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111.
Abraham Stahl 《比较教育学》1975,11(2):147-152
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Emotion dialogues between mothers and children at 4.5 and 7.5 years: relations with children's attachment at 1 year 总被引:1,自引:0,他引:1
It was examined whether secure infant-mother attachment contributes to emotionally congruent and organized mother-child dialogues about emotions in later years. The attachment of 99 children was assessed using the Strange Situation at the age of 1 year and their emotion dialogues with their mothers were assessed at the ages of 4.5 and 7.5 years. Dialogues were about past emotional events and separation of a child from parents, and were classified into an emotionally matched group or 1 of 3 non-emotionally matched groups. Security in infancy was associated with emotionally matched dialogues at the age of 4.5; there was moderate stability in dialogues between 4.5 and 7.5 years; and infant attachment predicted dialogues at 7.5 beyond the prediction offered by age 4.5 dialogues. 相似文献
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Ricardo Eiraldi Barry McCurdy Billie Schwartz Courtney Benjamin Wolk Manju Abraham Abbas F. Jawad Bonnie K. Nastasi Jennifer A. Mautone 《Psychology in the schools》2019,56(8):1230-1245
This paper describes implementation (fidelity, perceived acceptability) and tier 1 and Tier 2 outcomes of school‐wide positive behavior interventions and supports approach including mental health supports at Tier 2 in two K‐8 urban schools. Interventions for Tier 2 consisted of three manualized group cognitive behavioral therapy (GCBT) protocols for externalizing behavior problems, depression, and anxiety. Tier 1 and Tier 2 interventions were implemented with fidelity but program feasibility for Tier 2 was in question because school personnel needed a great deal of external support to implement the interventions. Tier 1 interventions were associated with a decrease in office discipline referrals. Students participating in GCBT showed a significant decrease in mental health diagnostic severity at posttreatment. A discussion of perceived and actual implementation barriers and how they were addressed is provided. Implications for practice in low‐income urban schools are discussed. 相似文献
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Abraham TH 《Endeavour》2003,27(1):32-36
Recently, historians have focused on Warren S. McCulloch's role in the cybernetics movement during the 1940s and 1950s, and his contributions to the development of computer science and communication theory. What has received less attention is McCulloch's early work in neurophysiology, and its relationship to his philosophical quest for an 'experimental epistemology' - a physiological theory of knowledge. McCulloch's early laboratory work during the 1930s addressed the problem of cerebral localization: localizing aspects of behaviour in the cerebral cortex of the brain. Most of this research was done with the Dutch neurophysiologist J.G. Dusser de Barenne at Yale University. The connection between McCulloch's philosophical interests and his experimental work can be expressed as a search for a physiological a priori, an integrated mechanism of sensation. 相似文献