共查询到20条相似文献，搜索用时 15 毫秒
1.
Objectives
Approximately one third of patients with non cardiac chest pain (NCCP) report a history of abuse, however no data exists on the prevalence of abuse among people with unexplained chest pain in the general population. We aimed to determine if there is a relationship between childhood sexual, physical, emotional abuse and unexplained chest pain, and to identify whether any potential relationship is being driven by an association with psychological distress.Methods
Subjects were identified from 2 previous random population surveys that included people with irritable bowel syndrome (IBS) and/or functional dyspepsia (FD) and healthy controls. People in the unexplained chest pain group (n = 27) had chest pain in the past 12 months that was not heartburn or heart disease. People in the comparison group (n = 60) did not have chest pain for more than 12 months. Self-reported abuse and psychological variables were assessed using validated measures.Results
Emotional/verbal abuse (20.8% versus 4.4%, P = 0.032) and physical abuse (16.7% versus 2.2%, P = 0.028) were significantly more common in people with unexplained chest pain versus the comparison group. Only a history of emotional/verbal abuse was a significant independent predictor of meeting criteria for unexplained chest pain (OR = 5.66; 95%CI 1.01–31.80, P = 0.049) even after controlling for IBS and/or FD (OR = 5.45; 95%CI 0.96–30.83, P = .05), but not when depression was controlled for (OR = 4.70; 95%CI 0.90–27.61), P = 0.08.Conclusions
A history of childhood emotional/verbal abuse is a risk factor for having unexplained chest pain but the association may be moderated by psychological distress, specifically depression. 相似文献2.
Editorial
Exploring the global significance of Chinese education: A new start for Frontiers of Education in China 相似文献3.
Marina Klimovich Simon P. Tiffin-Richards Tobias Richter 《Journal of Research in Reading》2023,46(2):123-142
Background
Commercial speed-reading training programs are typically marketed with the promise to dramatically increase reading speed without impairing comprehension. From the perspective of reading psychology, it seems quite unlikely that speed-reading training can indeed have such effects. However, research on the effectiveness of modern speed-reading training programs on reading performance in typical readers is sparse. The present study had two goals. First, we sought to extend prior research on speed-reading by assessing the effects of a speed-reading application on reading performance in a pre-training and post-training design with a control group. Second, we aimed to identify the mechanism underlying speed-reading training programs.Methods
We assessed reading speed, comprehension and eye movements of 30 German-speaking undergraduates (Mage = 22.77 years, SDage = 3.41 years) before and after they received a commercial, app-based speed-reading training, a metacognitive training or no training.Results
Results revealed higher reading speed in the speed-reading condition and metacognitive condition compared with the control condition, although not to the extent claimed in the application. Eye-movement data indicated that the increase in reading speed was due to fewer and shorter fixations in measures reflecting late but not early lexical processing. No differences in comprehension performance were observed between the three conditions.Conclusions
We discuss our findings in support of the idea that the increase in reading speed was not caused by a change in basic characteristics of participants' reading behaviour, but rather by an increase in their awareness of their own reading process. Further research is needed to investigate whether the observed effects are maintained over time.4.
5.
Although everybody agrees that education reform is needed, there is little agreement on the nature of the problems, and certainly not on the remedies; nevertheless, there is a central focus on curriculum issues. Three principal points are addressed in this paper: (a) new approaches in education are urgently needed, (b) new educational approaches require revised concepts of the nature and development of human abilities, and (c) those new concepts must lead inevitably to emphasis on the acquisition, growth, and application of systematic processes of logical thinking, which is to say, “cognitive” or “metacognitive” education. The author presents a “transactional perspective” on human abilities, with three principal components: intelligence, cognitive processes, and intrinsic motivation. Intelligence and cognitive processes differ with respect to their respective sources, their relative modifiability, their composition, methods of assessment, and the role of parents and teachers in their development. Individual differences in intrinsic motivation are associated with differences in learning effectiveness that are not accounted for by the other two components of the transactional model, which is transactional rather than merely interactive because the ability of any one of the three principal components to influence development of either or both of the other two changes with each effect of one upon another. Two programs of cognitive education, one for preschool children, the other for older children, adolescents, and adults, are described and data are presented showing that systematic classroom application of such programs by well trained teachers can lead to enhancement of cognitive development, intrinsic motivation, and even IQ. Further, relatively long‐term evaluative studies demonstrate that there are positive and long‐lasting effects of cognitive education on subsequent learning and school achievement.
相似文献
Thinking In, Around, and About The Curriculum: the role of cognitive education
Published online:
22 January 20076.
Mary Dioise Ramos 《Educational gerontology》2020,46(7):431-438
ABSTRACT
Objectives
This study aims to examine the association between attitudes, perceived competence, and social limitation among older adults with hearing impairment. 相似文献7.
