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621.
Erin L. Ratliff Kara L. Kerr Masaya Misaki Kelly T. Cosgrove Andrew J. Moore Danielle C. DeVille Jennifer S. Silk Deanna M. Barch Susan F. Tapert W. Kyle Simmons Jerzy Bodurka Amanda Sheffield Morris 《Child development》2021,92(6):e1361-e1376
The parent–adolescent relationship is important for adolescents’ emotion regulation (ER), yet little is known regarding the neural patterns of dyadic ER that occur during parent–adolescent interactions. A novel measure that can be used to examine such patterns is cross-brain connectivity (CBC)—concurrent and time-lagged connectivity between two individuals’ brain regions. This study sought to provide evidence of CBC and explore associations between CBC, parenting, and adolescent internalizing symptoms. Thirty-five adolescents (mean age = 15 years, 69% female, 72% Non-Hispanic White, 17% Black, 11% Hispanic or Latino) and one biological parent (94% female) completed an fMRI hyperscanning conflict discussion task. Results revealed CBC between emotion-related brain regions. Exploratory analyses indicated CBC is associated with parenting and adolescent depressive symptoms. 相似文献
622.
Namik Kirlic Janna M. Colaizzi Kelly T. Cosgrove Zsofia P. Cohen Hung-Wen Yeh Florence Breslin Amanda S. Morris Robin L. Aupperle Manpreet K. Singh Martin P. Paulus 《Child development》2021,92(5):2035-2052
This study used a machine learning framework in conjunction with a large battery of measures from 9,718 school-age children (ages 9–11) from the Adolescent Brain Cognitive DevelopmentSM (ABCD) Study to identify factors associated with fluid cognitive functioning (FCF), or the capacity to learn, solve problems, and adapt to novel situations. The identified algorithm explained 14.74% of the variance in FCF, replicating previously reported socioeconomic and mental health contributors to FCF, and adding novel and potentially modifiable contributors, including extracurricular involvement, screen media activity, and sleep duration. Pragmatic interventions targeting these contributors may enhance cognitive performance and protect against their negative impact on FCF in children. 相似文献
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Libby V. Morris 《Innovative Higher Education》2008,32(5):235-236
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Libby V. Morris 《Innovative Higher Education》2008,32(4):179-180
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Justin C. Wise Hye Kyeong Pae Christopher B. Wolfe Rose A. Sevcik Robin D. Morris Maureen Lovett Maryanne Wolf 《Learning disabilities research & practice》2008,23(3):125-136
Limited research has examined the skills of children with a reading disability (RD) and children with RD and a mathematics disability (MD). Even less research has examined the phonological awareness (PA) and rapid automatized naming (RAN) skills in these two groups of children and how these skills relate to reading and math achievement. Additionally, various classification criteria are frequently implemented to classify children with MD. The purpose of this study, therefore, was to examine the PA and RAN skills in children who met different criteria for RD only and children with RD who are at risk for mathematics difficulties (MDR). Participants were 114 second‐ or third‐grade students with RD from public elementary schools in three large metropolitan areas. Students were classified as at risk for mathematics difficulties utilizing a 25th‐percentile cutoff and a 15th‐percentile cutoff as assessed by the KeyMath‐Revised Test ( Connolly, 1988 ). A series of PA and RAN measures were administered along with a range of reading and mathematics measures. Hierarchical regression analyses indicated that children with RD only evidenced a different pattern of results compared to children with RD + MDR. Additionally, using a more stringent criterion to classify children at risk for mathematics difficulties resulted in a differential pattern of results when compared to a less stringent classification criterion. 相似文献
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Morris Levine 《Clearing house (Menasha, Wis.)》2013,86(6):257-262
The work students create should help them develop the knowledge, skills, and attitudes needed in the adult world. In this article, the authors identify adult roles essential for young people to develop and outline ways teachers can use curriculum standards to create assignments and assessments that prepare youths for those adult roles in society. They also provide guidelines for scoring these assessments and a sample rubric. 相似文献
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