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991.
Filippo Abbondanza Philip S. Dale Carol A. Wang Marianna E. Hayiou-Thomas Umar Toseeb Tanner S. Koomar Karen G. Wigg Yu Feng Kaitlyn M. Price Elizabeth N. Kerr Sharon L. Guger Maureen W. Lovett Lisa J. Strug Elsje van Bergen Conor V. Dolan J. Bruce Tomblin Kristina Moll Gerd Schulte-Körne Nina Neuhoff Andreas Warnke Simon E. Fisher Cathy L. Barr Jacob J. Michaelson Dorret I. Boomsma Margaret J. Snowling Charles Hulme Andrew J. O. Whitehouse Craig E. Pennell Dianne F. Newbury John Stein Joel B. Talcott Dorothy V. M. Bishop Silvia Paracchini 《Child development》2023,94(4):970-984
Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta-analysis (Ncases = 1994) showed elevated NRH % in individuals with language/reading impairment compared with controls (OR = 1.21, CI = 1.06–1.39, p = .01). The association between reading/language impairments and NRH could result from shared pathways underlying brain lateralization, handedness, and cognitive functions. 相似文献
992.
Phillip L. Waalkes Daniel Andrew DeCino Joe LeBlanc Monica Maria Phelps-Pineda Tiffany Somerville Stephen V. Flynn 《Counselor Education & Supervision》2023,62(1):52-63
We conducted a content analysis of generic qualitative counseling dissertations (GQR; N = 70), examining their methodological justifications, coherence, and trustworthiness. Dissertations authors often presented vague methodological justifications. Findings have implications for constructing methodological justifications, integrating relevant literature, and awareness of how GQR compares to other qualitative methodologies. 相似文献
993.
Sarah W. Harry Kayla E. Bates-Brantley Breya L. Whitefield Brittany A. Dale 《Psychology in the schools》2023,60(2):419-430
Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted or repetitive behaviors while underestimating the focus of academic skills even though both factors are required in the evaluation process and for an eligibility classification. The purpose of this article is to provide an overview of academic assessment practices in the schools by highlighting best practices in ASD evaluation, outlining ASD academic profiles and how to identify academic skill deficits, and reviewing the available literature that comes from different formal- and function-based assessment practices that are commonly used in schools today. The authors also discuss how formal- and function-based assessments both serve a purpose and are recommended to be used in conjunction with one another to best demonstrate a student's academic profile. Practitioners are ultimately encouraged to use a multi-informant, multi-modal approach when it comes to psychoeducational evaluations for individuals with ASD as it is evident that an individualized approach is essential due to the discrepancy of academic profiles related to this disability category as well as understanding that no measure is a perfect representation of any one skill. 相似文献
994.
Kyle S. Wiley Molly M. Fox Theresa E. Gildner Zaneta M. Thayer 《Child development》2023,94(5):1356-1367
Infant social–emotional development may be impacted by the COVID-19 pandemic. This study investigated associations between maternal pre- and postnatal pandemic-related concerns and social–emotional developmental risk. Data, collected in 2020–2021, came from 220 mothers (87% white, 6% Hispanic, 1% Black, 3% Asian, 1% American Indian, Mage = 32.46 years), and infants (53.18% male, Mage = 12.98 months) in the United States. Maternal postnatal pandemic-related concerns were associated with total risk scores (B = 6.09, p-value <.001) and offspring risk of scoring positive for problems related to inflexibility (B = 4.07, p-value = .006). The total score association was moderated by self-reported social support. Infants may be detrimentally impacted by the pandemic via maternal pandemic-related concerns. Maternal social support may buffer infants. 相似文献
995.
Maria E. Hernández Finch Beth Trammell Asia R. Hulse William H. Finch Aimee Wildrick Elizabeth F. Floyd Jenna Pittenger David E. McIntosh 《Psychology in the schools》2023,60(2):282-294
Understanding the relationship between executive functioning and its connection to working memory and adaptive functioning can inform planning and employment efforts. This study explored the relationship between memory and adaptive functioning with a sample of Autistic youths/young adults. Participant mean age was 21.3 (SD = 3.0). Of the 22 participants, 17 were male, and 19 white, non-Hispanic/Latina/o/x. All but one lived with their parent(s). Participants were administered a full battery assessing cognitive ability (WAIS-IV), memory and executive functioning (WMS-IV and DKEFS), autism symptomatology (ADOS-II), and adaptive functioning (SIB-R). A multivariate lasso regression model was used. Memory, especially as measured on the WMS-IV, was found to be significantly related to adaptive functioning and autism symptomatology. There appears to be continuing evidence that memory is highly related to adaptive functioning and autism symptomatology. Interventions involving auditory and immediate memory could be helpful in promoting more mutually effective social interactions necessary for positive employment outcomes. 相似文献
996.
