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271.
The present research evaluated an intervention, derived from the "extended contact hypothesis," which aimed to change children's intergroup attitudes toward refugees. The study (n=253) tested 3 models of extended contact among 5- to 11-year-old children: dual identity, common ingroup identity, and decategorization. Children read friendship stories based upon these models featuring in- and outgroup members. Outgroup attitudes were significantly more positive in the extended contact conditions, compared with the control, and this was mediated by "inclusion of other in self." The dual identity intervention was the most effective extended contact model at improving outgroup attitudes. The effect of condition on outgroup intended behavior was moderated by subgroup identity. Implications for theoretically based prejudice-reduction interventions among children are discussed. 相似文献
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273.
Relationship between vertical stiffness and soft-tissue injuries in professional Australian football
Daniel Sporri Matthew J. Pine Matthew L. Cameron Robert W. Spurrs Robert G. Bower 《Journal of sports sciences》2013,31(21):2425-2432
ABSTRACTSoft-tissue injuries are common in Australian football. Recently, literature has identified non-modifiable and modifiable risk factors, including vertical stiffness (Kvert). However, limitations regarding measurement frequency and duration exist; thus, further information is required about the role of Kvert as a modifiable risk factor for injury. This study examined the seasonal variation in Kvert and its relationship to soft-tissue injuries in professional Australian football. The mean Kvert and bilateral asymmetry were assessed and compared between injured and non-injured players. For the seasonal analysis, 56 players were tested across two seasons with no variation in bilateral asymmetry evident (p= 0.33). While there were generally no changes in Kvert, the value from the end of the second pre-season revealed 5% lower values than the mean of two seasons (p= 0.02). Considering the injury analysis, 21 lower-body soft-tissue injuries were recorded from 18 participants. No differences were recorded for mean Kvert between the injured and non-injured groups (p= 0.16–0.76). When assessing Kvert asymmetry, the injured group displayed a 4.5% higher value than the non-injured group at the end of the pre-season test (p= 0.03) but not at other time-points (p= 0.16–0.99). Higher Kvert bilateral asymmetry measures after the pre-season appear to be related to lower-body soft-tissue injury in professional Australian footballers. Medical and conditioning staff should consider this measure when trying to mitigate the onset of injury or identify at-risk players. 相似文献
274.
Claire E. Baker Claire E. Cameron Sara E. Rimm-Kaufman David Grissmer 《Early education and development》2013,24(6):833-854
Research Findings: Data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999, were used to examine the relation between parenting, sociodemographic characteristics, and school readiness among (N = 1,136) African American boys in kindergarten. Parenting was defined as parenting style (i.e., warmth and control), home learning stimulation, and culturally relevant parenting. Two child outcomes previously linked to school readiness were examined: kindergarten reading and approaches to learning. Hierarchical regression analyses were performed to address 2 research questions. First, does parenting predict kindergarten reading above and beyond the contribution of sociodemographic characteristics? Second, does parenting predict kindergarten approaches to learning above and beyond the contribution of sociodemographic characteristics? Practice or Policy: Children with parents who set consistent bedtimes, provided more books in their homes, and read to them more frequently had better kindergarten reading scores after socioeconomic status, environmental safety, and maternal education were controlled. Similarly, children with parents who provided more books in their home and read to their children more frequently had more positive teacher-rated approaches to learning scores in kindergarten. Implications for future research are discussed. 相似文献
275.
