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Continuities in Emotion Understanding from Three to Six Years 总被引:12,自引:0,他引:12
As part of a longitudinal study, 47 children who were tested on their understanding of basic emotions when they were 3 years old were tested again at 6 on their understanding of conflicting emotions. Significant stability in individual differences was found over this 3-year period. Antecedents to emotion understanding at 3 continued to be significantly related to children's understanding at 6, including participation in discourse about causality, positive interaction with older siblings, and language ability. Girls outperformed boys, and there was a suggestion that the girls' understanding of emotions was more closely associated than the boys' with the quality of their sibling relationships. Children's concurrent reports of negative experiences at home and at school were related to their sensitivity to the experience of ambivalent emotions. The results are discussed with respect to the social origins and implications of this core aspect of children's social-cognitive development. 相似文献
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We designed and constructed a sundial for the purpose of observing the declination of the sun and thus marking solar seasonal variation. The 122 × 122 cm vertical sundial on the south-facing wall of our library has two unusual features: a nodus on the gnomon that casts a shadow of a point for marking the height of the sun and a large blank working space for students to mark the shadow of the nodus at different hours of the day and to connect the marks of 1 day in a line of declination. We discuss the design of a dial that emphasizes a working space for observations on solar declination, methods for determining the position of the nodus such that lines of declination can be observed every day of the year, mathematical procedures that minimize error in laying out the hour lines for this unusual design, the type of materials that are best suited for this design, and how students in an interdisciplinary honors colloquium on seasonal rhythms used the sundial. We also include two appendices on general sundial construction that indicates the information designers need to construct their own sundials. 相似文献
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This study examined factors that may influence children's decisions to control or express their emotions including type of emotion (anger, sadness, physical pain), type of audience (mother, father, peer, alone), age, and sex. Children's reported use of display rules, reasons for their decisions, and reported method of expression were examined. Subjects were 32 boys and 32 girls in each of the first ( M = 7.25 years old), third ( M = 9.33 years old), and fifth grades ( M = 11.75 years old). Regardless of the type of emotion experienced, children reported controlling their expression of emotion significantly more in the presence of peers than when they were with either their mother or father or when they were alone. Younger children reported expressing sadness and anger significantly more often than did older children, and girls were more likely than boys to report expressing sadness and pain. Children's primary reason for controlling their emotional expressions was the expectation of a negative interpersonal interaction following disclosure. 相似文献
180.
AbstractStrategy use in single-digit addition is an indicator of young children’s numeracy comprehension. We investigated Danish primary students’ use of strategies in single-digit addition with interview-based assessment of how they solved 36 specific single-digit addition problems, categorised as either ‘error’, ‘counting’, ‘direct retrieval’ or ‘derived facts’. The proportional use of each strategy was analysed as multi-level functions of school age and sex. In a first study (260 interviews, 147 students) we found decreasing use of counting and increasing use of direct retrieval and derived facts through years 1–4, girls using counting substantially more and the other two strategies substantially less than boys, equal to more than 2 years’ development. Similar results appeared in a subsequent study (155 interviews, 83 students), suggesting that the pattern is pervasive in Danish primary schools. Finally, we ask whether sex differences in strategy use is generally under-reported since many studies do not explicitly address them. 相似文献