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301.
302.
Kristin R. Eschenfelder 《Library & information science research》2004,26(4):463-481
This article describes a multicase field study of four public-facing Midwestern state agencies and how they organized the work of reviewing and approving textual content for publication on Internet Web sites. Drawing on field data and concepts from institutional theory, contingency theory, and organizational design, the paper generates a framework to document systematically the processes and practices involved in the review and approval of textual Web content. The framework is then used to compare textual content management practices across the four case sites and to begin to investigate the effects of variation in content management practices on characteristics of the available textual content. The article suggests how the framework could be used in future research to investigate how content practices affect content characteristics such as quality, quantity, and cost and to investigate how and why content management practices change over time. 相似文献
303.
Rhesus monkeys learned to perform two-object random figure discrimination problems by touch. This performance was compared to the visual acquisition of the same problems (reported earlier). In both modalities, choice latencies were shorter to the correct than to the incorrect figure. As compared to visual, however, tactual learning required significantly more trials to criterion, was independent of stimulus figure complexity, and was characterized by significantly shorter choice latencies. Rotation of the figures 180 deg after criterion performance was achieved, yielded partial recognition of the figures visually, but no recognition tactually. These results are explained by different observational or cue-utilization strategies. The majority of the figure is inspected visually, but only the same small section of the perimeter is used tactually. Thus, restricted use of the available cues characterizes tactual performance and is responsible for generating differences in various measures of learning between vision and touch in the monkey. 相似文献
304.
Lene-Mari Potulski Rasmussen Joshua Patras Simon-Peter Neumer Frode Adolfsen Kristin Dagmar Martinsen Solveig Holen 《Scandinavian Journal of Educational Research》2020,64(5):728-743
ABSTRACT Research on implementation of school-based transdiagnostic interventions, conducted by personnel from the municipal services is limited. We investigated facilitators and barriers regarding implementation of EMOTION, an intervention targeting symptoms of anxiety and depression in children 8–12 years. Trained health- and childcare professionals completed one questionnaire before (N?=?63) and a separate questionnaire after running an EMOTION group (N?=?66). Twelve of the group leaders were interviewed to provide additional information regarding implementation. Results indicated that factors such as a perceived need for the intervention and positive attitudes from the group leaders facilitated implementation. Hindering factors were related to time constraints, workload, unsupportive leaders, and lack of cooperation from the schools. Allocating resources to implementation specifically could promote future use of the program. 相似文献
305.
Patricia E. Simmons Allen Emory Tim Carter Teresa Coker Brian Finnegan Denise Crockett Lon Richardson Robert Yager John Craven John Tillotson Herbert Brunkhorst Mark Twiest Kazi Hossain James Gallagher Don Duggan‐Haas Joyce Parker Fernando Cajas Qasim Alshannag Sheryl McGlamery Jerry Krockover Paul Adams Barbara Spector Tom LaPorta Bob James Kristin Rearden Kay Labuda 《科学教学研究杂志》1999,36(8):930-954
306.
This study examined the development of autobiographical memory specificity (AMS) in a longitudinal randomized controlled trial of 242 maltreated and nonmaltreated children (aged 36–86 months; 50.4% male; 39.7% Black, 25.9% White, 34.5% Latinx/other) and their mothers. Half of the maltreated families were randomized to receive an intervention to improve maternal reminiscing. The effects of maltreatment and the intervention on children’s AMS via two indices of maternal reminiscing, sensitive guidance, and elaboration, were evaluated. Bidirectional associations between AMS and child maladjustment were also examined. Intervention-related improvement in maternal sensitive guidance 6-month postintervention (b* = .36) related to greater AMS among maltreated children 1 year later (b* = .19). These findings underscore the role of maternal sensitive guidance in facilitating AMS. 相似文献
307.
Three-, 5-, and 7-year-olds and adults ( N = 64) listened to stories depicting 2 protagonists of different ages (infant and child or child and grownup) that encounter an entity that looks like a real (e.g., a snake) or an imaginary (e.g., a ghost) fear-inducing creature. Participants predicted and explained each protagonist's intensity of fear. Results showed significant age-related increases in knowledge that infants and adults would experience less intense fears than young children and that people's fears are causally linked to their cognitive mental states. Across age, stories involving imaginary beings elicited more frequent mental explanations for fear than stories about real creatures. Results are discussed in relation to children's developing awareness of the mind as mediating between situations and emotions. 相似文献
308.
Denise D. Shearer Frank W. Kohler Kristin A. Buchan Kerry M. McCullough 《Early education and development》1996,7(3):205-220
This study examined the effects of self-monitoring on the activity engagement and social interaction of three preschoolers with autism. Each child participated in daily play activities with one nondisabled peer and received little adult direction during an initial baseline phase. Two intervention procedures were then implemented in an alternating fashion during a second condition. The first procedure required an adult to prompt the children to exchange social overtures. The adult also moved beads to record completed exchanges and provided a small post session reward to each child if they accomplished a criterion number of exchanges. During the second monitoring procedure the children moved their own beads while the adult provided fewer prompts and gave a post session reward. The child monitoring procedure was then implemented without prompts during a final follow-up phase. A combined alternating treatment and multiple baseline design were used to examine the effects of each experimental condition. Although all three children exhibited high levels of active engagement during baseline, most of their responses occurred in a solitary fashion. The adult and child monitoring procedures produced equal increases in children's engagement with nondisabled peers during the alternating intervention phase. The child monitoring procedure also maintained children's independent interactions during the follow-up condition. Supplemental observations in follow-up also indicated that children exchanged a wide range of different overtures and exhibited varying levels of consistency in their self monitoring. 相似文献
309.
Kristin L. Barnes 《Counselor Education & Supervision》2003,43(1):78-80
Counseling Across the Lifespan: Prevention and Treatment by Cindy L. Juntunen & Donald R. Atkinson (Eds.). 相似文献
310.
Kristin Pickering 《Technical Communication Quarterly》2019,28(3):238-253
This article reviews literature on emotions within communication settings and proposes that emotions serve as motivations to accomplish social action; these motivations also serve as opportunities to negotiate agency within unfamiliar workplace settings. To exemplify the way this process develops, the author presents a case study of a technical communication intern as she works full-time for a German sales and distribution company. Through reflective self-narratives, the intern describes specific emotions she experiences as she adjusts to this German workplace. These emotions connect directly to decisions the student makes that help her negotiate agency from a “powerless” position, resulting in effective workplace relationships and a competent persona. 相似文献