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61.
This article examines how 31 triads of 6- to 10-year-old children from 3 cultural backgrounds organized their interactions while folding Origami figures. Triads of children whose families had immigrated to the United States from indigenous heritage regions of México (and whose mothers averaged only 7 grades of schooling) coordinated more often as an ensemble, whereas triads of European heritage U.S. children whose mothers had extensive schooling more often engaged dyadically or individually. When the European heritage children did engage as an ensemble, this often involved chatting rather than nonverbal conversation regarding folding, which was more common among the Mexican heritage children. Mexican heritage U.S. triads whose mothers had extensive schooling showed an intermediate pattern or resembled the European heritage children. 相似文献
62.
Tomasello, Carpenter, and Liszkowski (2007) present a comprehensive review of the infant pointing literature. They conclude that infant pointing demonstrates communicative intent from its onset, at about 1 year of age. In this commentary, it is noted that for infants to understand communicative intent, they must have a concept of self and others as intentional agents. Evidence is reviewed to argue that this is not possible until 18-24 months of age. A leaner explanation of how infants might initially succeed in pointing tasks without understanding communicative intent is considered. 相似文献
63.
Collishaw S Pickles A Messer J Rutter M Shearer C Maughan B 《Child abuse & neglect》2007,31(3):211-229
OBJECTIVE: Child abuse is an important risk for adult psychiatric morbidity. However, not all maltreated children experience mental health problems as adults. The aims of the present study were to address the extent of resilience to adult psychopathology in a representative community sample, and to explore predictors of a good prognosis. METHODS: Data are drawn from a follow-up of the Isle of Wight study, an epidemiological sample assessed in adolescence and at midlife. Ratings of psychiatric disorder, peer relationships and family functioning were made in adolescence; adult assessments included a lifetime psychiatric history, personality and social functioning assessments, and retrospective reports of childhood sexual and physical abuse. RESULTS: Ten percent of individuals reported repeated or severe physical or sexual abuse in childhood. Prospective measures revealed increased rates of adolescent psychiatric disorders in this group. Rates of adult psychopathology were also high. A substantial minority of abused individuals reported no mental health problems in adult life. Resilience of this kind was related to perceived parental care, adolescent peer relationships, the quality of adult love relationships, and personality style. CONCLUSION: Good quality relationships across childhood, adolescence and adulthood appear especially important for adult psychological well being in the context of childhood abuse. 相似文献
64.
Is earlier intervention always superior? Using two complementary forms of meta-analysis, Gardner and colleagues find no support for the “earlier is better” hypothesis in outcomes of parenting programs for child behavior problems across the 2–11 year age range. This commentary explores possible methodological and substantive reasons for the pattern of their findings. We need additional careful analyses of this kind, assessing age variations in intervention effects across broader age ranges, and in other developmental domains, for strong tests of the “earlier is better” hypothesis. At this stage, however, Gardner et al.'s findings give us some pause for thought. 相似文献
65.
Georg Krammer Barbara Pflanzl Johannes Mayr 《Assessment & Evaluation in Higher Education》2019,44(4):596-609
Comparing self-perceived quality of teaching to students’ perception can be used in higher education to improve the quality of teaching of pre-service teachers in teacher education. However, comparing these measurements from different perspectives is only meaningful if the same constructs are being measured. To shed light on this comparison’s meaningfulness, we scrutinised whether aspects of quality of teaching are measured in the same way across pre-service teachers and their students by means of measurement invariance analyses. To do so, 272 pre-service teachers in teacher education rated aspects of their quality of teaching, and were rated by their 4851 students. Measurement invariance across these perspectives was tested in multilevel structural equation models. Strong measurement invariance held for two aspects of quality of teaching; for the third, one item lacked weak measurement invariance. Pre-service teachers perceived their quality of teaching lower than their students. In conclusion, aspects of quality of teaching can be compared across perspectives, and teacher education should encourage pre-service teachers to use students’ feedback as a valuable resource for improving their quality of teaching. 相似文献
66.
A sample of 63 gifted elementary-school students was administered the Bender Visual-Motor Gestalt Test and the Developmental Test of Visual-Motor Integration for comparative purposes and to test Koppitz hypothesis that gifted students have advanced visual-motor development. Group results revealed no significant differences between the two tests, that they did correlate significantly, and that younger students in particular had advanced visual-motor development when tested using these two tools. 相似文献
67.
