首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Individuals with autism spectrum disorder (ASD) show differences in face processing abilities from early in development. To examine whether these differences reflect an atypical versus delayed developmental trajectory, neural responses to familiar and unfamiliar faces in twenty-four 18- to 47-month-old children with ASD were compared with responses of thirty-two 12- to 30-month-old typically developing children. Results of 2 experiments revealed that neural responses to faces in children with ASD resembled those observed in younger typically developing children, suggesting delayed development. Electrophysiological responses to faces were also related to parent report of adaptive social behaviors for both children with ASD and typical development. Slower development of the face processing system in ASD may be related to reduced self-directed "expected" experience with faces in early development.  相似文献   

2.
Attachment has been assessed in the extreme environment of orphanages, but an important issue to be addressed in this chapter is whether in addition to standard assessment procedures, such as the Strange Situation, the lack of a specific attachment in some institutionalized children should be taken into account given the limits to the development of stable relationships in institutionalized care. In addition, this chapter discusses disinhibited or indiscriminately friendly behavior that is often seen in institutionalized children. Enhanced caregiving quality alone appears to be insufficient to diminish indiscriminate behavior, at least in some children, as evidenced by the persistence of indiscriminate behavior in children adopted out of institutions into adoptive families. We suggest that the etiology and function of indiscriminate, “friendly” behavior may be different for institutionalized versus not‐institutionalized children. In the first case it may reflect a distortion or disruption of early attachment relationships; in the latter case it is likely to result from the lack of expected input in the form of contingent interactions with a stable caregiver in early life. We try to delineate infant and caregiver characteristics that are associated with secure attachment in institutional settings, given the inevitable fact that large numbers of infants worldwide are being raised, and will be raised, in contexts of institutional care. We conclude that much further study is needed of the development of children's attachments following adoption out of an institutional setting.  相似文献   

3.
The present study investigates the relationships among children's history of maltreatment, attachment patterns, and behavior problems in Japanese institutionalized children. Twenty-nine children (12 boys and 17 girls) from three different institutions in the Kinki area (Western part of Japan) participated in this study. Their average age was 6. 41-years (ranging from 4 to 10). Thirteen of the children (44.8%) had history of maltreatment before they were institutionalized. Children's attachment was assessed by the Attachment Doll Play Assessment (George & Solomon, 1990, 1996, 2000). The child’s main caregiver answered the Child Behavior Checklist (CBCL; Archenbach, 1991) to identify children's behavior problems. Results indicated a significant relationship between maltreatment history and attachment pattern. The relationship between attachment pattern and behavior problem was also confirmed. Implications and limitations of this study were discussed.  相似文献   

4.
Visual field biases have been identified as markers of atypical lateralization in children with developmental conditions, but this is the first investigation to consider early lateralized gaze behaviors for social stimuli in preterm infants. Eye-tracking methods with 51 preterm (33 male, 92.1% White) and 61 term-born (31 male, 90.1% White) infants aged 8–10 months from Edinburgh, UK, captured the development of visual field biases, comparing gaze behavior to social and non-social stimuli on the left versus right of the screen. Preterm infants showed a significantly reduced interest to social stimuli on the left versus right compared to term children (d = .58). Preterm children exhibit early differential orienting preferences that may be an early indicator of atypical lateralized function.  相似文献   

5.
该文从两方面对内隐面孔再认的研究进行了回顾:(1)行为研究;(2)神经基础及其运行机制。该文指出,内隐面孔再认多集中在启动的研究上,并发现了面孔的重复启动和语义启动,但面孔熟悉性对二者的影响不同。面孔启动的产生与大脑不同区域的神经活动存在着密切的关系。文章描述了两种与面孔启动有关的效应:重复抑制和重复增强效应。并讨论了对内隐面孔再认影响较大的IAC模型。最后该文提出了对未来研究的展望。  相似文献   

6.
This study examined teachers' self‐reported pedagogical practices toward socially inhibited, hyperactive, and average kindergartners. A self‐report instrument was developed and examined in three samples of kindergartners and their teachers. Principal components analyses were conducted in four datasets pertaining to 1 child per teacher. Two dimensions, Behavior Regulation and Socioemotional Support, emerged, which could be measured with internally consistent scales. Preliminary validity support was obtained for them. Multilevel comparisons revealed that teachers reported more behavior regulation for hyperactive versus inhibited and average children, more socioemotional support for inhibited versus hyperactive and average children, and more socioemotional support for hyperactive versus average children in two samples. Exploratory analyses of the other (i.e., random) sample of children yielded corresponding effects of hyperactivity on behavior regulation, and social inhibition on socioemotional support, but no effect of hyperactivity on socioemotional support. Results are discussed in terms of the saliency of behavior differences. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 635–651, 2006.  相似文献   

