving and attention. More importantly, there was no indication that high levels of maternal stimulation or intrusiveness may have a negative impact on later cognitive development and attention in preterm infants. © 1998 John Wiley & Sons, Ltd. 相似文献
964.
Neighborhood Poverty, Social Capital, and the Cognitive Development of African American Preschoolers
In this investigation, we examine the impact of the ecological context of the residential neighborhood on the cognitive development of children by considering social processes not only at the family-level but also at the neighborhood-level. In a socioeconomically diverse sample of 200 African American children living in 39 neighborhoods in Baltimore, we found that neighborhood poverty was associated with poorer problem-solving skills over and above the influence of family economic resources and level of positive parent involvement. Sampson has theorized that neighborhood poverty affects child well-being by altering levels of neighborhood social capital as well as family social capital. Although we found that indicators of neighborhood and family social capital were associated with cognitive skills, these factors did not explain the association between neighborhood poverty and problem-solving ability. Implications for future research in the area of neighborhoods and child development are discussed. 相似文献
965.
Hausman AJ 《American journal of community psychology》2002,30(3):453-467
Evidence-based practice, developed in clinical medicine, is being applied to community health programs. Barriers to implementation of evidence-based practice noted in clinical medicine are likely to exist in community health settings and may be complicated by the nature of community health programs. These barriers include accessibility and availability of relevant data, social and political considerations of program decision-making, and conflicting expectations for evaluation research. This paper discusses barriers to both amassing evidence for practice and using evidence for decision-making in community health. The potential for conflict between practice goals set by evidence-based thinking and those set by community health organizations is also discussed. Implications for evaluations of community health programs are raised and recommendations for improving access to and use of evaluation information are made. 相似文献
966.
How do infants individuate and track objects, and among them objects belonging to their species, when they can only rely on information about the properties of those objects? We propose the Human First Hypothesis (HFH), which posits that infants possess information about their conspecifics and use it to identify and count objects. F. Xu and S. Carey [Cognitive Psychology, 30(2), 111-153, 1996] argued that before the age of 1 year, infants fail to use property information. To explain their results, Xu and Carey proposed the Object First Hypothesis (OFH), according to which infants under 1 year of age have only the general concept of physical object to identify and count objects. We show that infants have a more extensive knowledge of sortals than that claimed by the OFH. When 10-month-olds see one humanlike and one non-humanlike object, they successfully identify and count them by using the contrast in their properties, as predicted by the HFH. We also show that infants succeed even when they make a decision based on differences between two close basic-level categories such as humanlike objects and doglike objects, but fail when they have to use differences within the human category. Thus, infants treat "human" as a basic sortal, as predicted by the HFH. We argue that our results cannot be accounted for by general purpose mechanisms. Neither the strong version of the OFH and its explanation in terms of object indexing mechanisms [A. M. Leslie, F. Xu, P. Tremoulet, & B. J. Scholl, Trends in Cognitive Sciences, 2(1), 10-18, 1998] nor explanations in terms of task demands [T. Wilcox & R. Baillargeon, Cognitive Psychology, 37(2), 97-155, 1998] are sufficient to explain our results. 相似文献
967.
As an introduction to the special issue on neurocognitive factors underlying age effects, we discuss a number of recent developments in the literature on aging. The classic distinction between generalized and process-specific cognitive changes with old age has reappeared in the distinctions between the frontal lobe hypothesis and more differentiated views of neurocognitive aging. We argue that neurological decay in the frontal cortex has important implications for cognitive control, but that the frontal lobe hypothesis does not capture the plethora of changes that characterize aging and incorrectly suggests a unitary effect. 相似文献
968.
Violence prevention programs with varying degrees of scientific support have proliferated in the United States and elsewhere. This paper previewed a broad range of programs involving youth, families, or systems that aimed to prevent or reduce violence-related behavior. The purpose of the review was to address critical issues concerning (1) target level of programming, (2) theory-driven versus problem-driven conceptualization, (3) cultural considerations, (4) developmental considerations, (5) intervention fidelity, and (6) outcome and impact assessment. Conclusions about these issues address tendencies and trends across programs. 相似文献
969.
970.