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131.
132.
The relations among age appearance, facial attractiveness, and adult expectations of the developmental maturity of infants were examined in 3 studies. In Study 1, a relation was demonstrated between ratings of the attractiveness (77 judges) and age appearance (53 judges) of 6-month-olds: less attractive infants were judged to be older than their attractive age-mates. In Study 2, 75 parents judged the specific developmental abilities of 6-month-old infants and estimated the age of the babies. Parents overestimated both the age and the developmental abilities of the unattractive infants. Furthermore, ability estimates for the unattractive infants were significantly higher than judgments of the typical abilities of 6-month-olds made by another group of 35 parents. Finally, the results of Study 2 were replicated in Study 3 conducted with 348 mothers. It was also demonstrated in Study 3 that, although mothers expected unattractive infants to be capable of more specific developmental skills, they nevertheless rated the general competence of the unattractive infants to be lower than that of attractive infants. Specious contradictions in the attractiveness and age appearance literatures are resolved by these results: age appearance seems to function as an informational cue with respect to specific age-appropriate abilities, whereas attractiveness elicits evaluative attributions of general competence. Both types of information conveyed in faces may have important implications for adult evaluations of infants and older children. 相似文献
133.
Retention of female faculty is an important issue for institutions of higher education aiming for excellence and diversity. However, an essential first step in understanding retention is to examine what contributes to career satisfaction for academic women. This study is based on data from a census survey of faculty conducted in 1996 at a Research I university located in the Midwest. Using Hagadorn's (2000) model for conceptualizing faculty job satisfaction, the study identifies domains of environmental condition, departmental climate, and demographics that play a role in female faculty's overall career satisfaction. 相似文献
134.
The aim of the present study was to further validate the Parental Stress Index (PSI; Abidin, 1990) which claims to measure distinct sources of stress related to the parent and the child. Two hundred and forty five mothers completed the French version of the PSI and other questionnaires including the DAS (Spanier, 1976), the CBCL (Achenbach & Edelbrock, 1981) and the BDI (Beck, et al., 1961). A subsample of 218 mothers and their preschoolers were also directly observed during a problem solving task in the laboratory. In general, regression analyses indicated that both parent and child scales contributed significantly and independently to the prediction of marital adjustment, depression, the child's problems as reported by the mother and behaviors observed in the laboratory. As expected, the parent's scale when entered first explained most of the variance for factors related to the mother, such as marital adjustment (29%) and depression (45%), and the child's scale obtained no significant results when entered last. Moreover, the child's scale contributed over and above the parent's scale in predicting the child's difficulties (12%) as reported by the mother, and accounted for all the variance when entered first (31%). Intriguingly, results showed that the child scale significantly predicted mother and child behavior in the laboratory situation, but the parent scale contributed to the explained variance only when entered first. In general, these results suggest that the two main factors of the PSI represent valid and relatively independent sources of information. Considering clinical and research applications, the PSI may be particularly useful in assessing combinations of stressors, which appear to be specifically harmful for the parent-child relationship. 相似文献
135.
David F. Bjorklund Wolfgang Schneider Katherine Kipp Harnishfeger William S. Cassel Barbara R. Bjorklund Jean E. Bernholtz 《Contemporary educational psychology》1992,17(4)
High- and low-IQ children in the first, third, and fifth grades performed two free-recall tasks: a sort-recall task with sets of categorically related pictures, and a class-recall task, with children recalling the current members of their school class. All children were deemed to be experts concerning the composition of their school class, but, unlike experts in other domains, had no special motivation associated with their expertise. Recall and clustering on both tasks were high. The high-IQ children performed better than low-IQ children only on the sort-recall task. IQ was significantly correlated with measures of performance on the sort-recall task but not on the class-recall task. The results reflect the fact that the memory benefits associated with being an expert (here, elimination of IQ effects) are related to the greater knowledge the expert possesses and not to factors of motivation. 相似文献
136.
This paper explores female and male students' attitudes towards school work in terms of application and achievement. The data are drawn from interviews with students, teachers, careers officers and welfare officers in three semi‐rural comprehensive schools in one local education authority (LEA) [1]. (The students were in their last year of compulsory schooling, Year 11, and were aged 16 [2].) The three schools had invited the authors to explore why boys were achieving below their potential in terms of course work and end of course grades. The findings of the study show how school, peer group and community factors influence students' attitudes towards school work and homework. However, the situation is not just one of boys' under‐performance: the pattern of girls' achievement at 16 (the school leaving age) is not always carried through post‐16 or into career destinations. The problem is one of ‘equalising opportunities’ for all young people, taking into account the different patterns of need at different stages in their school careers. 相似文献
137.
Marketing VP Jean Richen 《中国远程教育(综合版)》2005,(20):76
Auralog公司是1987年在法国成立的,基于一个语音实验室.这个语音实验室将语音识别技术发展得非常成熟.1990年该公司把E-Learning技术运用到了外语学习上,形成了一套完整的外语学习解决方案.到目前为止我们的客户在全球已达到六十七个国家. 相似文献
138.
Jean Lipman-Blumen 《Roeper Review》2017,39(3):170-173
Expressing strong agreement with Robert Sternberg’s rationale for changing our methods for identifying intelligence, this analysis emphasizes connections with leadership failures. In recognition that a changing world requires connective ethical leadership, it discusses the nine-factor behavioral model portraying achieving styles that can facilitate effective leadership in a changing world. Leaders operating along these lines can identify high-potential initiatives and artfully adjust their behaviors to achieve the best outcomes. 相似文献
139.
Jean‐François Ravaud Béatrice Beaufils Henri Paicheler 《International Journal of Disability, Development & Education》1987,34(2):93-106
This research seeks to establish relationships between the stereotypes, self‐ratings and peer‐ratings of students in an experimental secondary school attended by both disabled and nondisabled young people. To study the influence that contact with disabled classmates has upon intergroup perceptions, responses of these students were compared with those of students attending a secondary school that does not practise mainstreaming.Results vary, depending upon whether subjects were asked to attribute adjectives from a list to classmates, some of whom were disabled, or to the disabled persons in general. This research highlights the need to adopt a new approach to intergroup relations. 相似文献
140.
Crockett JB 《Journal of learning disabilities》2004,37(3):189-199
In the opening discussion of this special issue, I take stock of science and schooling for students with learning disabilities (LD) before probing four ideas to foster effective instruction in contemporary schools: (a) Turn to science as the best trick we know for solving educational problems; (b) specify clearly what we hope to achieve in our instructional decisions for students with LD; (c) rely on instruction as the best tool we have for improving student performance; and (d) cultivate-and keep-competent and caring personnel. I invite commentary, from the perspectives of researchers, practitioners, and those who prepare teachers and administrators, to assess the status of science in the schoolhouse and to offer practical strategies for how the scientific orientation of schools might be enhanced. 相似文献