7.
We examined children’s spontaneous information seeking in response to referential ambiguity. Children ages 2–5 (n = 160) identified the referents of familiar and novel labels. We manipulated ambiguity by changing the number of objects present and their familiarity (Experiments 1 and 2), and the availability of referential gaze (Experiment 2). In both experiments, children looked to the face of the experimenter more often while responding, specifically when the referent was ambiguous. In Experiment 2, 3- to 4-year olds also demonstrated sensitivity to graded referential evidence. These results suggest that social information seeking is an active learning behavior that could contribute to language acquisition in early childhood.  相似文献   

8.
  相似文献   

9.
The study examined the social‐information‐processing skills of kindergarten children with developmental learning disabilities (LD) utilizing Crick and Dodge's (1994) model of children's social adjustment as a theoretical framework. Participants consisted of 20 kindergarten children with developmental LD who attended three integrated kindergartens and 20 children without developmental LD from the same kindergartens. Participants were assessed on social‐information‐processing skills, feelings of loneliness, sense of coherence, and teachers' ratings of behavioral problems and positive resources. The results indicated that girls with developmental LD performed significantly lower on two information‐processing steps—the response decision and the enactment steps—than did girls without LD. Such differences were not found for boys. The results also showed that the social‐information‐processing skills of children with developmental LD were correlated with teachers' ratings.  相似文献   

10.
Data are reported from 3 groups of children residing in Bucharest, Romania. Face recognition in currently institutionalized, previously institutionalized, and never-institutionalized children was assessed at 3 time points: preintervention ( n  = 121), 30 months of age ( n  = 99), and 42 months of age ( n  = 77). Children watched photographs of caregiver and stranger faces while event-related potentials were recorded. Results demonstrate that institutionalized children show pervasive cortical hypoarousal in response to faces and that foster care is somewhat effective in remediating this deficit by 42 months of age. All 3 groups of children distinguished between the familiar and unfamiliar faces. These results have the potential to inform an understanding of the role of early experience in the development of the neural systems that subserve face recognition.  相似文献   

11.
The neurodevelopmental sequelae of early deprivation were examined by testing ( N  =   132) 8- and 9-year-old children who had endured prolonged versus brief institutionalized rearing or rearing in the natal family. Behavioral tasks included measures that permit inferences about underlying neural circuitry. Children raised in institutionalized settings showed neuropsychological deficits on tests of visual memory and attention, as well as visually mediated learning and inhibitory control. Yet, these children performed at developmentally appropriate levels on similar tests where auditory processing was also involved and on tests assessing executive processes such as rule acquisition and planning. These findings suggest that specific aspects of brain-behavioral circuitry may be particularly vulnerable to postnatal experience.  相似文献   

12.
Differential experience leads infants to have perceptual processing advantages for own‐ over other‐race faces, but whether this experience has downstream consequences is unknown. Three experiments examined whether 7‐month‐olds (range = 5.9–8.5 months; N = 96) use gaze from own‐ versus other‐race adults to anticipate events. When gaze predicted an event's occurrence with 100% reliability, 7‐month‐olds followed both adults equally; with 25% (chance) reliability, neither was followed. However, with 50% (uncertain) reliability, infants followed own‐ over other‐race gaze. Differential face race experience may thus affect how infants use social cues from own‐ versus other‐race adults for learning. Such findings suggest that infants integrate online statistical reliability information with prior knowledge of own versus other race to guide social interaction and learning.  相似文献   

13.
Abstract

This study examined the ‘settling in’ behaviour of newly enrolled children who entered an established preschool classroom. Settling in can cause emotional distress and behavioural problems in children. Thus, it is important to document the ways in which young children successfully adjust. The behaviours of the ‘new’ children were tracked across the school year and compared with ‘old children’, or those previously enrolled. Results indicated that new children did not differ from old children in terms of unengaged behaviour. While all children's socially interactive behaviour and social fantasy increased across the school year, the new children engaged in lower levels of these behaviours. Further, the signals they used to initiate social interaction were less sophisticated than those used by established children. Results are discussed in terms of the role of familiarity in supporting children's exhibition of competence. Implications for practice and policy are discussed.  相似文献   

14.
A sample of 48 two-year-old children selected on the basis of parents' responses to two administrations of the Child Behavior Checklist for two to three-year-olds was observed in peer interactions. Twenty-four of these children displayed symptoms of aggressive/destructive (externalizing) problems that were in the borderline clinical range (labelled "high risk") and 24 children displayed few such symptoms ("low risk"). The children were observed in matched dyads (one high risk and one low risk child) across four tasks designed to vary in the degree of social participation they would elicit from the children. Across all tasks, children in the high risk group displayed significantly and consistently more aggressive behavior than the children in the low risk group. However, these high risk children did not differ from other children in terms of several indices of social and nonsocial play. In addition, when children were classified as high aggressive versus average versus low aggressive on the basis of laboratory behavior, children who displayed high amounts of aggression during the play sessions did not differ from less aggressive children on these indices of social play. Finally, the responses of non-aggressive dyad partners to aggressive acts indicated that children are responsive, in relatively subtle ways, to aggression. These results are discussed in terms of the implications of early problematic behavior for later indices of maladjustment that include social competence and peer rejection.  相似文献   

