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1.
The impacts of war and displacement on executive function (EF)—what we might call the cognitive signatures of minds under siege—are little known. We surveyed a gender-balanced sample of 12- to 18-year-old Syrian refugees (n = 240) and Jordanian non-refugees (n = 210) living in Jordan. We examined the relative contributions of poverty, trauma exposure, posttraumatic stress, and insecurity to variance in inhibitory control and working memory. We observed associations between poverty and WM, suggesting that, even in populations exposed to substantial violence and fear, poverty is a specific pathway to WM deficit. We did not, however, find associations between EFs and exposures to trauma. Careful distinction between childhood adversities may illuminate which neurocognitive pathways matter for measures of cognitive function.  相似文献   

2.
Inequalities are everywhere, yet little is known about how children respond to people affected by inequalities. This article explores two responses—minimizing inequalities and favoring those who are advantaged by them. In Studies 1a (N = 37) and 1b (N = 38), 4‐ and 5‐year‐olds allocated a resource to a disadvantaged recipient, but judged advantaged recipients more positively. In Studies 4 (N = 38) and 5 (N = 74), a delay occurred between seeing the inequality and allocating resources, or stating a preference, during which time participants forgot who was initially more advantaged. Children then favored advantaged recipients on the preference and resource allocation measures, suggesting an implicit “affective tagging” mechanism drives the tendency to favor the advantaged. In contrast, reducing inequalities through resource allocation appears to require explicit reasoning.  相似文献   

3.
This article examined links between 4‐ and 6‐year‐olds’ (n = 101; Mage = 5.12 years, SD = 0.67; 53% male) ability to distinguish moral and conventional transgressions along different criteria and teacher ratings of proactive and reactive aggression. Latent difference score modeling revealed that moral transgressions were judged more unacceptable and wrong independent of rules and authority than conventional violations, but significant variability in moral–conventional distinctions was also observed. Proactive aggression was associated with less—and reactive aggression was associated with greater—differentiation in moral and conventional concepts. Proactive aggression was not associated with deficits in moral knowledge when other common assessments of early moral understanding were employed, highlighting the importance of using theoretically informed measures of moral judgments and aggression.  相似文献   

4.
Whether and to what extent kindergarten children's executive functions (EF) constitute promising targets of early intervention is currently unclear. This study examined whether kindergarten children's EF predicted their second-grade academic achievement and behavior. This was done using (a) a longitudinal and nationally representative sample (N = 8,920, Mage = 97.6 months), (b) multiple measures of EF, academic achievement, and behavior, and (c) extensive statistical control including for domain-specific and domain-general lagged dependent variables. All three measures of EF—working memory, cognitive flexibility, and inhibitory control—positively and significantly predicted reading, mathematics, and science achievement. In addition, inhibitory control negatively predicted both externalizing and internalizing problem behaviors. Children's EF constitute promising targets of experimentally evaluated interventions for increasing academic and behavioral functioning.  相似文献   

5.
An increasing number of transgender children—those who express a gender identity that is “opposite” their natal sex—are socially transitioning, or presenting as their gender identity in everyday life. This study asks whether these children differ from gender‐typical peers on basic gender development tasks. Three‐ to 5‐year‐old socially transitioned transgender children (n = 36) did not differ from controls matched on age and expressed gender (n = 36), or siblings of transgender and gender nonconforming children (n = 24) on gender preference, behavior, and belief measures. However, transgender children were less likely than both control groups to believe that their gender at birth matches their current gender, whereas both transgender children and siblings were less likely than controls to believe that other people's gender is stable.  相似文献   

6.
Instructor evaluations are influenced by implicit age and gender bias, with lower ratings and negative feedback given to instructors believed to stray from stereotypical age and gender norms. Female instructors exhibiting typically male-associated qualities such as leadership and authority, are often negatively impacted. Implicit bias also influences evaluation of digital resources and instructors, regardless of students' positive learning outcomes. As digital learning resources become the norm in education, it is crucial to explore the impact of implicit bias at various educational levels. In this study, undergraduate and graduate students were randomly exposed to one of five digital tutorials; four experimental tutorials presenting identical anatomy content with narrators of different gender and age, and a control tutorial featuring origami (paper folding) instructions without audio. Learning outcomes were measured by pre-quiz vs. post-quiz comparisons using repeated measures MANOVA. Implicit bias was analyzed by evaluation response comparisons using repeated measures MANOVA and three-way MANOVA. Post-quiz scores increased significantly in the four experimental groups (P < 0.05) but not in the control (P = 0.99). The increased performance was not statistically different across the four experimental groups (P > 0.26), suggesting that learning occurred irrespective of the instructor gender and age. Students' evaluations were consistently higher for the experimental resources than the control. There was no significant difference in evaluations across the four experimental groups but compared to the control, younger male and younger female narrators received significantly higher ratings for approachability, acceptance, inclusivity, and care for student learning. The study highlights important considerations for digital resources development and interpretation of student evaluations.  相似文献   

