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Cortisol in Neonatal Mother's Milk Predicts Later Infant Social and Cognitive Functioning in Rhesus Monkeys
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Amanda M. Dettmer Ashley M. Murphy Denisse Guitarra Emily Slonecker Stephen J. Suomi Kendra L. Rosenberg Melinda A. Novak Jerrold S. Meyer Katie Hinde 《Child development》2018,89(2):525-538
Milk provides not only the building blocks for somatic development but also the hormonal signals that contribute to the biopsychological organization of the infant. Among mammals, glucocorticoids (GCs) in mother's milk have been associated with infant temperament. This study extended prior work to investigate rhesus monkey (Macaca mulatta) mother–infant dyads (N = 34) from birth through 8 months postpartum. Regression analysis revealed that cortisol concentrations in milk during the neonatal period predicted impulsivity on a cognitive task, but not global social behaviors, months later. During this time period, sex‐differentiated social behavior emerged. For female infants, milk cortisol concentrations predicted total frequency of play. Collectively, these findings support and extend the “lactational programming” hypothesis on the impact of maternal‐origin hormones ingested via milk. 相似文献
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Karen Markey Professor Fritz Swanson Lecturer Andrea Jenkins Programmer Brian Jennings Programmer Beth St. Jean Graduate Student Research Assistant Victor Rosenberg Associate Professor Xingxing Yao Graduate Student Research Assistant Robert Frost Associate Professor 《The Journal of Academic Librarianship》2009,35(4):303-313
This exploratory study examines whether undergraduate students will play games to learn how to conduct library research. Results indicate that students will play games that are an integral component of the course curriculum and enable them to accomplish overall course goals at the same time they learn about library research. 相似文献
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Miriam Rosenberg‐Lee 《Mind, Brain, and Education》2018,12(1):12-22
The promise of educational neuroscience lies in its potential to uncover mechanistic insights into the science of learning. However, to realize that promise, the field must overcome a fundamental difference between the constituent disciplines: neuroscience is primarily concerned with understanding how the brain works; whereas education attempts to change the brain regardless of its workings. Learning is one domain where these orientations align: it is a deep feature of nervous systems and a target outcome of education. This article proposes coupling training studies with neuroimaging to assess the impact of real‐world learning on brain activity patterns, and simultaneously ask fundamental questions about the causal role of specific patterns of brain activity in academic skill acquisition. Finally, planning and implementing these studies requires multiple forms of expertise and collaborating across disciplines, which will contribute to a more cohesive educational neuroscience research community. 相似文献
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Steven N. Blair Aaron Blair Russell R. Pate Henry G. Howe Morton Rosenberg Gwynne M. Parker 《Research quarterly for exercise and sport》2013,84(4):505-511
Abstract This study was designed to assess the effects of a specifically designed perceptual-motor training program on the level of perceptual-motor development, self-concept, and academic ability of kindergarten children. Subjects for the study were 40 kindergarten children randomly assigned to 1 of 2 groups. Each group received the same kindergarten program with one exception, the experimental group was exposed to a specifically designed perceptual-motor program 30 min daily for 5 mo, while the control group received a free play period for 30 min daily. Results of the study indicated that the data tended to support the specificity of training concept. The variables showing the greatest change were the perceptual-motor tests which measured changes on specific aspects of the training program. There appeared to be some immediate transfer to academic abilities but this was not pronounced enough to suggest that perceptual-motor training was of real benefit in developing academic abilities for normal kindergarten children. In addition the follow-up test indicated no long term effects on academic performance. 相似文献
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William L. Rivers Theodore Peterson Jay W. Jensen Ronald T. Farrar John D. Stevens Bernard Rosenberg 《Communication Booknotes Quarterly》2013,44(10):7-8
William L. Rivers, Theodore Peterson and Jay W. Jensen's The Mass Media and Modern Society (Rinehart Press, $8.95) Ronald T. Farrar and John D. Stevens' (eds.) Mass Media and the National Experience (Harper & Row, price not known (paper back)) Bernard Rosenberg and David Manning White's Mass Culture Revisited (Van Nostrand, both hardback and paperback at same time–price not yet known) Wilbur Schramm (ed.) Process and Effects of Mass Communications (University of Illinois Press, details unknown) The Steranko History of Comics (Supergraphics Publications, 501 Spruce St., Reading, Pa. 19602, $3.00 paperback) 相似文献
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R.C. Rosenberg 《Journal of The Franklin Institute》1979,308(3):343-352
This paper proposes an extended definition of reciprocity for a multiport junction structure based on the concept of essential gyrator coupling. Two theorems are given for junction structures containing gyrators and an algorithm is presented for identifying essential gyrators. The results are useful both theoretically and for designing efficient computation procedures for junction structures. 相似文献
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