Effects of familiar and unfamiliar objects on mother-infant interaction

The purpose of this study was to determine whether the dynamics and structure of mother-child interactions around toys vary with the familiarity of toys. Twelve mother-child dyads with a 5- or 9-month-old infant were filmed two consecutive 5-minute sessions in the presence of familiar or novel objects. By relating the mother’s behaviour to her infant’s, we were able to define episodes consisting of phases of joint engagement of the two partners on the same topic or reference object. In a context involving familiar objects, mothers more often took the initiative to introduce a topic, and they kept the child’s attention focused on the object for longer periods, by means of various manipulations. In contrast, the attractiveness of the novelty gave the infants more initiative, and the mothers followed the child by providing mostly verbal support.     

Prematurity stereotyping: effects on mother-infant interaction

The possibility that the self-fulfilling prophecy process can adversely affect the caregiving environment of premature infants was explored in this study. A portion of this process was investigated experimentally by assessing cognitive and behavioral reactions of 27 mothers to unfamiliar full-term infants who were labeled either full-term or premature. Infants who were described as premature were touched less and given a more immature toy to play with, were rated as smaller, finer-featured, and less cute, and were liked less than infants who were labeled full-term. In turn, infants labeled premature were less active during the interaction than infants labeled full-term. College students who later observed the videotapes made of the mother-infant interactions were able to accurately guess which label was assigned to the infants. The results of this study further support the existence of a prematurity stereotype and the impact of expectations on perceptions and behavior.     

The relationship between neonatal characteristics and three-month mother-infant interaction in high-risk infants

The behavior of 4 groups of infants--healthy term, healthy preterm, sick preterm, and sick full-term--was assessed in the neonatal period using the Neonatal Behavioral Assessment Scale (NBAS). At 3 months postterm, infants and their mothers were observed and videotaped in a free-play session. Both the NBAS and mother-infant interaction data were analyzed to assess the effects of maturity (term vs. preterm), illness (sick vs. healthy), and their interaction. Results revealed that illness of the infant affected both NBAS performance and maternal behavior during the interaction at 3 moths. Infants who were ill performed poorly on the NBAS orientation dimension; this dimension was found to be significantly associated with maternal and infant behaviors at 3 months. These data demonstrate an association between early infant characteristics and subsequent mother and child interactive behaviors. They also identify postnatal illness as an important influence on the development of the mother-infant dyad.     

Transition from crawling to walking and infants' actions with objects and people

Associations between infants' transition to walking and object activities were examined. Fifty infants were observed longitudinally during home observations. At 11 months, all infants were crawlers; at 13 months, half became walkers. Over age, infants increased their total time with objects and frequency of sharing objects with mothers. Bidirectional influences between locomotion and object actions were found. Walking was associated with new forms of object behaviors: Walkers accessed distant objects, carried objects, and approached mothers to share objects; crawlers preferred objects close at hand and shared objects while remaining stationary. Earlier object activities predicted walking status: Crawlers who accessed distant objects, carried objects, and shared objects over distances at 11 months were more likely to walk by 13 months.     

Birth order and sex of sibling as determinants of mother-infant interaction.

Mother-infant interaction was assessed on 32 first- and second-born siblings when each was 3 months old. Data were colleted during 2 6-hour naturalistic home observations using a modified time-sampling technique. The sample consisted of 4 equal-size subgroups of same and opposite sex sibling pairs. Results suggested that interaction between a mother and her infant varied depending on the birth order and gender of the infant. Mothers spent significantly less time in social, affectionate, and caretaking interaction (except for feeding activities) with their second borns than they had with their firstborns; this difference was greater if the second born was female. Certain patterns of maternal behaviors appeared to be stable from one sibling to the other. Different types of interaction between the mothers and their younger infants were related to attention-seeking behavior in the firstborn male and female siblings.     

重视本科教育办好让人民满意的大学

要办好让人民满意的大学,必须重视本科教育。为此,要树立育人为本、质量第一的办学思想;要转变教学观念,注重知识、能力、素质协调发展,使学生学会学习、自主学习、个性得到全面发展;要对素质教育、英才教育、专业教育等有全面正确的认识。     

后现代管理：重视与环境互动关系

目前,国际上有一种新的思潮,认为企业管理的演进正进入一个新的发展阶段——后现代管理阶段。那么,什么是后现代管理呢？后现代管理产生的背景是什么样的呢？后现代管理的主要特征是什么呢？     

论道光朝末年清政府"以民制夷"政策的兴起

鸦片战争后，道光帝君臣为找不到既能免开边畔，又可维护“天朝”国体的“驭夷”之策而忧心忡忡。广东民众反对外国人入城的运动却让他们看到了希望。最终，清政府走上“以民制夷”的道路。     

