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91.
In 2 experiments we asked whether training in multiple contexts could eliminate context-dependent memory retrieval at 6 months as it does for adults. We found that 24-hour retention was disrupted when infants were trained in one context and tested in another but not when they were trained in multiple contexts prior to testing in a novel context (Experiment 1). After a long delay, however, training in multiple contexts did not facilitate memory retrieval in a novel context: An otherwise effective retrieval cue (the training mobile) did not alleviate forgetting 3 weeks later when it was presented in a novel context (Experiment 2). These findings demonstrate that multiple learning contexts can override the debilitating effects of an altered context on memory retrieval at 6 months, but only over the short term. The resistance of older memories to retrieval in novel contexts after long periods of disuse may be adaptive, insuring that potentially inappropriate or irrelevant memories will not be expressed. 相似文献
92.
93.
This study aimed to test a four-wave sequential mediation model linking mother–child attachment to children's school readiness through child executive functioning (EF) and prosociality in toddlerhood and the preschool years. Mother–child attachment security was assessed when children (N = 255) were aged 15 months and 2 years, child EF at age 2, prosocial behavior at age 4, and finally cognitive school readiness in kindergarten (age 6). The results revealed three indirect pathways linking attachment to school readiness: one through EF only, one through prosocial behavior only, and a last pathway involving both EF and prosocial behavior serially. These findings suggest that secure attachment may equip children with both cognitive and social skills that are instrumental to their preparedness for school. 相似文献
94.
Tyler Hnatuk 《Metascience》2015,24(3):445-448
95.
Ruimei Zhang Deqiang Zeng Ju H. Park Kaibo Shi Yajuan Liu 《Journal of The Franklin Institute》2021,358(4):2320-2345
This paper investigates the stability and stabilizability of complex-valued memristive neural networks (CVMNNs) with random time-varying delays via non-fragile sampled-data control. Taking the influence of gain fluctuations into account, a non-fragile sampled-data controller is designed for CVMNNs. Compared with the existing control schemes, the one here is more applicable and can effectively save the communication resources. The assumption on activation functions of CVMNNs is relaxed by only needing the complex-valued activation functions satisfying the Lipschitz condition. By constructing a suitable Lyapunov–Krasovskii functional (LKF), new stability and stabilizability criteria are derived for CVMNNs. Different from the existing results with the maximum absolute values of memristive connection weights, our ones are based on the average values of the maximum and minimum of the memristive connection weights. Finally, numerical simulations are given to validate the effectiveness of the theoretical results. 相似文献
96.
97.
Cassandra Little Jill Packman Marlowe H. Smaby Cleborne D. Maddux 《Counselor Education & Supervision》2005,44(3):189-200
The authors evaluated the effectiveness of the Skilled Counselor Training Model (SCTM; M. H. Smaby, C. D. Maddux, E. Torres‐Rivera, & R. Zimmick, 1999) in teaching counseling skills and in fostering counselor cognitive complexity. Counselor trainees who completed the SCTM had better counseling skills and higher levels of cognitive complexity than did counselor trainees who did not receive the training. Before training, both experimental and control group participants overestimated their skills performance. The control group persisted in this overestimation after training, whereas students who completed the SCTM had a much more accurate self‐assessment. Results suggest that skills‐based training may improve counseling skills and cognitive complexity in counselor trainees. 相似文献
98.
99.
P. Qualter H. E. Whiteley J. M. Hutchinson D. J. Pope 《Educational Psychology in Practice》2007,23(1):79-95
This study aims to explore (1) whether pupils with high emotional intelligence (EI) cope better with the transition to high school; and (2) whether the introduction of an intervention programme to support the development of EI competencies can increase EI and self‐worth, and so ease the negative effects of transition. Results suggest that pupils with high/average levels of EI cope better with transition in terms of grade point average, self‐worth, school attendance and behaviour than pupils with low EI. In addition, pupils with low baseline EI scores responded positively to the intervention programme, although a negative change was noted in pupils with high baseline emotional intelligence. Results are considered in terms of implications for educational practice. 相似文献
100.