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131.
Developmental trajectories of peer-nominated aggression, risk factors at baseline, and outcomes were studied. Peer nominations of aggression were obtained annually from grades 1 to 3. Three developmental trajectories were identified: an early-onset/increasers trajectory with high levels of peer-nominated aggression at elementary school entry and increasing levels throughout follow-up; a moderate-persistent trajectory of aggression in which children were characterized by moderate levels of physical aggression at baseline; and a third trajectory with stable low levels of aggression. Children following the early-onset/increasers trajectory showed physical forms of aggression at baseline. Male gender and comorbid attention deficit/hyperactivity problems, oppositional defiant problems and poor prosocial behavior plus negative life events predicted which children would follow the early-onset/increasers trajectory of aggression. The outcomes associated with the early-onset/increaser children suggest high risk for chronically high levels of aggressive behavior. 相似文献
132.
Past research has suggested that the aggregation of deviant peers during treatment may cause harmful effects (T. J. Dishion, J. McCord, & F. Poulin, 1999). This study compared the effectiveness of problem-solving skills training groups in which all members had conduct problems (pure group condition) with groups that consisted of adolescents with and without behavior problems (mixed group condition). Participants were 139 sixth- and seventh-graders (mean age = 12.7; 63% male; 55% White) enrolled at public middle schools. Pre-, post-, and 6-month follow-up data were collected, along with intervention process variables. Results showed that, contrary to the deviancy training hypothesis, adolescents in the pure-group condition engaged in more adaptive in-session behavior and received lower scores on the parent and teacher ratings of externalizing behavior at postintervention than those in the mixed-group condition. Mediation analyses showed that the deviancy training that occurred in the mixed-group condition accounted for their worse postintervention scores, findings consistent with the deviancy training hypothesis. 相似文献
133.
Robert?L.?WilliamsEmail author Erin?Carroll Briana?Hautau 《Journal of Behavioral Education》2005,14(3):167-188
Over a three-semester period in a large undergraduate human development course, students were assigned to 5–7 member groups to work together in preparing for an exam in one of the five content units in the course. Their exam performance was tracked over three units: a baseline unit in which students worked only individually, a unit in which they worked in cooperative teams, and a follow-up unit in which the formal cooperative team structure was removed. Three different bonus-credit contingencies were used in the cooperative learning unit across the three semesters: (a) awarding full bonus credit to each individual in the group if the group as a whole improved its exam performance by the specified amount, (b) awarding partial bonus credit to each individual in the group if the group as a whole improved it exam performance by the specified amount and full bonus credit to each individual who also improved by the specified amount, and (c) awarding full bonus credit to an individual in the group if both the group and the individual improved exam performance by the specified amount. The three contingencies produced somewhat similar patterns of change for low and average performers, but the high performers fared better under the last two contingencies than under the group-only contingency. 相似文献
134.
Nix RL Pinderhughes EE Bierman KL Maples JJ;Conduct Problems Prevention Research Group 《American journal of community psychology》2005,36(3-4):307-325
This study examined whether the link between risk factors for conduct problems and low rates of participation in mental health
treatment could be decoupled through the provision of integrated prevention services in multiple easily-accessible contexts.
It included 445 families of first-grade children (55% minority), living in four diverse communities, and selected for early
signs of conduct problems. Results indicated that, under the right circumstances, these children and families could be enticed
to participate at high rates in school-based services, therapeutic groups, and home visits. Because different sets of risk
factors were related to different profiles of participation across the components of the prevention program, findings highlight
the need to offer services in multiple contexts to reach all children and families who might benefit from them.
Ellen Pinderhughes's and Karen Bierman's colleagues in the Conduct Problems Prevention Research Group are, in alphabetical
order, John D. Coie, Duke University; Kenneth A. Dodge, Duke University; E. Michael Foster, University of North Carolina;
Mark T. Greenberg, Pennsylvania State University; John E. Lochman, University of Alabama; and Robert J. McMahon, University
of Washington. 相似文献
135.
Cognitive deficits associated with early Alzheimers disease (AD) have been recently operationalised in terms of an acquisition deficit and the research supporting this view is presented. However, there is still debate concerning the nature of this deficit and how underlying cognitive processes may be detrimentally affecting the ability to acquire new information in early AD. This review argues that the pattern of cognitive deficits contributing to the acquisition impairment in early AD patients may be readily interpreted within the context of a working memory model. Isolating the component processes of working memory that underlie the acquisition deficit in early AD patients will aid in the design of clinical applications that are focussed at enhancing the ability to acquire new information in everyday life. 相似文献
136.