7.
Our study examines the differential item functioning of the Counselor Competencies Scale—Revised (CCS-R) scores due to respondents’ gender, the type of evaluation, and a combination of these two variables using a large sample (N = 1614). Implications of the findings are offered to inform counselor educators and supervisors using the CCS-R and similar supervisee assessment measures.  相似文献   

8.
This study examined the relation of 3‐year core information‐processing abilities to lexical growth and development. The core abilities covered four domains—memory, representational competence (cross‐modal transfer), processing speed, and attention. Lexical proficiency was assessed at 3 and 13 years with the Peabody Picture Vocabulary Test (PPVT) and verbal fluency. The sample (N = 128) consisted of 43 preterms (< 1750 g) and 85 full‐terms. Structural equation modeling indicated concurrent relations of toddler information processing and language proficiency and, independent of stability in language, direct predictive links between (a) 3‐year cross‐modal ability and 13‐year PPVT and (b) 3‐year processing speed and both 13‐year measures, PPVT and verbal fluency. Thus, toddler information processing was related to growth in lexical proficiency from 3 to 13 years.  相似文献   

9.
Using a new method for examining parental explanations in a laboratory setting, the prompted explanation task, this study examines how characteristics of parental explanations about biology relate to children's knowledge. Parents (N = 148; Mage = 38; 84% female, 16% male; 67% having completed college) of children ages 7–10 (Mage = 8.92; 47% female, 53% male; 58% White, 9.5% Black, 9.5% Asian) provided answers to eight how and why questions about biology. Parents used a number of different approaches to address the questions, including providing more mechanistic responses to how questions and more teleological responses to why questions. The characteristics of parental explanations—most notably, how frequently parents provided correct responses—predicted children's performance on measures of verbal intelligence and biological knowledge. Additional exploratory analyses and implications for children's learning are discussed.  相似文献   

10.
This article discusses the findings from a mixed-method study examining the relationship between social resources and levels of parent involvement in state-funded preschool programs in Illinois. Using survey data from the Illinois Birth to Five Evaluation (n = 843) and interviews with ten preschool administrators who completed the survey, the study found the number of social resources provided by a program was positively associated with levels of parent involvement. The correlation analysis (r = −0.22, p = .0001) and analysis of variance (ANOVA) F(2,708) = 23.19, p = .0001 findings both demonstrated positive relationships wherein high numbers of social resources were associated with higher levels of parent involvement in programs. Administrator interviews confirmed survey findings and suggested additional influences on parent involvement levels and use of social resources in programs. Implications for supporting child welfare and policy recommendations for early childhood programs are provided.  相似文献   

11.
We investigated children's information seeking in response to a surprising claim (Study 1, N = 109, 54 Female, Range = 4.02—6.94 years, 49% White, 21% Mixed Ethnicity, 19% Southeast Asian, September 2019—March 2020; Study 2, N = 154, 74 Female, Range = 4.09—7.99, 50% White, 20% Mixed Ethnicity, 17% Southeast Asian, September 2020—December 2020). Relative to younger children, older children more often expressed skepticism about the adult's surprising claims (1-year increase, OR = 2.70) and more often suggested exploration strategies appropriate for testing the specific claim they heard (1-year increase, OR = 1.42). Controlling for age, recommending more targeted exploration strategies was associated with a greater likelihood of expressing skepticism about the adult's claim.  相似文献   

12.
This study tested the prediction that, with age, children should rely less on familiarity and more on expertise in their selective social learning. Experiment 1 (N = 50) found that 5‐ to 6‐year‐olds copied the technique their mother used to extract a prize from a novel puzzle box, in preference to both a stranger and an established expert. This bias occurred despite children acknowledging the expert model's superior capability. Experiment 2 (N = 50) demonstrated a shift in 7‐ to 8‐year‐olds toward copying the expert. Children aged 9–10 years did not copy according to a model bias. The findings of a follow‐up study (N = 30) confirmed that, instead, they prioritized their own—partially flawed—causal understanding of the puzzle box.  相似文献   

13.
This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N7th grade = 1,146 and N8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship.  相似文献   