15.
The purpose of this study was to examine the social participation of young children with disabilities in inclusive preschool programs. One hundred forty-three preschool-aged children with disabilities were observed in classrooms representing four organizational contexts: community-based, Head Start, public school, and blended. Children's and adults' social behavior was positive across settings, and children in blended programs engaged in significantly more positive social behavior with adults. Peer social engagement did not differ across organizational contexts. Activity initiator was an ecological variable that affected children's social engagement in that children engaged in significantly more interaction with peers in child-initiated activities and significantly more interaction with adults in adult-initiated activities.).  相似文献   

16.
Cognitive event-related potentials (ERPs) were recorded from 23 maltreated and 21 nonmaltreated children. Children were presented with slides of Ekman photographs of asingle model posing an angry (25%), a happy (25%), or a neutral (50%) facial expression. In 1 of 2 counterbalanced target conditions, children were asked to press a button in response to the angry face; in the other target condition, they responded to the happy face. Both samples, as expected, exhibited the largest amplitude of the P300 component of the ERP to target stimuli and the smallest amplitude to nontargets. For nonmaltreated children, the average amplitude of P300 across slides was comparable for the 2 target conditions. In contrast, maltreated children displaed larger P300 ampltude to stimuli when they were directed to attend to angry, as opposd children displayed larger p300 amplitude to stimuli whe they were directed to attend to angry, as opposed to happy, targets. These reaults suggest different cognitive processing for positive versus negative affective expressions by children with histories of atypical emotiaonal exotional experiences.  相似文献   

17.
The purpose of this study was to examine differences in (a) the amount of affectionate behavior expressed by boys and girls and (b) the types of recipients of boys' and girls' affectionate behavior. Data were collected by conducting naturalistic observations of 76 children (32 males and 44 females) in six daycare centers. The affectionate behaviors observed were smiling, affectionate words, and active and passive affectionate physical contact. The results indicated that children's affectionate behavior was not gender typed as defined by social learning theory. However, there were gender differences related to the recipients of children's affectionate behavior. Children expressed more affection to (a) individual children and teachers than to groups and (b) same-gender peers than to opposite-gender peers. The specific behaviors making important contributions to the overall differences between boys' and girls' expressions of affection to male and female children differed. The results indicate there is a need to include the interpersonal context of the behavior when examining gender differences and to expand theory and research on the role of affection in children's development and relationships.  相似文献   

18.
This paper presents the results of a curriculum of basic economic concepts given to 5 fourth-grade classes (Ss=95). The main topic of this curriculum was the production and distribution of agricultural produce, which had already proved to be difficult for the children. The proposed curriculum was largely inspired by the idea that familiarity with «social scenes» related to the economic process in question is necessary (although not sufficient) to allow children to understand such concepts. Children's level of understanding was tested before and after the curriculum by means of a semi-structured interview on 3 main topics: farmers' use of produce; farmers' use of earnings; produce distribution. Answers were scored according to their complexity and correctness; variance analyses performed on the scores showed significant improvements, as well as differences between classes. A qualitative analysis of children's answers was also performed, with the aim of interpreting the nature of change in each topic.  相似文献   

19.
To explore relationships among parent's self-reported disciplinary strategies, preschoolers' outcome expectations, and playground behavior, 136 mothers of preschool-age children (age range = 39–71 months) participated in home disciplinary style interviews. Measures of preschoolers' outcome expectations and observations of childrens' prosocial, antisocial/disruptive, and nonsocial/withdrawn playground behavior in preschool settings were also obtained. Results indicated that power-assertive mothers had preschoolers who engaged in more antisocial/disruptive behavior and who expected successful instrumental outcomes for hostile methods of resolving peer conflict. Preschoolers with such outcome expectations also participated in more antisocial playground behavior. Older preschoolers of inductive mothers engaged in more prosocial behavior and expected prosocial behavior to lead to both instrumental gains and enhanced relations with peers. Preschoolers who were more prosocial envisioned friendly-assertive strategies as leading to instrumental gains and, in the case of less nonsocial behavior, to enhanced relations with peers. Children's outcome expectations were also found to be different for older versus younger preschoolers. Evidence was also obtained suggesting that maternal discipline and outcome expectations make separate and independent contributions to children's social and aggressive play behavior.  相似文献   

20.
Preschool-age children's experiences within the mixed-age setting of family child care homes and the influences of these experiences on development were examined. Development variables included social and cognitive play, and receptive and expressive language. Consistent with Vygotsky's developmental theory, children's interactions with mixed-age peers were more powerful predictors of development than the mere availability of mixed-age peers. Interactions with older peers were associated with more complex cognitive play behaviors. Interactions with younger and same-age peers were associated with less complex social and cognitive play and lower receptive language scores. Characteristics of the child care setting appeared to moderate children's behavior in the mixed-age environment. Children in higher quality family child care homes with responsive caregivers were less likely to interact with younger children. No evidence was found of different developmental outcomes across developmental domains for older versus younger children.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号