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Loneliness and Peer Relations in Young Children 总被引:13,自引:0,他引:13
Recent studies indicate that feelings of loneliness and social dissatisfaction can be reliably assessed with third- through sixth-grade children, and that children who are sociometrically rejected by their peers are significantly more lonely than other children. The present research was designed (a) to examine whether loneliness could be reliably assessed in a population younger than previously studied, (b) to learn whether young children who are poorly accepted by peers report elevated levels of loneliness and social dissatisfaction, (c) to assess whether young children understand the concept of loneliness, and (d) to examine the behavioral characteristics of lonely young children. Kindergarten and first-grade children (N = 440) responded to a questionnaire about feelings of loneliness and social dissatisfaction in school. A subset of children (N = 46) were individually interviewed to assess their understanding of loneliness. To assess sociometric status and behavior, peers were asked to respond to various sociometric measures and behavioral assessment items. Teachers also provided behavioral information about children using a newly developed instrument. Results indicated that nearly all children understood loneliness, that loneliness was reliably assessed in young children, and that poorly accepted children were more lonely than other children. In addition, children who reported the most loneliness were found to differ from others on several behavioral dimensions. 相似文献
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Two experiments attempted to establish vicious-circle behavior through fear motivation combined with secondary punishment. In Experiment 1, rats were trained with two CSs, a tone and a buzzer, paired with shock in different contexts. Secondary punishment based on delay and trace conditioning procedures facilitated running in fear-motivated rats, relative to four control groups. In Experiment 2, rats were given pairings of a tone CS with shock, and a buzzer CS with a drop into a water tank. Fear-motivated rats which received secondary punishment during either 33% or 100% of test trials exhibited self-punitive running relative to a nonpunished (0%) group and a backward-conditioning control group. Results indicate that “all secondary” vicious-circle behavior can be established through Pavlovian conditioning, thus supporting a conditioned fear interpretation. 相似文献
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This paper discusses three separate educational projects which involved students working side-by-side with homicide investigators in an effort to conduct cold case investigations. Each project resulted in two different products, one for agency use and the other for public consumption. The cold case investigative reports produced for each case became part of the investigative file and are confidential documents. The video PSAs were for public consumption and were designed to provide additional exposure to the cases with the hope of generating productive tips. Each project was carried in collaboration with local Crime Stoppers programs, law enforcement agencies, and coroner’s offices. 相似文献
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Rats were trained to leverpress for food and subsequently exposed to either arithmetic series or random variable-interval reinforcement schedules. Adjunctive drinking developed in all subjects exposed to arithmetic variable-interval reinforcement, but did not develop in six of the eight animals trained on the random schedule. The results suggest that adjunctive drinking is the result of an interaction between the tendency of rats to drink after eating and the ability of locally low probabilities of reinforcement within schedules to induce conditioned behavioral states. 相似文献
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Education in different communication media takes place with functional differences that have consequences for the course of instructional interaction. In this paper, we examine instructional interaction among people using a computer-based electronic message system, contrasting it with conventional face-to-face discussion in a college level class. Interaction via the non-real time message system contained multiple “threads of discourse,” a higher proportion of student turns to teacher turns, and other deviations from the “initiation-response-evaluation” sequences usually found in face-to-face classroom interactions. Based on the results of our contrast, we describe ways to organize instruction using electronic message systems to take advantage of new properties and to avoid shortcomings of these new instructional media. 相似文献
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Daniel T. Hickey Steven J. Zuiker Gita Taasoobshirazi Nancy Jo Schafer Marina A. Michael 《Studies in Educational Evaluation》2006,32(3):180
Accountability-oriented reforms demand immediate and continual gains on achievement test, for all students, and without diminishing other outcomes or undermining instruction. This paper describes a framework for aligning classroom assessment and external testing with the aim of negotiating these seemingly contradictory goals. The framework varies the sensitivity to instruction and the representations of knowledge across approaches to assessment. Cycles of design- based studies successively refine relationships between a curriculum and the frame that each assessment provides. Doing so, we argue, leverages the unique formative and summative balance across assessments in order to scaffold learning and demonstrate the “consequential” validity of our strategy without compromising curricula, instruction, or the “evidential” validity that warrants their continued use. 相似文献
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Michael L. Lopez Louisa B. Tarullo Steven R. Forness Cheryl A. Boyce 《Early education and development》2000,11(3):265-282
Serving low-income children from birth to age five and their families, Head Start is a primary venue for identification and intervention in the area of child mental health. However, recent research has demonstrated that the knowledge base regarding prevalence, developmental course, and predictive power of child mental health problems is lacking for young children in general and low-income, diverse populations in particular. Head Start's agency-level data is often discrepant from both national estimates and small, intensive studies of similar populations, perhaps for reasons related to availability of community services and professional staff, as well as concerns about stigmatization. Following on recent expert recommendations, new collaborative Federal initiatives are underway to increase our understanding of the types, trajectories, and treatments of mental health problems affecting the vulnerable children served by Head Start. The paper concludes with a call to action for the field in the area of young children's mental health. 相似文献