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1.
This study was undertaken to determine whether epidemiological data describing the injuries associated with unintentional trauma could help physicians differentiate intentional from unintentional injury. The authors also wished to determine if case and physician-specific factors altered how epidemiological data were used. Study subjects were 280 physicians who had registered for an advanced course in pediatric life support. Responses were received from 166 (59%); 48% were pediatricians and 37% had trained in emergency medicine. Case vignettes were written describing a child's fall from a highchair. The vignettes systematically varied the type of injury sustained, the presence of a social risk factor, and whether the child was followed by a primary care provider. Vignettes were administered with and without provision of epidemiological data describing injuries associated with highchair falls. Each study participant received one vignette, and was asked to mark, on a 0-100 scale, their confidence in the injury history given. In vignettes where the presenting injury (femur fracture) would not be expected based on the epidemiological data, the availability of data appropriately decreased confidence that the injury was unintentional (average decrease = 14.3, 95% confidence limits = 3.8 to 25.9). When the presenting injury (skull fracture) matched the epidemiological data, its availability did not alter confidence (average change = 0.5, 95% to -13.1 to + 12.1). The impact of a contrast between presenting injury and data varied with specialty: It caused a marked drop in confidence among pediatricians but caused no change among emergency room/intensive care unit (ER/ICU) physicians. Data did, however, lead ER/ICU physicians to respond more strongly to a social risk cue (mean confidence 14.9 vs. 42.4, p less than .05) than they had in the absence of data. We concluded that epidemiological data has the potential for influencing physician decision-making in cases of suspected maltreatment, but that its impact may vary among physicians with differing training.  相似文献   

2.
C H Dent 《Child development》1984,55(4):1607-1613
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3.
This study investigated changes in the production of temporal terms over the preschool years. Ninety-three parents of 3-, 4- and 5-year-old children completed a questionnaire in which they indicated their child's production, and accurate use, of a list of temporal words. The results suggest that use and command emerge at different ages for different terms. Correlation and difference analyses were conducted to document the pattern of development. Words representing the present (e.g., now) and very general temporal terms (e.g., ‘later’) were produced and used accurately by the majority of even the youngest children. Some terms describing specific timeframes (e.g., ‘yesterday’) were also produced from a young age but demonstrated more gradual acquisition of appropriate use across the preschool years. Other terms appeared in children's vocabularies only later in the preschool years, and were inaccurately used even by the oldest children (e.g., ‘hours’). These findings provide an initial survey of reported child competence with temporal words that has implications for research, education, and judicial contexts.  相似文献   

4.
3 experiments are reported, all of which show the crucial importance of the "half" boundary in children's proportional judgments. In the first experiment 4-, 5-, 6-, and 7-year-old children had to judge which of 2 boxes of blue and white bricks was represented in a small picture. The proportion of blue to white bricks was different in the 2 boxes, and the question was whether the children could use these proportions to make their choices. The 6- and 7-year-old children solved the problem much more successfully when the proportions crossed the "half" boundary (e.g., 3/8 blue vs. 5/8 blue). The second experiment showed that discriminations involving half (e.g., 1/2 blue vs. 1/4 blue) are also easier than those that do not cross the "half" boundary for the 6- and 7-year-olds. The third experiment confirmed the results of the first 2 with pictures of different absolute sizes from each other. We conclude that "half" plays a crucial role in children's early proportional reasoning, and that the "half" boundary is to some extent similar to, though not as powerful as, the category boundaries discovered in speech perception.  相似文献   

5.
Abstract

The purpose of this study was to test Gagne’s hypothesis that attention to prerequisites should be more effective than repeated practice of a final task when learning intellectual skills. Ninety eighth-grade general science students studied self-instructional materials on the construction and interpretation of graphs. After each of three lessons each subject took a diagnostic test covering the objectives of the instruction. Subjects in Group 1 received additional instruction on prerequisites as remediation. Subjects in Group 2 received additional practice items as remediation, and subjects in Group 3 received no remedial activity. Students receiving remedial instruction did significantly better than those receiving only main-line instruction. Students receiving additional instruction on prerequisites did significantly better than those receiving additional practice items as remediation.  相似文献   