Maternal attitudinal inflexibility: Longitudinal relations with mother-infant disrupted interaction and childhood hostile-aggressive behavior problems

Objective: The Personal Attitude Scale (PAS; Hooley, 2000) is a method that is under development for identifying individuals high in Expressed Emotion based on personality traits of inflexibility, intolerance, and norm-forming. In the current study, the goal was to measure the association between this maternal attitudinal inflexibility, early hostile or disrupted mother-infant interactions, and hostile-aggressive behavior problems in the child.MethodsIn a prospective longitudinal study of 76 low-income mothers and their infants, it was predicted that maternal PAS scores, assessed at child age 20, would be related to difficulties in early observed mother-infant interaction and to hostile-aggressive behavioral difficulties in the child.ResultsResults indicated that maternal difficulties in interacting with the infant in the laboratory were associated with maternal PAS scores assessed 20 years later. Hostile-aggressive behavior problems in the child at age five were also predictive of PAS scores of mothers. However, contrary to prediction, these behavior problems did not mediate the association between mother-infant interaction difficulties and maternal PAS scores, indicating that the child's hostile-aggressive behavior problems did not produce the link between quality of early interaction and later maternal attitudinal inflexibility.ConclusionsThe current results validate the PAS against observable mother-child interactions and child hostile-aggressive behavior problems and indicate the importance of future work investigating the maternal attitudes that are associated with, and may potentially precede, parent-infant interactive difficulties.Practice implicationsThese findings regarding the inflexible attitudes of mothers whose interactions with their infants are also disrupted have important clinical implications. First, once the stability of the PAS has been established, this measure may offer a valuable screening tool for the prenatal identification of parents at risk for difficult interactions with their children. Second, it suggests routes for more cognitive interventions around helping less flexible parents shift perspectives to better take account of their child's outlooks and needs.     

Minor phenomena and major processes of interaction with objects and peers in day care centres

The aim of this paper is to analyse the relation between interaction with objects and interaction with peers in children attending day care centres. The day care centre provides the child with an opportunity to interact with peers and for new cognitive experiences. It also provides researchers with an opportunity to study the relationships between peers and objects in the child’s cognitive construction. These two domains — peer interaction and interaction with objects — represent the two poles of a unitary system which allows the child to consolidate and acquire different kinds of knowledge. The two poles can be differently activated in the child’s cognitive construction. Their integrated study affords greater understanding of a series of behavioural phenomena which occur among peers in day care centres. Naturalistic observations on early peer interaction and object-related activities will be used to illustrate the analysis. The study of the processes involved in the child’s object- and peer-related interaction and the related behavioural phenomena can provide educational suggestions in order to ensure their actual emergence and to support their positive aspects.     

艺术院校与文化惠民的互动模式研究

艺术院校发展与地域文化建设息息相关。高校文化与地域文化都是社会文化的子系统,两者有着密切的关联,研究地方艺术院校与文化惠民的互动途径与协同发展具有重要现实意义。本文主要从产学研互动模式、文化互动模式、整合互动模式三方面阐述艺术院校服务文化惠民的主要途径。     

协调利益格局,实现和谐稳定

转型时期严重失衡的利益格局已经成为阶层关系失调、社会冲突频发的总根源.协调利益关系,建立大致平衡的利益格局,成为化解阶层矛盾,实现社会和谐稳定的重要内容.其基本要略是:加快城乡统筹和一体化进程,促进城乡均衡发展;发展经济,增加就业机会;继续推进覆盖面更广泛的社会保障体系的建设;继续加大收入分配调节力度,建立、健全合理的分配制度;健全民主制度,搭建各阶层进行公平利益博弈的政治制度平台.     

The use and effectiveness of maternal scaffolding in mother-infant games

Maternal behaviors within mother-infant games were examined to determine the amount, type, and functional value of maternal helping behaviors. 17 mother-infant pairs were videotaped on monthly visits from 8 to 16 months as they played 5 separate games. 2 of these games, roll the ball and peekaboo, were analyzed in terms of "rounds" of each game. Results show that dyads play more rounds of both games in the first months that infants perform game-relevant behaviors (e.g., returning a ball, performing uncovering or covering-uncovering). Maternal attention-getting and physical "stage-setting" behaviors occur in the early rounds of both games. In roll the ball, maternal hands-out and reinforcement behaviors increase in the months after the child begins to return the ball, while the percentage of rounds in which dyads play nonreturn variants decreases. Infants are more likely to return a ball when mother holds out her hands than when she does not. Infants are also able to perform returning or uncovering in game contexts before they perform similar behaviors in cognitive tests. The general similarity of findings in the peekaboo and roll-the-ball games, in spite of differences in the amounts of scaffolding, attention-getting, stage-setting, and reinforcement behaviors between the 2 games, indicates that the types and functions of maternal helping behaviors may be generalizable to other contexts of mother-infant interactions.     

