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11.
We report on two studies in which high school students who had been exposed to a cognitive training procedure known as the Conceptual Mediation Program (CMP) were compared to students who had not participated within the program. In the first study, based on data from two sites, it was found that 70 CMP students exhibited higher levels of school affect and strategy awareness than 103 comparable students not in the program. In the second study, based on retrospective data from one site, 53 students who had participated within CMP classes were found to exhibit higher levels of attainment on Year 12 South Australian public examination results (effect size of 1.04 on the aggregate). On the Year 12 examination results, the CMP students outperformed both the school and state norms. 相似文献
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After acquisition avoidance training, rats were assigned on the basis of matched run speed to the following groups: (1) maintenance of avoidance training, (2) extinction procedures with the addition of a brief shock in the goalbox, and (3) regular extinction procedures. Each group was further divided into two minor groups which experienced either change or no change in goalbox color. The results indicated : (1) that self-punitive responding was increased by goal shock, (2) that self-punitive responding was reduced by goalbox color change, and (3) that generalization of goal shock to the startbox and runway areas is a factor in self-punitive responding. 相似文献
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Harry Adamakos M.A. Kathleen Ryan M.A. Douglas G. Ullman Ph.D. John Pascoe M.D. M.P.H. Raul Diaz Ph.D. John Chessare M.D. 《Child abuse & neglect》1986,10(4):463-470
There is increasing interest in the role of social support in determining risk for child abuse and neglect. The present study assessed the relationship between maternal social support and two areas: stress in the mother-child relationship: and level of stimulation provided in the home. Maternal social support was assessed prenatally and at a two-year follow-up, while the latter variables were compiled at the two-year follow-up. The data were obtained from 38 urban, low SES (80% on public assistance) mothers and their 2-year-old children. Maternal social support correlated positively with level of stimulation and negatively with level of mother-child stress, and was the best predictor of both, relative to any SES, mother or child variables. In addition, high stress, low support mothers provided significantly less stimulation to their children. The theoretical implications for social support as a mediator variable as well as its implications for early identification and prevention efforts in abuse and neglect are discussed. 相似文献
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The present study examined the influence of Santa Claus and the Easter Bunny on children's donations near the Easter season. Kindergarten and first-grade children were asked to tell stories about Santa Claus, the Easter Bunny, or pets, for which they received nine pieces of gum. They were then encouraged to donate any amount of their gum to handicapped children. Main effects were found only for grade, with first-grade children donating significantly more than kindergarten children. In addition, a significant interaction was obtained between grade and type of story elicited from the child. This interaction revealed that for kindergarten children, the type of story failed to influence donations, whereas for first-grade children, stories referring to Santa Claus increased donations relative to stories told about the Easter Bunny or pets. 相似文献
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Harry Brighouse 《牛津教育评论》2014,40(6):782-798
This paper takes Mary Warnock’s paper in the first issue of the Oxford Review of Education as its starting point, and explores how both philosophical thinking about equality in education and the landscape of educational provision have changed. It articulates a view of justice in education that emphasises benefiting the least advantaged; and shows that detailed philosophical thinking about values can be valuable for making policy decisions, while also showing that deploying careful value considerations is not a straightforward exercise. 相似文献
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This article examines social integration of deaf children in inclusive settings in The Netherlands. Eighteen Grade 1-5 deaf children and their 344 hearing classmates completed 2 sociometric tasks, peer ratings and peer nomination, to measure peer acceptance, social competence, and friendship relations. Deaf and hearing children were found to be similar in their peer acceptance and friendship relations, but differences occurred in social competence. Deaf children scored lower than hearing children on prosocial behavior and higher on socially withdrawn behavior. Structural equation modeling showed peer acceptance, social competence, and friendship relations to be stable over time, and the structure of interrelations between variables at 2 measurements were found to be the same for deaf and hearing participants. 相似文献
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