Results of the Vocabulary, Reading Comprehension, and Mathematics Concepts subtests for third-, sixth-, and eighth-grade students who took Form 5 of the Iowa Tests of Basic Skills in the 1976 school year were analyzed for sex bias. Statistical significance was found for each subtest for all of the grade levels. Follow-up analyses considered skill classification, sex-stereotypicalness, and item location of the items contributing to the statistical significance. No trends for these factors were found within each grade level for the four subtests considered. For all subtests, fewer items are identified at the third-grade level than for sixth or eighth grade, and these items, in general, favored boys. For the older students, when items are found to function differently for boys and girls, nearly half favor each sex. On the whole, little evidence for sex bias was found for the four subtests and three grade levels examined. 相似文献
68.
Although there have been a number of studies that compared the test results of the Wide Range Achievement Test (WRAT) and the Peabody Individual Achievement Test (PIAT), none had been accomplished with a group of college-aged learning disabled students. Indeed, few researchers had investigated populations over 16 years of age, and none had compared grade scores and standard scores with appropriate subtest scores as derived from these two instruments. With the recent emphasis on postsecondary education for the learning disabled, it is deemed critical that researchers should develop a data base for study of this population. The current research demonstrated that although both tests purport to measure academic achievement in reading, spelling, and arthmetic, in reality, significantly different scores are derived when WRAT (1965, 1978) norms are compared to PIAT (1970) norms as stated in grade scores and standard scores. These significant differences in the grade and standard scores clearly indicate that the WRAT and the PIAT, particularly in regard to arthmetic and to a lesser degree to reading, are not interchangeable instruments of academic achievement. 相似文献
69.
Barbara Larrivee 《Psychology in the schools》1982,19(3):374-379
Nearly 1000 regular classroom teachers were administered a scale designed to assess attitude toward mainstreaming. To determine the underlying dimensions of teacher attitude, a factor analysis of the intercorrelations of the items was conducted. Five dimensions were isolated that accounted for 52.4% of the variance. They were defined as attitude toward: (a) general philosophy of mainstreaming, (b) classroom behavior of special needs children, (c) perceived ability to teach the special needs child, (d) classroom management with special needs children, and (e) academic and social growth of the special needs child. 相似文献
70.
It is clear from the extant literature that gender inequities exist in a myriad of ways in science classrooms. Past research, however, has been conducted solely from researchers' observations and has neglected to investigate students' awareness of and reactions to their own experiences. Hence, this study focused on students' perceptions of gender differences in instructional activity and talk about that activity in physics and honors physics classes. Data analysis showed that although teachers may be unaware of gender inequities, students of both sexes are not unaware of such inequities. Females explained their fears of offering their opinions and participating in activities like labs and small-group or whole-class discussions. Differential language patterns were found for males and females, particularly when discussion was structured and rewarded for refutation. Explanations are offered for these disparities and suggestions are given for addressing gender bias in science classrooms. It has been well documented that science classrooms are not gender fair (Bazler & Simonis, 1991; Bianchini, 1993; Tobin, 1988). Teachers, texts, and the forms of instruction they perpetuate contribute to gender inequities in science instruction. For example, research tracing changes in science textbooks over time has shown that current texts have failed to eliminate barriers to women in science (Bianchini, 1993). Science textbooks are criticized for their unequal treatment of genders, with illustrations, photos, and texts of males far outnumbering those of females, despite the approximate 50/50 male/female ratio of our population (Bazler & Simonis, 1991). In addition to the proclivity of science textbooks to favor males, researchers speculate that the tendency for boys to achieve higher than girls in science may be a result of more opportunity to engage in academic tasks (Tobin & Garnett, 1987). Their behavior shows that teachers have differential expectations for students' responses in activities like teacher-led discussion. In teacher-led, whole-class discussion, boys are spoken to more frequently and are asked more higher-order questions (Becker, 1991; Hall & Sadler, 1982). Teachers in science classrooms elaborate more on males' responses than females' responses in large-group discussion of scientific concepts (Jones & Wheatley, 1990). © 1996 John Wiley & Sons, Inc. 相似文献