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151.
Charles H. Zeanah Megan R. Gunnar Robert B. McCall Jana M. Kreppner Nathan A. Fox 《Monographs of the Society for Research in Child Development》2011,76(4):147-162
This chapter reviews sensitive periods in human brain development based on the literature on children raised in institutions. Sensitive experiences occur when experiences are uniquely influential for the development of neural circuitry. Because in humans, we make inferences about sensitive periods from evaluations of complex behaviors, we underestimate the occurrence of sensitive periods at the level of neural circuitry. Although we are most interested in complex behaviors, such as IQ or attachment or externalizing problems, many different sensitive periods at the level of circuits probably underlie these complex behaviors. Results from a number of studies suggest that across most, but not all, domains of development, institutional rearing limited to the first 4–6 months of life is associated with no significant increase risk for long‐term adverse effects relative to noninstitutionalized children. Beyond that, evidence for sensitive periods is less compelling, meaning that “the earlier the better” rule for enhanced caregiving is a reasonable conclusion at the current state of the science. 相似文献
152.
Charles A. Nelson III Karen Bos Megan R. Gunnar Edmund J. S. Sonuga‐Barke 《Monographs of the Society for Research in Child Development》2011,76(4):127-146
Children raised in institutions frequently suffer from a variety of behavioral, emotional, and neuropsychological sequelae, including deficits in attention, executive functions, disorders of attachment, and in some cases a syndrome that mimics autism. The extent and severity of these disorders appear to be mediated, in part, by the age at which the child entered and, in some cases, left the institution. Here we review the neurobiological literature on early institutionalization that may account for the psychological and neurological sequelae discussed in other chapters in this volume. 相似文献
153.
Jacqueline Leonard Joy Barnes-Johnson Scott Jackson Dantley Charles Kimber 《The Urban Review》2011,43(1):124-150
This paper reports on a study of elementary preservice teachers’ inquiry-based practices, their efficacy beliefs, and the
role beliefs had on two preservice teachers’ practices in urban classrooms. Results show inquiry-based practices can be cultivated
through field-based experiences and preservice teachers’ efficacy beliefs, as it relates to practice in urban settings, are
malleable. Specifically, personal efficacy beliefs about teaching science improved or were sustained for one cohort of preservice
teachers. However, beliefs about students’ ability to learn science, that is outcome beliefs, were less stable. The results
of two case studies show that science content knowledge was a factor in preservice teachers’ inquiry-based practices. However,
why preservice teachers’ beliefs about student learning declined is less clear. More research is needed, along with follow-up
data on teacher induction, to learn how preservice teachers’ beliefs impact urban students’ science education. 相似文献
154.
Charles C. 《中国科学院院刊(英文版)》2011,25(1):46-49
Since the second half of the 20th century, polymer materials have already become an essential part of our daily life. The use of polymeric materials has already exceeded that of metals and ceramics in terms of volume and is intimately connected 相似文献
155.
Mazon Cécile Etchegoyhen Kattalin Saint-Supery Isabeau Amestoy Anouck Bouvard Manuel Consel Charles Sauzéon Hélène 《Educational technology research and development : ETR & D》2022,70(1):231-262
Educational technology research and development - In recent years, many psycho-educational technologies were studied to address the school-related difficulties encountered by students with autism... 相似文献
156.
Ubiquitous “sex tips” in popular media evidence an unquenchable public interest in learning how to experience “great sex,” and studies confirm that a great sexual relationship correlates to general relationship satisfaction, which in turn correlates to overall happiness. While studies of great sex or “optimal sexuality” are few, enough is known to conclude that the paths to great sex depicted in popular media are largely dead ends. This lesson plan will help educators (a) dispel inaccurate information about optimal sexuality disseminated in the popular media and (b) inform students about the components of optimal sexuality. 相似文献
157.
Schools are often encouraged to facilitate extra-curricular learning within their own premises. This study addresses the potential of social networking sites (SNS) for supporting such out-of-class study. Given concerns that learning on these sites may happen at a surface level, we adopted self-determination theory for designing a social networking experience that aspired to offer a ‘community of inquiry’. A case study of a Mandarin class is reported, in which seven children voluntarily attended afterschool lessons and used a SNS for 12 weeks. Pedagogical strategies to create a sense of relatedness and competence and to offer autonomy support were used in order to steer their informal communication and exploration towards deep and meaningful learning. Our findings show that the online social networking activities are not used simply to extend formal lessons to informal online environment, instead they open up opportunities for students to benefit from informal exploration and thus enrich their experience of learning about the subject. 相似文献
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160.
Charles Oppenheim 《Learned Publishing》2001,14(3):205-212
In February 2001, the Directive on ‘the harmonisation of certain aspects of copyright and related rights in the information society’ was approved by the European Parliament and therefore takes effect. This article highlights the changes introduced by the European Parliament in the Directive and comments on the implications of the change. 相似文献