The present study investigated whether young children are gullible and readily deceived by another's lies. Specifically, this study examined whether young children believe a lie teller's statement when the statement violates their developing knowledge of a distinction between reality and fantasy. In the first three experiments 3- to 6-year-olds (N = 293) were presented with either a story or a live staged event in which an individual made an implausible statement about a misdeed (claiming that a ghost jumped out of a book and broke a glass). A significant age effect was obtained: 5- and 6-year-olds tended to report that the individual who made the implausible statement had actually committed the misdeed, whereas 3- and 4-year-olds tended to accept the claim of the protagonist. Experiment 4 revealed that 5- and 6-year-olds (N = 43) not only disbelieved an individual's implausible statement but also inferred that the individual was lying and had a deceptive intent. In contrast, Experiment 5 revealed that 3- and 4-year-olds (N = 41) had difficulty disbelieving an individual's implausible claim about an inanimate object (i.e., the claim that a chair came alive and broke the glass). The findings suggest that 5- and 6-year-olds are not so gullible as previously thought, and that they use their well-developed real-world knowledge to detect scapegoating lies. In contrast, many younger children tend to believe another's implausible lies, perhaps due to the fact that the knowledge needed to detect such lies has not yet been consolidated. 相似文献
276.
Slums account for around a third of the population of Dhaka, Bangladesh, and are thought to be growing rapidly. But there is little in the research literature about education of children who live in slums and it is doubtful whether they are covered in official statistics such as those on enrolment rates. This paper addresses this gap with information from a 2008 survey of around 1600 slum households. Most had incomes of less than US$1 per day per person, and faced problems including flooding, poor housing, and risk of eviction. A wide range of school types provided education to children from the study areas, but this varied a lot between different slums. 相似文献
277.
278.
AbstractThis study examined the influence of match-related fatigue on physical and technical skill performance in ball playing positions at two different levels of rugby league competition. Time-motion analyses were performed using global positioning systems from 6 elite National Rugby League (NRL) and 11 junior elite National Youth Competition (NYC) players from 45 matches. A standardised 5-point technical coding criteria was used to qualitatively assess skill involvements during match-play. The distance travelled in the 0–5 and 40–45 min period were significantly higher compared to the 30–35, 35–40, 70–75 and 75–80 min periods (P < 0.001). Skill rating and involvements were higher in the 0–5 and 40–45 min compared to 70–75 and 75–80 min periods (P < 0.001 and P < 0.001, respectively).There was no significant difference in the number of physical collisions between the 5-min periods (P = 0.051). Following the peak 5-min bout of exercise intensity there were reductions in distance (P < 0.001), quality of skill involvements (P < 0.001), number of involvements (P < 0.001) and collisions (P < 0.001). Elite NRL and NYC “ball players” exhibit reductions in physical performance towards the end of matches and following brief periods of intense exercise. There also appears to be a reduction in technical performance for NRL and NYC ball players, which may be attributable to match-related fatigue. 相似文献
279.
Jamie M. Carroll David S. Yeager Jenny Buontempo Cameron Hecht Andrei Cimpian Pratik Mhatre Chandra Muller Robert Crosnoe 《Monographs of the Society for Research in Child Development》2023,88(2):7-109
When do adolescents' dreams of promising journeys through high school translate into academic success? This monograph reports the results of a collaborative effort among sociologists and psychologists to systematically examine the role of schools and classrooms in disrupting or facilitating the link between adolescents' expectations for success in math and their subsequent progress in the early high school math curriculum. Our primary focus was on gendered patterns of socioeconomic inequality in math and how they are tethered to the school's peer culture and to students' perceptions of gender stereotyping in the classroom. To do this, this monograph advances Mindset × Context Theory. This orients research on educational equity to the reciprocal influence between students' psychological motivations and their school-based opportunities to enact those motivations. Mindset × Context Theory predicts that a student's mindset will be more strongly linked to developmental outcomes among groups of students who are at risk for poor outcomes, but only in a school or classroom context where there is sufficient need and support for the mindset. Our application of this theory centers on expectations for success in high school math as a foundational belief for students' math progress early in high school. We examine how this mindset varies across interpersonal and cultural dynamics in schools and classrooms. Following this perspective, we ask:
- 1. Which gender and socioeconomic identity groups showed the weakest or strongest links between expectations for success in math and progress through the math curriculum?
- 2. How did the school's peer culture shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?
- 3. How did perceptions of classroom gender stereotyping shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?