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961.
Dominant paradigms of global development have historically been devoid of emotions, connected with racialized and gendered ideas of rationality and civility. Within contemporary scholarship there is however increasing recognition of the importance of emotions for understanding development processes. This paper adds to this body of work by exploring the ways that emotions shape how people who are trying to ‘do’ development actually do it. Drawing on empirical material from conversations with civil society activists based on the Caribbean islands of Grenada and Barbados, this article explores some of the emotions that are present within civil society organizing and makes the case that in this context emotions are not just felt, they are generative of civil society organizing and wider development processes. Focusing on shame, the article demonstrates how emotions are produced relationally within civil society organizing, how emotions are generative and can co-construct spaces for civil society and how civic organizing can act as counter-expressions to these feelings. Emotions are then constitutive of global development, yet often neglected in dominant discourses of civil society within the development sphere, with professional subjectivities dominant. 相似文献
962.
Fabrice Damon Paul C. Quinn David Méary Olivier Pascalis 《British journal of psychology (London, England : 1953)》2023,114(Z1):71-93
Faces can be categorized along various dimensions including gender or race, an ability developing in infancy. Infant categorization studies have focused on facial attributes in isolation, but the interaction between these attributes remains poorly understood. Experiment 1 examined gender categorization of other-race faces in 9- and 12-month-old White infants. Nine- and 12-month-olds were familiarized with Asian male or female faces, and tested with a novel exemplar from the familiarized category paired with a novel exemplar from a novel category. Both age groups showed novel category preferences for novel Asian female faces after familiarization with Asian male faces, but showed no novel category preference for novel Asian male faces after familiarization with Asian female faces. This categorization asymmetry was not due to a spontaneous preference hindering novel category reaction (Experiment 2), and both age groups displayed difficulty discriminating among male, but not female, other-race faces (Experiment 3). These results indicate that category formation for male other-race faces is mediated by categorical perception. Overall, the findings suggest that even by 12 months of age, infants are not fully able to form gender category representations of other-race faces, responding categorically to male, but not female, other-race faces. 相似文献
963.
The purpose of this longitudinal study was to describe object‐centred interactions between mothers and their 2–4‐month‐old infants, before and during the emergence of reaching and grasping movements. We hypothesized that when reaching movements emerge at around 3 months, mothers alternate between attention stimulation and reaching stimulation, before joint actions between mother and infant develop around objects. Twelve dyads were recorded when infants were 2 months, 3 months and 4 months. The interactive sessions lasted 5 min. Three age‐appropriate toys the infant could handle were available to the mother. A principal component analysis (PCA) was performed on verbal and non‐verbal maternal behaviours, motor infant behaviours and co‐occurrences of those behaviours. The developmental course of prehension in infants when playing with their mother follows similar pathways, as was described when they are observed alone. Mothers appeared to early scaffold prehension skills by verbal and non‐verbal means. Moreover, maternal behaviours change according to the infant's behaviour, and conversely, infant's behaviours influence maternal behaviours: mother plays first an active part in joint action, while later on, the infant achieves joint action when motor skills develop. Copyright © 2000 John Wiley & Sons, Ltd. 相似文献
964.
Elizabeth Roberts Marc H. Bornstein Alan M. Slater Jacqueline Barrett 《Infant and child development》1999,8(1):49-62
Relations between cognitive development in infancy and early childhood, and parental education were examined. Previous research has found little association between measures of the parenting environment, including parental education and socio‐economic status (SES), and cognitive development in infants and children under 2 years of age. However, the earlier studies may not have reliably measured individual differences in cognitive abilities, thus, there is uncertainty as to what age elements in the parental environment affect cognitive development. Seventy‐six infants were tested on a range of cognitive tasks at 3‐month intervals between the ages of 9 and 18 months. Information on parental education (a component of SES) was collected. Seventy‐one of the children returned at 27 months and completed the Bayley Scales of Infant Development, Mental Scale, which was used as an outcome measure for the earlier tasks. The findings present a clear indication that cognitive development in early childhood is affected by the parenting environment, at least from as early as 12 months. Copyright © 1999 John Wiley & Sons, Ltd. 相似文献
965.