14.
Research Findings: At present, few resources are available to researchers, teachers, and practitioners who wish to quickly and reliably assess children's self-regulation within the classroom context, and particularly within settings serving low-income and ethnic minority children. This paper explores the psychometric properties of a teacher-report composite of 2 clinical measures of self-regulation—the Barratt Impulsiveness Scale (version 11; BIS-11) and the Behavior Rating Inventory of Executive Function (BRIEF)—in a sample of low-income African American and Hispanic children. Results of factor analyses revealed a 2-factor solution for the composite measure formed from the BIS-11 and the BRIEF that corresponded to the latent domains of cognitive and behavioral self-regulation. The composite scale was found to have high internal consistency, reliability, and concurrent validity compared to a previously validated measure of teacher-rated inattention and hyperactivity-impulsivity. In addition, results of multigroup comparisons provide evidence for measurement invariance of the composite measure across race, poverty risk status, and gender. Practice or Policy: The results support the usefulness of a teacher-rated combined version of the BIS-11 and the BRIEF for the assessment of low-income, ethnic minority children's cognitive and behavioral self-regulation. This study also helps to inform the theoretical relationship between the cognitive and behavioral subdomains of child self-regulation.  相似文献   

15.
This study employs data from both kindergarten cohorts of the Early Childhood Longitudinal Study (n ~ 12,450 in 1998; n ~ 11,000 in 2010) to assess whether associations between preschool participation and children's academic and behavioral outcomes—both at school entry (Mage = 5.6 years in both cohorts) and through third grade—have changed over time. Findings are strikingly similar across these two, nationally representative, U.S. cohorts: preschool is positively associated with academic outcomes and negatively associated with behavioral outcomes both at school entry and as children progress through school. Heterogeneity is documented with respect to child and preschool characteristics. However, there is no evidence that associations between preschool and medium-term child outcomes differ by elementary school characteristics.  相似文献   

16.
Experimental research demonstrates sustained high-quality early care and education (ECE) can mitigate the consequences of poverty into adulthood. However, the long-term effects of community-based ECE are less known. Using the 1991 NICHD Study of Early Child Care and Youth Development (n = 994; 49.7% female; 73.6% White, 10.6% African American, 5.6% Latino, 10.2% Other), results show that ECE was associated with reduced disparities between low- and higher-income children's educational attainment and wages at age 26. Disparities in college graduation were reduced the more months that low-income children spent in ECE (d = .19). For wages, disparities were reduced when children from low-income families attended sustained high-quality ECE (d = .19). Findings suggest that community-based ECE is linked to meaningful educational and life outcomes, and sustained high-quality ECE is particularly important for children from lower-income backgrounds.  相似文献   

17.
This study considers risk associated with family homelessness for school functioning and experimental evidence on the effects of different housing interventions over time. Students in homeless families (N = 172; Mage = 7.31; SD = 4.15) were randomized to housing interventions that focus on acute risks (community-based rapid rehousing), chronic risks (permanent subsidy), or usual care (UC). A matched group of low-income, housed students served as an additional reference for effects on attendance, school mobility, and reading and math achievement across 4 years. Findings partially support the chronic-risk hypothesis that family homelessness interferes with achievement through its relation to deep poverty. Children randomly assigned to UC perform as well or better than children assigned to housing interventions in this municipality.  相似文献   

18.
The authors examined how children’s frontal electroencephalogram (EEG) theta/beta ratio—an index of neurocognitive control—changed from baseline to a social stressor, and whether these EEG changes moderated the relation between temperament and anxiety. Children (N = 152; Mage = 7.82 years, 52% male, 81% White) had their EEG recorded during a baseline and speech anticipation condition. Children’s frontal theta/beta ratio decreased from baseline to speech anticipation, and this baseline-to-task change moderated the relation between temperamental shyness and social anxiety. Temperamental shyness was related to higher state and trait social anxiety only among children with large baseline-to-task decreases in theta/beta ratio. Findings are consistent with theoretical models hypothesizing that temperamentally shy children with heightened neurocognitive control may be at greater risk for anxiety.  相似文献   

19.
We tested whether changes in attribution processes could account for the developmental differences observed in how children’s use fluency to guide their memory decisions. Children ranging in age from 4 to 9 years studied a list of familiar or unfamiliar cartoon characters. In Experiment 1 (n = 84), participants completed a recognition test during which the perceptual fluency of some items was enhanced using a prime. In Experiment 2 (n = 96), participants completed a source recollection judgment on their recognition decisions. Primed items were recognized at a higher rate than unprimed items. However, while young children rely on fluency for all items, older children use fluency only for unfamiliar items. This pattern came together with a reduction in familiarity-based—but not recollection-based—memory responses.  相似文献   

20.
Two studies investigated whether parent–child discussion of peer provocations reduces young children's hostile attributional bias. Study 1 (N = 109, age 4–7)—an observational study—showed that parent–child discussion of nonhostile attributions (when reading a picture book) predicted reductions in children's hostile attributional bias from pre‐ to postdiscussion. Study 2 (N = 160, age 4–6)—an experimental study—showed that stimulating parents to discuss either nonhostile attributions or normative beliefs (vs. a control condition) reduced children's hostile attributional bias in response to hypothetical vignettes, but not in response to a staged peer provocation. These findings suggest that by framing social situations, parents may help their children perceive less hostility in their social worlds.  相似文献   

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