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111.
北太平洋巨型章鱼是170余种巨型章鱼中的一种。人们曾经误把它们看成为海怪,实际上,它们性格平和,并不像古老传说描述的那样会攻击船只。 相似文献
112.
113.
Silva KM Spinrad TL Eisenberg N Sulik MJ Valiente C Huerta S Edwards A Eggum ND Kupfer AS Lonigan CJ Phillips BM Wilson SB Clancy-Menchetti J Landry SH Swank PR Assel MA Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460
RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children. 相似文献
114.
Difrisco E Goodman KE Budin WC Lilienthal MW Kleinman A Holmes B 《The Journal of perinatal education》2011,20(1):28-35
Substantial evidence documents the superiority of breastfeeding for mothers and breastmilk for babies. Although the American Academy of Pediatrics and the U.S. Healthy People 2010 initiative promote breastfeeding, current breastfeeding rates often fall short of recommendations. This study determined factors associated with exclusive breastfeeding 2 to 4 weeks following discharge from a large, urban, academic medical center striving for Baby-Friendly designation. Results indicated that mothers who breastfed within the first hour of birth (61%) were significantly more likely to be exclusively breastfeeding 2 to 4 weeks after discharge. Incorporating care practices that include a number of the "Ten Steps to Successful Breastfeeding," as recommended by the Baby-Friendly Hospital Initiative, may increase the duration of exclusive breastfeeding after discharge. 相似文献
115.
Radio is migrating to digital transmission, expanding its offerings to include captioning for individuals with hearing loss. Text display radio requires a large amount of word throughput with minimal screen display area, making good user interface design crucial to its success. In two experiments, we presented hearing, hard-of-hearing, and deaf consumers with National Public Radio stories converted to text and examined their preferences for and reactions to midsized and small radio text displays. We focused on physical display attributes such as text color, font style, line length, and scrolling type as well as emergency alert messages and emergency prompts for drivers, announcer identification schemes, and synchronization of audio and text. Results suggest that midsized, Global Positioning System (GPS)-style displays were well liked, synchronization of audio and text was important to comprehension and retrieval of story details, identification of announcers was served best with a combination of name change in parenthesis and color change, and a mixture of color and flashing symbols was preferred for emergency alerting. 相似文献
116.
The emerging reading and spelling abilities of 24 deaf and 23 hearing beginning readers were followed over 2 years. The deaf children varied in their language backgrounds and preferred mode of communication. All children were given a range of literacy, cognitive and language-based tasks every 12 months. Deaf and hearing children made similar progress in literacy in the beginning stages of reading development and then their trajectories began to diverge. The longitudinal correlates of beginning reading in the deaf children were earlier vocabulary, letter-sound knowledge, and speechreading. Earlier phonological awareness was not a longitudinal correlate of reading ability once earlier reading levels were controlled. Only letter name knowledge was longitudinally related to spelling ability. Speechreading was also a strong longitudinal correlate of reading and spelling in the hearing children. The findings suggested that deaf and hearing children utilize slightly different reading strategies over the first 2 years of schooling. 相似文献
117.
Horowitz A 《Learning & behavior》2011,39(4):314-317
In line with other research, Udell, Dorey, and Wynne’s (in press) finding that dogs and wolves pass on some trials of a putative
theory-of-mind test and fail on others is as informative about the methods and concepts of the research as about the subjects.
This commentary expands on these points. The intertrial differences in the target article demonstrate how critical the choice
of cues is in experimental design; the intersubject-group differences demonstrate how life histories can interact with experimental
design. Even the best-designed theory-of-mind tests have intractable logical problems. Finally, these and previous research
results call for the introduction of an intermediate stage of ability, a rudimentary theory of mind, to describe subjects’ performance. 相似文献
118.
Identification of distinct units within a continuous flow of human action is fundamental to action processing. Such segmentation
may rest in part on statistical learning. In a series of four experiments, we examined what types of statistics people can
use to segment a continuous stream involving many brief, goal-directed action elements. The results of Experiment 1 showed no evidence for sensitivity to conditional probability, whereas Experiment 2 displayed learning based on joint probability. In Experiment 3, we demonstrated that additional exposure to the input failed to engender sensitivity to conditional probability. However,
the results of Experiment 4 showed that a subset of adults—namely, those more successful at identifying actions that had been seen more frequently than
comparison sequences—were also successful at learning conditional-probability statistics. These experiments help to clarify the mechanisms subserving processing
of intentional action, and they highlight important differences from, as well as similarities to, prior studies of statistical
learning in other domains, including language. 相似文献
119.
Preschool children (3–4 years old) were trained to perform two actions to gain different outcomes, in the form of video clips
from different cartoons, before one of these outcomes was devalued by noncontingent exposure. The effect of outcome devaluation
was subsequently assessed in an extinction test by giving children the opportunity to perform both actions in the absence
of any outcomes. When the two actions were trained concurrently, performance during the test was modulated by outcome value
and children showed a preference for the action trained with the currently valued outcome. By contrast, when each action was
trained separately on different trials, test performance was insensitive to outcome devaluation. These effects of the training
schedules are interpreted in terms of dual-process theories of action control. 相似文献
120.