This study examines the effects of mother–child literacy and problem solving interactions on 3–4‐year‐old children's cognitive development in a sample of Dutch middle‐class, Dutch lower‐class, Surinamese and Turkish immigrant families (n=130). Following the bioecological model of Bronfenbrenner and Ceci, mother–child book reading and problem solving interactions are viewed as proximal processes actualizing genetic cognitive potential. Interactions are studied from a quantitative perspective, based on questionnaire data, concerning frequency of exposure to these interactions, and a qualitative perspective, based on observational data, concerning affective quality and cognitive content. The study was designed as a 1 year longitudinal study. It was found that effects of mother–child interactions on cognitive development differed across the groups, controlling for earlier cognitive competence and family's SES. The findings are interpreted within the frame of the bioecological model and the behavioral genetic research paradigm. Copyright © 1999 John Wiley & Sons, Ltd. 相似文献
966.
抑郁认知易感性应激模式的研究:起源、发展和整合 总被引:9,自引:0,他引:9
近年来,对抑郁易感性的研究,已经成为探寻抑郁心理病理的一个热点。文章介绍了抑郁易感性应激模型的相关定义、起源、及主要特点。介绍了在当代具有代表性的3个理论:(1)Abramson的抑郁无望理论;(2)Beck的认知易感理论;(3)双信息过程理论。尤其对抑郁认知易感性因素本身的起源、发展及影响因素进行了评述。最后,介绍了整合的抑郁认知易感性应激模型。在此基础上,提出了模型进一步完善和发展的方向 相似文献
967.
An adaptive approach for modelling individual-level choice among multiattribute alternatives using the binary logit model is presented. The algorithm involves the collection of paired comparison data. In an effort to maximize the amount of information obtainable from each response, it is based on the experimental design criterion of D-optimality. A simulation study indicates that the proposed algorithm outperforms other sequential selection approaches in terms of estimation accuracy and predictive efficiency under certain circumstances. The results appear to encourage the use of such an adaptive algorithm for individual-level modelling in light of the potential reduction in data requirements without significant loss in predictive accuracy. 相似文献
968.
Benard P. Dreyer Alan L. Mendelsohn Catherine S. Tamis-LeMonda 《Infant and child development》1996,5(4):271-287
In a series of investigations with poor minority families, we examined the reliability and validity of the StimQ, an office-based interview of children's cognitive home environment. Researchers and practitioners alike recognize the importance of assessing meaningful dimensions of children's early experiences, particularly in families where children may be at risk for later cognitive delay. To date, methodological approaches to the study of parenting have most often relied on home visits and/or labour-intensive observations and coding. Our findings suggest that valid and reliable data about the cognitive environments of poor children can be obtained through maternal report, thereby offering applied scientists a useful alternative to assessing children's early experiences. © 1996 John Wiley & Sons, Ltd. 相似文献
969.
学前儿童“朴素生物学理论”发展的实验研究──对“生长”现象的认知发展 总被引:9,自引:0,他引:9
从学前儿童对生物生长现象的认知入手探查了学前儿童朴素生物学理论的发展,探查了发展中的个别差异和个体内部差异。研究发现:(1)学前儿童在生长维度上逐渐形成了朴素生物学理论;(2)不同教育条件下的儿童对生长的认知存在差异;学前早期儿童的认知成绩更多地受实验任务变式的影响,而学前晚期儿童的个体内部差异则较小。 相似文献
970.
There is a growing awareness that language and gesture are deeply intertwined in the spontaneous expression of adults. Although some research suggests that children use gesture independently of speech, there is scant research on how language and gesture develop in children older than 2 years. We report here on a longitudinal investigation of the relation between gesture and language development in French-English bilingual children from 2 to 3 1/2 years old. The specific gesture types of iconics and beats correlated with the development of the children's two languages, whereas pointing types of gestures generally did not. The onset of iconic and beat gestures coincided with the onset of sentencelike utterances separately in each of the children's two languages. The findings show that gesture is related to language development rather than being independent from it. Contrasting theories about how gesture is related to language development are discussed. 相似文献