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排序方式: 共有400条查询结果,搜索用时 15 毫秒
1.
Daniel C. Kopala-Sibley Marilyn Cyr Megan C. Finsaas Jonathan Orawe Anna Huang Nim Tottenham Daniel N. Klein 《Child development》2020,91(1):110-128
Seventy-nine 3-year olds and their mothers participated in a laboratory-based task to assess maternal hostility. Mothers also reported their behavioral regulation of their child. Seven years later, functional magnetic resonance imaging data were acquired while viewing emotional faces and completing a reward processing task. Maternal hostility predicted more negative amygdala connectivity during exposure to sad relative to neutral faces with frontal and parietal regions as well as more negative left ventral striatal connectivity during monetary gain relative to loss feedback with the right posterior orbital frontal cortex and right inferior frontal gyrus. In contrast, maternal regulation predicted enhanced cingulo-frontal connectivity during monetary gain relative to loss feedback. Results suggest parenting is associated with alterations in emotion and reward processing circuitry 7–8 years later. 相似文献
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We present a variant of the Game of Pig to introduce the concepts of probability, simulation and expected value. 相似文献
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Marilyn P. Arnone Ruth V. Small Sarah A. Chauncey H. Patricia McKenna 《Educational technology research and development : ETR & D》2011,59(2):181-198
This paper identifies the need for developing new ways to study curiosity in the context of today’s pervasive technologies
and unprecedented information access. Curiosity is defined in this paper in a way which incorporates the concomitant constructs
of interest and engagement. A theoretical model for curiosity, interest and engagement in new media technology-pervasive learning
environments is advanced, taking into consideration personal, situational and contextual factors as influencing variables.
While the path associated with curiosity, interest, and engagement during learning and research has remained essentially the
same, how individuals tackle research and information-seeking tasks and factors which sustain such efforts have changed. Learning
modalities for promoting this theoretical model are discussed leading to a series of recommendations for future research.
This article offers a multi-lens perspective on curiosity and suggests a multi-method research agenda for validating such
a perspective. 相似文献
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Rebecca Zwick Dorothy T. Thayer Marilyn Wingersky 《Journal of Educational Measurement》1995,32(4):341-363
In a previous simulation study of methods for assessing differential item functioning (DIF) in computer-adaptive tests (Zwick, Thayer, & Wingersky, 1993, 1994), modified versions of the Mantel-Haenszel and standardization methods were found to perform well. In that study, data were generated using the 3-parameter logistic (3PL) model and this same model was assumed in obtaining item parameter estimates. In the current study, the 3PL data were used but the Rasch model was assumed in obtaining the item parameter estimates, which determined the information table used for item selection. Although the obtained DIF statistics were highly correlated with the generating DIF values, they tended to be smaller in magnitude than in the 3PL analysis, resulting in a lower probability of DIF detection. This reduced sensitivity appeared to be related to a degradation in the accuracy of matching. Expected true scores from the Rasch-based computer-adaptive test tended to be biased downward, particularly for lower-ability examinees 相似文献
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This study tested the effects of an entrepreneurship education intervention, the New Youth Entrepreneur curriculum, on lower socioeconomic black high-school students' knowledge of basic and advanced concepts in entrepreneurship. Ninety-five high school sophomores (over 85% black) from a lower socioeconomic neighborhood made up the sample for the experimental design: 51 in the treatment group and 44 in the control group. The two instruments used measured participants' knowledge of basic entrepreneurship concepts and higher cognitive levels of entrepreneurship learning, including comprehension, application, and analysis. The treatment group experienced the New Youth Entrepreneur (NYE) curriculum for one period a day for a semester, while the control group was exposed to basic entrepreneurship concepts at an awareness level as part of a general business education course. It was predicted and found that the treatment group significantly outperformed the control group on all dimensions of entrepreneurship tested. The study results confirm that appropriate curricular innovation can significantly influence the acquisition of entrepreneurship concepts and skills by lower socioeconomic black students. They also confirm that these same students can even be energized to the point of moving from opportunity recognition to initial business implementation. 相似文献
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