6.
OBJECTIVE: This study examined whether children who received child welfare services (e.g., in-home or out-of-home placement) were more or less likely to become incarcerated as serious and violent youthful offenders than those children who were investigated as victims of abuse and neglect but received no further child welfare intervention. METHOD: Administrative data on child abuse reporting, foster care, birth records, and juvenile corrections (CYA) were linked to prospectively examine the risk of incarceration as an adolescent following an investigation of abuse or neglect after age 6. The 10 county California sample included 159,549 school-aged children reported for abuse and neglect after 1990. RESULTS: About 8 per 1,000 children in the sample were later incarcerated in CYA. African American and Hispanic children who received in-home or foster care services after the index investigation event had a lower risk of incarceration than those whose cases were closed after the investigation. Among females, the rate of incarceration was highest for those who experienced foster or group care placements. Children initially reported for neglect were more likely to be incarcerated than those reported for physical or sexual abuse. CONCLUSIONS: Public child welfare services have rarely been assessed in terms of future negative child outcomes. This study finds that one serious negative outcome, CYA involvement, can only be understood when a number of factors are considered. The importance of understanding the differences between how different subpopulations respond to services is highlighted. Specifically, our findings suggest that more attention should be focused on children who are now receiving no services after an investigated child abuse and neglect report, on females, and on victims of child neglect.  相似文献   

7.
Workplace stress has received a fair amount of treatment in the research literature over the past decade. What has not been examined, at least not systematically, is this same phenomena inacademe. Our study looked at stress among university faculty at a land-grant university located in the western region of the U. S. Analyses from the self-assessment mail survey (N = 786) reveals that faculty in the Hard Pure Nonlife (e. g., Astronomy, Math, Physics), Hard Applied Nonlife (e. g., Civil Engineering, Nuclear Engineering, Computer Science) and Soft Applied Life (e. g., Education Administration, Special Education) experience more stress than faculty in disciplines such as Hard Pure Life (e. g., Botany, Zoology) and Soft Pure Nonlife (e. g., English, Philosophy, Communications). Careful attention was paid to the different levels of stress reported by male and female faculty, with women professors reporting a higher level of stress than their male counterparts. We provide an assessment and explanation for this finding. Research ends with several proposals for individual faculty, department chairs and academic administrators for addressing the problem of workplace pressure and work overload.  相似文献   

8.
OBJECTIVE: The aim of the present study was to determine the head, face and neck injuries associated with child abuse cases in the Cape Peninsula, Cape Town. South Africa. METHOD: A retrospective, record-based analysis (n = 300) of non-accidental injuries at a Children's Hospital over a 5-year period (1992-1996) was carried out. RESULTS: The mean age of the sample was 4.75 years--54.3% were boys and 45.7% were girls. Most of the crimes were committed in the child's own home (88.7%). Crimes were reported by mothers (48.7%), grandmothers (11.7%) and day hospitals (13%). Ninety percent of the perpetrators were known to the victim. The majority of the perpetrators were male (79%)--20% the perpetrators were the mother's boyfriend; 36% the father or step father, and in 12% the mother was responsible. Thirty-five percent of perpetrators were under the influence of alcohol or drugs when they committed the offence: 64.7% of cases suffered serious injuries, 48.7% had to be hospitalized, four children were critically injured and died. The head, face, neck, and mouth were the sites of physical injury in 67% of the 300 cases reviewed. The face was the most frequently injured (41%) part of the body, with the cheek being the most common site for the injury. The range and diversity of the oro-facial injuries included skull fractures, subdural hematomas, retinal hemorrhages, bruises, burns, and lacerations. Injuries to the mouth included fractured teeth, avulsed teeth, lacerations to the lips, frenum, tongue, and jaw fractures. CONCLUSIONS: The main conclusions of this study were (i) under 2-year-old children were most at risk from abuse (36%); (ii) the number of the reported injuries to the oral cavity was extremely low (11%); and (iii) no dentists participated in the examination of any of the patients. Intra-oral injuries may be overlooked because of the medical examiner's unfamiliarity with the oral cavity. Oral health professionals should be consulted for diagnosis, advice and treatment.  相似文献   

9.
The present study tested the hypothesis that verbal labels support category induction by providing compact hypotheses. Ninety-seven 4- to 6-year-old children (M = 63.2 months; 46 female, 51 male; 77% White, 8% more than one race, 4% Asian, and 3% Black; tested 2018) and 90 adults (M = 20.1 years; 70 female, 20 male) in the Midwestern United States learned novel categories with features that were easy (e.g., “red”) or difficult (e.g., “mauve”) to name. Adults (d = 1.06) and—to a lesser extent—children (d = 0.57; final training block) learned categories composed of more nameable features better. Children's knowledge of difficult-to-name color words predicted their learning for categories with difficult-to-name features. Rule-based category learning may be supported by the emerging ability to form verbal hypotheses.  相似文献   