Eunjeong?KangEmail author Ana María?Brannan Craig Anne?Heflinger 《Journal of child and family studies》2005,14(1):43-56
The aim of this study was to examine differences in responses to the Caregiver Strain Questionnaire (CGSQ) between African American and White caregivers of children with emotional and behavioral challenges. Significant item- and scale-level differences were detected across groups with African Americans consistently reporting less strain. We examined whether these differences were more likely due to nonequivalent measurement than to real differences in the experience of caregiver strain. Confirmatory factor analysis showed that the model fit the data well for both racial groups, but there were some differences in structural components. Internal consistency was equivalent across the groups. In an examination of criterion validity, regression analyses showed that African American caregivers experienced a slower rate of increase in objective caregiver strain at a given increase in child internalizing problems. No other race differences were found in the regression analyses. In general, we conclude that the CGSQ can be useful for detecting caregiver strain and identifying family support needs for both White and African American caregivers. Differences across groups in reports of caregiver strain, however, call for more research on racial differences in the impact on the family of caring for a child with emotional and behavioral disorders. 相似文献
137.
Developmental Differences in Metacognition and their Connections with Cognitive Development in Adulthood 总被引:1,自引:0,他引:1
This study investigated developmental differences in some metacognitive variables in ill-defined problem solving and their
possible connections with cognitive development in adulthood. Participants were 57 individuals of different ages (adolescents,
young adults, mature adults and older adults). They solved one well-defined and six ill-defined problems while their thinking-aloud
was taped. They then answered a metacognitive statements questionnaire. Differences in performance were statistically significant
in all problems: the best results in interpolation and divergent production problems were achieved by the younger adult group
and the best performance on most dialectical everyday problems was found in the mature adults' group. We found no significant
differences between age groups in the on-line monitoring of the solving process. Accuracy in metacognitive statements was
however significantly better in the mature adult and the younger adult groups. Awareness of and reflection on one's own mental
processes showed a similar developmental pattern to relativistic/dialectical thought: low expression in adolescence, an increase
in early adulthood, a peak in mature adulthood and a minor decline in later years. 相似文献
138.
This paper reported two studies investigating high school students’ academic self-schemas in learning mathematics and their self-congruent learning engagement patterns. Using cluster analyses, Study 1 located two contrasting groups of students holding positive and negative self-schemas in learning mathematics among Chinese participants. MANOVA analyses showed that these two groups of Chinese schematic students differed from each other in the use of achievement goals, approaches to learning, and expected levels of performance. These findings were validated and extended in Study 2 using a culturally different sample, Australian students. Again, cluster analyses successfully classified Australian participants into positive and negative schematic clusters. It was also found that these two groups of schematic students approached learning mathematics in a self-congruent manner similar to those found in Study 1. The converging results in both studies lent empirical support to the theoretical formulation of positive and negative schematic students and the validity of using the self-schema concept to investigate motivation and learning. The differences in their learning engagement patterns were discussed in terms of students’ different academic self-schemas in learning mathematics. 相似文献
139.
Fripp D Owen C Quintana-Rizzo E Shapiro A Buckstaff K Jankowski K Wells R Tyack P 《Animal cognition》2005,8(1):17-26
Bottlenose dolphins are unusual among non-human mammals in their ability to learn new sounds. This study investigates the importance of vocal learning in the development of dolphin signature whistles and the influence of social interactions on that process. We used focal animal behavioral follows to observe six calves in Sarasota Bay, Fla., recording their social associations during their first summer, and their signature whistles during their second. The signature whistles of five calves were determined. Using dynamic time warping (DTW) of frequency contours, the calves signature whistles were compared to the signature whistles of several sets of dolphins: their own associates, the other calves associates, Tampa Bay dolphins, and captive dolphins. Whistles were considered similar if their DTW similarity score was greater than those of 95% of the whistle comparisons. Association was defined primarily in terms of time within 50 m of the mother/calf pair. On average, there were six dolphins with signature whistles similar to the signature whistles of each of the calves. These were significantly more likely to be Sarasota Bay resident dolphins than non-Sarasota dolphins, and (though not significantly) more likely to be dolphins that were within 50 m of the mother and calf less than 5% of the time. These results suggest that calves may model their signature whistles on the signature whistles of members of their community, possibly community members with whom they associate only rarely. 相似文献
140.
The transmission of tool use is a rare event in monkeys. Such an event arose in a group of semi-free-ranging Tonkean macaques (Macaca tonkeana) in which leaning a pole against the parks fence (branch leaning) appeared and spread to several males. This prompted us to test individual and social learning of this behavior in seven young males. In the first experiment, three males learned individually to obtain a food reward using a wooden pole as a climbing tool. They began using the pole to retrieve the reward only when they could alternatively experience acting on the object and reaching the target. In a second experiment, we first tested whether four other subjects could learn branch leaning after having observed a group-mate performing the task. Despite repeated opportunities to observe the demonstrator, they did not learn to use the pole as a tool. Hence we exposed the latter subjects to individual learning trials and they succeeded in the task. Tool use was not transmitted in the experimental situation, which contrasts with observations in the park. We can conclude that the subjects were not able to recognize the target as such. It is possible that they recognized it and learned the task individually when we alternated the opportunity to act upon the object and to reach the reward. This suggests that these macaques could then have associated the action they exercised upon the pole and the use of the pole as a means to reach the reward. 相似文献