并列话语关系与从属话语关系

话语关系分为并列关系和从属关系.话语结构具有层级性,话语层级结构具有时间顺序、话语意图、主题内容和功能相似四个特征.Asher和Vieu提出了四个准则来区分并列和从属的话语关系.一些关系被默认为并列关系或从属关系,但这种默认在特殊的语境下可以被否决.因此我们是在话语信息打包层面而不是在信息内容或关系语义层面区分话语关系.     

Infants' learning about words and sounds in relation to objects

In acquiring language, babies learn not only that people can communicate about objects and events, but also that they typically use a particular kind of act as the communicative signal. The current studies asked whether 1-year-olds' learning of names during joint attention is guided by the expectation that names will be in the form of spoken words. In the first study, 13-month-olds were introduced to either a novel word or a novel sound-producing action (using a small noisemaker). Both the word and the sound were produced by a researcher as she showed the baby a new toy during a joint attention episode. The baby's memory for the link between the word or sound and the object was tested in a multiple choice procedure. Thirteen-month-olds learned both the word-object and sound-object correspondences, as evidenced by their choosing the target reliably in response to hearing the word or sound on test trials, but not on control trials when no word or sound was present. In the second study, 13-month-olds, but not 20-month-olds, learned a new sound-object correspondence. These results indicate that infants initially accept a broad range of signals in communicative contexts and narrow the range with development.     

生态劣势地区贫困缓解与可持续发展的协调路径思考

发展经济学对贫困缓解与可持续发展的路径协调主要侧重于对经济增长与发展的探讨.生态马克思主义与可持续发展哲学观从制度根源与开放系统角度,对其内涵进行了更深入的阐释.由于贫困恶化、自然资源退化与人为因素影响等相互关联,凸现了生态劣势地区贫困缓解与可持续发展路径协调的紧迫性.只有贯彻科学发展观,采取系统、开放的对策,才能有效协调生态劣势地区贫困缓解与可持续发展的关系,找到促进我国社会主义和谐社会的建设与全面发展的科学路径.     

扩内需保增长应注意协调的几个关系

在全球金融危机和经济衰退的背景下,我国经济增长受到严重制约,扩大国内需求以带动经济稳定增长成为现阶段宏观经济调控的必然选择.扩大国内需求不仅仅是要确保短期内经济总量的增长,而且还要在总量增长中保持经济结构的优化,以实现经济长期的持续稳定的增长,因此扩大内需政策中包含着结构调整的内涵.现阶段,扩大内需应着重协调好以下几个方面的关系:一是城市需求与农村需求的关系,二是投资需求与消费需求的关系,三是国内需求与国外需求的关系.     

The mother-infant relationship and infant attachment in a South African peri-urban settlement

A sample of 147 mother-infant dyads was recruited from a peri-urban settlement outside Cape Town and seen at 2- and 18-months postpartum. At 18 months, 61.9% of the infants were rated as securely attached (B); 4.1% as avoidant (A); 8.2% as resistant (C); and 25.8% disorganized (D). Postpartum depression at 2 months, and indices of poor parenting at both 2 and 18 months, were associated with insecure infant attachment. The critical 2-month predictor variables for insecure infant attachment were maternal intrusiveness and maternal remoteness, and early maternal depression. When concurrent maternal sensitivity was considered, the quality of the early mother-infant relationship remained important, but maternal depression was no longer predictive. Cross-cultural differences and consistencies in the development of attachment are discussed.     

物理教学中如何重过程

<物理课程标准>把过程与方法作为课程目标的一个重要领域.明确提出了过程与方法的具体目标,它对全面提高学生的素质有着重要意义.物理教学中,如何实现过程与方法目标,是当前课程改革中需要研究的重要问题.为能言简意赅,本文把重视过程与方法目标的教学思路和实践简称为重过程,把忽视过程与方法目标、只追求知识结论的教学思路和实践简称为重结果.     

谈学生注意力的引导

注意是心理活动对一定对象的指向和集中,是进行认识活动的必要条件,也是教学走向成功的有效手段之一.教师如能深入地研究注意规律的有关原理,并在教学中熟练地运用注意的规律,引导好全体学生的注意力,就等于为学生打开了学习和智慧的大门.