10.
Recent analyses of natural kind terms (e.g., dog, gold) suggest that people expect members of a kind to share unforeseen properties. The present study investigated the development of this expectation by studying children's inductive inferences. On each of a series of problems, 3- and 4-year-old children were taught a new fact about an object and then were asked whether it would generalize to: an object that looked like the original, that had the same label as the original, that looked like the original and had the same label, or that differed from the original in both respects. The results indicate that 3- and 4-year-olds drew more inferences based on category membership than on perceptual appearances, when both were available. Furthermore, children often based their inferences on category membership even when no label was provided. Thus even 3-year-olds assumed that natural kind categories include more than superficial features.  相似文献   

11.
Children in homes with intimate partner violence (IPV) are at increased risk for physical abuse. We determined the frequency and injury patterns in children who underwent child abuse consultation after IPV exposure by retrospectively analyzing the "Examination of Siblings To Recognize Abuse" cohort of children referred for physical abuse. Children were selected who presented after IPV exposure. Among 2890 children evaluated by child abuse pediatricians, 61 (2.1%) patients presented after IPV exposure. Of the 61, 11 (18.0%) were exposed to IPV, but had no direct involvement in the IPV event, 36 (59.0%) sustained inadvertent trauma during IPV, and 14 (23.0%) were directly assaulted during IPV. Thirty-six patients (59.0%) had an injury: 31 (51.0%) had cutaneous injuries and 15 (24.6%) had internal injuries including fracture(s), intracranial or intra-abdominal injury. Of the 15 patients with internal injuries, 14 (93.3%) were less than 12 months old. Among the 36 patients with injuries, 16 (44.4%) had no report of direct injury, a report of a mechanism that did not explain the identified injuries, or a report of trauma without a specific mechanism. Five (13.9%) did not have physical examination findings to suggest the extent of their internal injuries. Injuries are present in a significant proportion of children presenting to Emergency Departments after IPV exposure. History and physical examination alone are insufficient to detect internal injuries especially in infants. These preliminary results support the need for future, prospective studies of occult injury in children exposed to IPV.  相似文献   

12.
Understanding of Permission Rules by Preschool Children   总被引：1，自引：0，他引：1  
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13.
Despite considerable debate about whether nonhuman primates learn to use tools via imitation, this type of learning by children has received surprisingly little attention. The findings of two studies that go some way toward filling this gap are reported here. Study 1 showed that when 2- and 3-year-old children (N = 68) were shown a correct solution to a tool-using task (which they could not solve spontaneously), all the children in both age groups managed at least a partial solution. When children were shown an incorrect solution followed by a correct solution, 2-year-olds again produced only a partial solution. By contrast, most 3-year-olds produced a full solution. Study 2 replicated this age change in a separate sample of children (N = 100) with a different tool-using task. Study 2 also showed that 3-year-olds benefit from observing an incorrect action when it can be contrasted with a correct action: they chose the more effective of the two actions. Taken together, the two studies indicate that by 3 years of age, children do not indiscriminately imitate actions on a tool, but selectively reproduce those actions that have a desired causal effect.  相似文献   

14.
In each of two investigations, rats ran in a runway to obtain varying quantities of food pellets presented in a fixed order, such as 20-0-20. The major finding was that rats ran faster on a 0-pellet trial if that trial was followed shortly by a 20-pellet trial (e.g., 20-0-20 series) than if it was not (e.g., 20-0 series). This finding was obtained both within groups (Experiment 1) and between groups (Experiment 2), and suggested that the memory of 20 pellets arising from the first trial of the 20-0-20 series was retrieved not only on the second trial of the series, thereby signaling 0 pellets, but on the third trial as well, thereby also signaling 20 pellets. Retrieving the memory of 20 pellets on Trial 3 of the 20-0-20 series apparently resulted in that memory’s elevating speed on Trial 2 of that series.  相似文献   