Emily E. Scott Jack Cerchiara Jenny L. McFarland Mary Pat Wenderoth Jennifer H. Doherty 《科学教学研究杂志》2023,60(1):63-99
In recent years, there has been a strong push to transform STEM education at K-12 and collegiate levels to help students learn to think like scientists. One aspect of this transformation involves redesigning instruction and curricula around fundamental scientific ideas that serve as conceptual scaffolds students can use to build cohesive knowledge structures. In this study, we investigated how students use mass balance reasoning as a conceptual scaffold to gain a deeper understanding of how matter moves through biological systems. Our aim was to lay the groundwork for a mass balance learning progression in physiology. We drew on a general models framework from biology and a covariational reasoning framework from math education to interpret students' mass balance ideas. We used a constant comparative method to identify students' reasoning patterns from 73 interviews conducted with undergraduate biology students. We helped validate the reasoning patterns identified with >8000 written responses collected from students at multiple institutions. From our analyses, we identified two related progress variables that describe key elements of students' performances: the first describes how students identify and use matter flows in biology phenomena; the second characterizes how students use net rate-of-change to predict how matter accumulates in, or disperses from, a compartment. We also present a case study of how we used our emerging mass balance learning progression to inform instructional practices to support students' mass balance reasoning. Our progress variables describe one way students engage in three dimensional learning by showing how student performances associated with the practice of mathematical thinking reveal their understanding of the core concept of matter flows as governed by the crosscutting concept of matter conservation. Though our work is situated in physiology, it extends previous work in climate change education and is applicable to other scientific fields, such as physics, engineering, and geochemistry. 相似文献
997.
To increase participation of students of color in science graduate programs, research has focused on illuminating student experiences to inform ways to improve them. In biology, Black students are vastly underrepresented, and while religion has been shown to be a particularly important form of cultural wealth for Black students, Christianity is stigmatized in biology. Very few studies have explored the intersection of race/ethnicity and Christianity for Black students in biology where there is high documented tension between religion and science. Since graduate school is important for socialization and Black students are likely to experience stigmatization of their racial and religious identity, it is important to understand their experiences and how we might be able to improve them. Thus, we interviewed 13 Black Christian students enrolled in biology graduate programs and explored their experiences using the theoretical lens of stigmatized identities. Through thematic content analysis, we revealed that students negotiated experiences of cultural isolation, devaluation of intelligence, and acts of bias like other racially minoritized students in science. However, by examining these experiences at the intersection of race/ethnicity and religion, we shed light on interactions students have had with faculty and peers within the biology community that cultivated perceptions of mistrust, conflict, and stigma. Our study also revealed ways in which students' religious/spiritual capital has positively supported their navigation through biology graduate school. These results contribute to a deeper understanding of why Black Christian graduate students are more likely to leave or not pursue advanced degrees in biology with implications for research and practice that help facilitate their success. 相似文献
998.
N. García-Chan L.J. Alvarez-Vázquez A. Martínez M.E. Vázquez-Méndez 《Journal of The Franklin Institute》2014
Within the framework of numerical modelling and multi-objective control of partial differential equations, in this work we deal with the problem of determining the optimal location of a new industrial plant. We take into account both economic and ecological objectives, and we look not only for the optimal location of the plant but also for the optimal management of its emissions rate. In order to do this, we introduce a mathematical model (a system of nonlinear parabolic partial differential equations) for the numerical simulation of air pollution. Based on this model, we formulate the problem in the field of multi-objective optimal control from a cooperative viewpoint, recalling the standard concept of Pareto-optimal solution, and pointing out the usefulness of Pareto-optimal frontier in the decision making process. Finally, a numerical algorithm – based on a characteristics/Galerkin discretization of the adjoint model – is proposed, and some numerical results for a hypothetical situation in the region of Galicia (NW Spain) are presented. 相似文献
999.
Ali E. Akgün Gary S. Lynn Halit Keskin Derya Dogan 《International Journal of Information Management》2014
This study investigates the antecedents and consequences of team learning, which is composed of information acquisition, dissemination, and implementation, in information technology (IT) implementation projects. By investigating 129 IT implementation project teams, we found that (1) information acquisition and information dissemination have a positive impact on project outcomes, such as speed-to-users, lower implementation cost, and operational effectiveness, and (2) team behavior and enabler variables, such as teamwork, team communication, interpersonal trust between team members, team commitment, and senior manager support, positively influence team learning. We also found that team anxiety moderates the relationship between team learning and project outcomes. 相似文献
1000.
This paper addresses synchronization problem for discrete-time complex dynamical networks with interval time-varying delays. In order to achieve the synchronization, a feedback controller subjected to randomly occurring perturbations will be considered. The randomly occurring perturbations are assumed to belong to the Binomial sequence. By constructing a suitable Lyapunov–Krasovskii functional, and utilizing reciprocally convex approach and Finsler?s lemma, the synchronization criteria for the networks are established in terms of linear matrix inequalities (LMIs) which can be easily solved by various effective optimization algorithms. The networks are represented by the use of Kronecker product technique. The effectiveness of the proposed methods will be verified via numerical examples. 相似文献