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31.
Vaughan Van Hecke A Mundy PC Acra CF Block JJ Delgado CE Parlade MV Meyer JA Neal AR Pomares YB 《Child development》2007,78(1):53-69
Infant joint attention has been observed to be related to social-emotional outcomes in at-risk children. To address whether this relation is also evident in typically developing children, 52 children were tested at 12, 15, 24, and 30 months to examine associations between infant joint attention and social outcomes. Twelve-month initiating and responding to joint attention were related to 30-month social competence and externalizing behavior, even when accounting for 15-month temperament ratings, 24-month cognition and language, and demographic variables. These results suggest that, in addition to associations with language and cognition, infant joint attention reflects robust aspects of development that are related to individual differences in the emergence of social and behavioral competence in childhood. 相似文献
32.
Phonological awareness, phonological memory, and phonological access to lexical storage play important roles in acquiring
literacy. We examined the convergent, discriminant, and predictive validity of these phonological processing abilities (PPA)
in 389 3-, 4-, and 5-year-old children. Confirmatory factor analysis supported the validity of each PPA as separate from general
cognitive ability and separate from each other. Multigroup structural equation modeling (SEM) with mean structure demonstrated
that older preschoolers have better developed latent PPA than younger preschoolers but that the structure of PPA is equivalent.
RAN was found uniquely associated with letter knowledge and text discrimination in younger preschoolers, and PA was found
uniquely associated with word reading skills in older preschoolers. Finally, general cognitive ability was only indirectly
associated with emergent literacy via PPA. These results highlight the importance of PPA in the early literacy development
of English-speaking preschool children. 相似文献
33.
Rebecca J. M. Gotlieb Courtney Pollack Jessica W. Younger Elizabeth Y. Toomarian Genevive Allaire‐Duquette Nadja M. Mariager 《Mind, Brain, and Education》2019,13(3):120-132
An increasing number of scholars are being trained in the field of mind, brain, and education (MBE), yet discussions of trainees' needs and how to meet them are rare. We, the inaugural International Mind, Brain, and Education Society (IMBES) Trainee Board, identify three broad needs of MBE trainees: guidance and support, greater access to and connections among the MBE community, and professional development. We report a first step to address these needs: a daylong trainee conference, which included sessions to foster connections among trainees, provide mentorship from MBE leaders, and provide knowledge and skill building for careers. Attendees' survey results suggest the conference successfully supported trainees' development. As substantial trainee needs remain, we offer specific ways that principal investigators, institutions, funding agencies, future IMBES trainee boards, and the MBE community can further address trainees' needs to support early‐career development and strengthen the MBE field generally. 相似文献
34.
Fischer Jessica Praetorius Anna-Katharina Klieme Eckhard 《Educational Assessment, Evaluation and Accountability》2019,31(2):201-220
Educational Assessment, Evaluation and Accountability - Valid cross-country comparisons of student learning and pivotal factors contributing to it, such as teaching quality, offer the possibility... 相似文献
35.
The unskilled and unaware effect refers to the finding that individuals who are less knowledgeable or less skilled in a domain are relatively less able to evaluate their level of skill or effectively utilise feedback relative to individuals who are more skilled. Studies finding deaf students less accurate than hearing students in estimating their English vocabulary knowledge and in judging how much they are learning from material presented via sign language have attributed those results to the unskilled and unaware effect, citing the lack of language fluencies frequently demonstrated among deaf learners. The present study addressed the issue more directly by comparing both deaf and hearing individuals who were more and less skilled in four domains, three linguistic and one nonlinguistic. Results indicated that even individuals who are unskilled in a nonlinguistic domain can evaluate their performance when they are aware of what skilled performance would look like, and that unskilled and unaware effects can be influenced by individuals’ desires to be skilled. 相似文献
36.
Michael Furlong Leslie Babinski Scott Poland Jessica Muoz Sharon Boles 《Psychology in the schools》1996,33(1):28-37
Recent concern about school violence has increased demands on school psychologists to respond to safety concerns on their school campuses. In this study, 123 school psychologists responded to a survey about their perceptions, experiences, and readiness to meaningfully address school violence. School psychologists reported that they do not worry about their personal safety at school (78%), but most felt unprepared to deal with school violence (73%) and had received no specialized training in this area (85%). A principal components analysis of the types of violence school psychologists perceived to occur on their campuses identified a range of incidents from bullying to antisocial behavior. School psychologists working in inner-city schools were more likely to believe that their schools had high levels of violence (45.6%) compared with those working in urban-not inner-city (14.3%), suburban (4.9%), or rural (0%) schools. Recommendations to prepare school psychologists to help prevent, reduce, and respond to campus violence are discussed. © 1996 John Wiley & Sons, Inc. 相似文献
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运用经济学的理论和研究方法,对西方国家体育场馆在资产并购过程中的申报制度和并购前期的深入调查方法,以及部分国家在工作中存在的问题和采取制定并购指南的对策方法等进行了分析.研究表明,我国的体育场馆管理改革必须借鉴西方国家的成功经验,建立符合中国管理体制的并购指南,结合当前社会发展的实际情况,确定合适的经济目标和社会有效竞争标准,寻求公共机制与市场机制的有机结合,探索出符合中国特色的场馆管理新道路. 相似文献