15.
A word-spotting task is used in Spanish to test the way in which polysyllabic letter-strings are parsed in this language. Monosyllabic words (e.g., bar) embedded at the beginning of a pseudoword were immediately followed by either a coda-forming consonant (e.g., barto) or a vowel (e.g., baros). In the former case, the embedded word corresponds to the first spoken syllable, whereas it cuts across the syllable boundary in the latter case. Unlike a previous study in English using the same methodology (Taft & Álvarez, 2014), the embedded word was found to be easier to detect when followed by a consonant than a vowel, at least for low-frequency words. It was concluded that phonological recoding is more important in the parsing of Spanish words than English words, where maximization of the coda dominates instead.  相似文献   

16.
Two experiments examined the effect of a cognitive interview on 4- and 8-year-old children's correct recall and subsequent reporting of misinformation. Children viewed an event followed by misinformation that was read or self-generated either before or after a cognitive interview. Children were then given a recognition test under inclusion and exclusion instructions. A cognitive interview elicited more correct details than a control interview. Age-related changes were found such that the 8-year-old children's reports were more complete and they recalled more correct person, action, object, and location details than the 4-year-old children. A cognitive interview given after postevent misinformation reduced children's reporting of misinformation at interview and reduced reporting of self-generated misinformation at test. Process dissociation analyses revealed that recollection increased but familiarity decreased with age.  相似文献   

17.
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18.
The distinction between individuals (e.g., Rin-Tin-Tin) and categories (e.g., dogs) is fundamental in human thought. Two studies examined factors that influence when 2- to 3-year-old children and adults focus on individuals versus categories. Mother-child dyads were presented with pictures and toys (e.g., a picture of a boat or a toy boat). Conversations were coded for references to generic categories ("Dogs are furry"), ostensive labels ("This is a dog"), or specific individuals ("Lassie"). Overall, pictures generated more talk about categories; objects generated more talk about individuals. However, when objects could not be manipulated, speakers expressed relatively more category references. These results suggest that representations (in the form of pictures or objects-on-display) encourage young children and parents alike to think about categories.  相似文献   

19.
The assessment of social skills deficits has received wide support. Recently, the Social Skills Rating System (SSRS) has been developed to assist professionals in assessing social skills. In this study, the Social Skills Rating System was used to compare students who had already been classified as learning disabled (n = 20) and mildly mentally retarded (n = 20) with a group of nonreferred students (n = 20). The results showed that as a group students with disabilities scored significantly lower than the nonreferred group on social skills and significantly higher in problem behaviors. A discriminant analysis revealed that the SSRS was able to predict group membership broadly (e.g., handicapped versus nonhandicapped) but not specifically (e.g., learning disabled, mentally retarded). Moderate Pearson correlations between parents and teacher ratings indicated some consistencies between raters. However, low kappa coefficients showed that parents and teachers are likely to identify different students as having social skills deficits and problem behaviors. Suggestions are given for utilizing the SSRS with other techniques such as interviews and observations in the assessment and remediation of social skills problems.  相似文献   

20.
When rats learn to anticipate a sequence of stimulus events, such as a serial pattern of different food quantities, they are sensitive to the rule-based formal structure relating the magnitude of successive stimuli. Earlier research has shown that if formal structure is simple (e.g., if a single “less than” rule relates the size of each successive quantity), patterns are learned faster than if formal structure is complex (e.g., if two or more rules such as “less than” and “greater than” relate successive pattern quantities). Two experiments tested the hypothesis that pattern length modulates the role of pattern complexity. We predicted that pattern length and pattern complexity interact in determining pattern difficulty. That is to say, long complex patterns should be learned more slowly than short complex patterns. However, long simple patterns should be learned faster than short simple patterns. In Experiment 1, rats ran a straight runway to receive repeated sequences of food quantities. The long-monotonic group received a formally simple 18-10-6-3-1-0 pattern, in which each number represents a quantity of food pellets. The long-nonmonotonic group received a formally complex 10-1-3-6-18-0 pattern. Similarly, the short-monotonic and short-nonmonotonic groups received 18-1-0 and 1-18-0 patterns. Pattern tracking—fast and slow running in anticipation of large and small quantities of food, respectively—was taken as an index of pattern learning. In Experiment 2, comparable patterns were used, but rats leverpressed in a discrete-trial procedure; response latencies measured pattern tracking. In both experiments, rats learned formally simple patterns faster than they did formally complex patterns. In Experiments 1 and 2, but less clearly in Experiment 2, the predicted interaction was obtained. The results support and generalize the idea that rats encode and use some representation of the formal rule structure of serial patterns as they learn them.  相似文献   

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