Christopher McIntosh 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,6(1):567-583
Book Review
Book Reviews: CROPLEY, ARTHUR J. 2001. Creativity in Education and Learning – A Guide for Teachers and Educators. London: Kogan Page. 202 pp. ISBN0-7494-3447-3. 相似文献8.
Background
Previous studies used curriculum-based measurement (CBM) maze scores as an indicator of the reading comprehension level of secondary school students with and without special educational needs in multiple grades, pinpointing a high influence of both student- and context-related variables. However, studies on cumulative influence are necessary for better understanding of data-based decision-making.Methods
We examined a sample of 1066 secondary school students using four linear mixed-effect models: How much variance in maze scores exists between multiple student characteristics (i.e., gender, immigration background, learning disability and developmental language disorder) and context variables (i.e., classroom, grade and school type) across Grades 5–8?Results
The intra-class correlation (ICC) results show that the influence by the context-related variable classroom (ICC = .094) is almost as large as by the variable grade level (ICC = .126). School type (i.e., inclusive school vs. special school) has the least influence (ICC = .02). In addition, the effects of student-related variables explain only a small proportion of the variance (marginal R2 = .114).Conclusions
Maze scores can be used as a screening instrument for students with multiple characteristics across grades; they also show that it makes no difference which type of school students attend. As teachers and further classroom-related variables have almost as much influence as grade level, we discuss that teachers can minimise classroom effects by using maze scores as a formative approach. 相似文献9.
《Zeitschrift für Erziehungswissenschaft》2010,13(2):337-339
Auswahlbibliografie
Auswahlbibliografie, Neuerscheinungen 相似文献10.
ABSTRACT
Background and Context
Women are underrepresented in the field of computer science, a trend that in part can be traced to girls’ early experiences with the discipline. 相似文献11.
Objective
The gene for mast cell chymase (CMA1) is an ideal candidate for investigating the genetic predisposition to coronary heart disease (CHD), as activated mast cells have been found to be present in a greater proportion in the shoulder region of atheroma than in normal coronary intimae. Previous studies have indicated that CMA1 promoter polymorphism rs1800875 may be involved in regulating immunoglobulin E (IgE) levels in patients with eczema, and it is associated with the progression of immunoglobulin A nephropathy. 相似文献12.
13.
Mary Ellen Cooper 《TechTrends》2009,53(6):8-11
Connellys’ Classroom Cutaway
Read the Book, See the Movie, Part Three 相似文献14.
Aaron M. Kuntz Ryan Evely Gildersleeve Penny A. Pasque 《Peabody Journal of Education》2013,88(5):488-505
The American Graduation Initiative stands as the cornerstone of the Obama administration's higher education agenda. To investigate the state of the politics of education in the Age of Obama, this article employs critical discourse analysis to unveil the hidden meanings and ideological commitments inherent in Obama's policy discourse. Read within and against the backdrop of what Apple (2006) called the era of conservative modernization, Obama's policy discourse relies on a logic of abstraction that serves to promote a falsely “postracial” society in which hegemonic notions of education are perpetuated. 相似文献
15.
volume contents
Volume XXXIV, 2004 相似文献16.
Mary Goodwin 《TechTrends》2009,53(5):11-12
Connellys’ Classroom Cutaway
Read the Book, See the Movie, Part Two 相似文献17.
Background
Using a 1-year longitudinal design, we evaluated the effectiveness of an intervention programme to improve reading attainments among Chinese-as-a-second-language (CSL) learners. Using the simple view of reading as a theoretical framework, the intervention focused on students' orthographic knowledge, word reading and listening comprehension to facilitate reading comprehension.Method
A total of 186 Grade 4 CSL students (mean age = 9.22, SD = 0.56) participated in the study and were grouped into the treatment (N = 96) and control (N = 90) groups. A range of Chinese language and literacy skills were assessed before and after the intervention.Results
The path analysis showed that the intervention significantly affected orthographic knowledge, word reading and listening comprehension directly and reading comprehension indirectly through the three componential skills after controlling for nonverbal reasoning, vocabulary and autoregressors.Conclusions
The findings suggest that orthographic knowledge, word reading and listening comprehension may be promising targets for instructing young CSL learners. 相似文献18.
Editor's Page
Integrating New Ideas in Course Design, Implementation, and Evaluation 相似文献19.
Intellectual goods can follow the same pattern as physical goods with the product life cycle of birth, growth, maturity, and decline. For the intellectual good of technological, pedagogical, and content knowledge (TPACK), its birth began with Shulman (1986, 1987). Canonical correlation analysis (CCA) was used to test the relationships among five of the 12 constructs in the technology integration education (TIE) model developed by Holland and Piper (2014). Based on the patterns of cross-loading correlations, this study found that there were limited correlational relationships between the set of independent variables and the set of dependent TPACK variables. For this pilot study, the sample consisted of 90 elementary education majors and 51 secondary education majors. 相似文献
20.
