Getting What You Pay For: Children's Use of Market Norms to Regulate Exchanges     

Margaret Echelbarger  Susan A. Gelman  Charles W. Kalish 《Child development》2019,90(6):2071-2085

Children are sensitive to a number of considerations influencing distributions of resources, including equality, equity, and reciprocity. We tested whether children use a specific type of reciprocity norm—market norms—in which resources are distributed differentially based strictly on amount offered in return. In two studies, 195 children 5–10 years and 60 adults distributed stickers to friends offering same or different amounts of money. Overall, participants distributed more equally when offers were the same and more unequally when offers were different. Although sensitive to why friends offered different amounts of money, children increasingly incorporated market norms into their distributions with age, as the oldest children and adults distributed more to those offering more, irrespective of the reasons provided.  相似文献   

Recording the war effort: immigrant communities in Latin America and the memory of the Great War     

María Inés Tato 《档案与原稿》2020,48(2):200-215

ABSTRACT

This paper aims to analyse the initiatives undertaken by some immigrant communities residing in Latin America to record their mobilisation around the First World War. After the armistice, European communities in Argentina, Bolivia, Brazil, Chile, Mexico, Paraguay, Peru, Uruguay and other countries gathered detailed information about their activities during the conflict, published as profusely illustrated books of remembrance, offered to their governments as proof of their loyalty. The article intends to establish the peculiar nature of these publications as records of the war effort, and analyse the agents and processes of their elaboration, and their role as commemorative but also as archival documents.  相似文献   

Social Perceptions of Students with Learning Disabilities Who Differ in Social Status     

Hedda Meadan  James W. Halle 《Learning disabilities research & practice》2004,19(2):71-82

As a group, students with learning disabilities (LD) have social difficulties. One possible explanation for these difficulties is the unique way they process social information. Although students with LD may differ from their nondisabled peers in their social cognition, investigators have suggested the presence of subgroups within the population of students with LD who may differ in their social competence and, thereby, shed light on the source of the difficulties. The present exploratory study examined how two subgroups of students with LD in inclusive settings, students with high and low social status, perceive social situations. Using a sociometric technique, three students with LD receiving high social‐status ratings and three students with LD receiving low social‐status ratings were identified. A qualitative approach was used to gather and evaluate data from the participants and their teachers. Results suggested differences between the two subgroups in their (1) sensitivity to cues in the environment, (2) interpretation of social situations in relation to their own experiences, and (3) levels of self‐control. Implications of these findings for practice and future research are discussed.  相似文献   

Faces in the mirror: Five decades of research and comment on the book trade 1931–2001     

Peter W. Adams 《Publishing Research Quarterly》2001,17(1):43-50

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爸爸忘了你还只是个孩子     

W.Livingstom Larned  杨双菊 《海外英语》2004,(8):21

本期推出两篇短小精美的文章,表达了父爱的温馨,有兴趣的读者朋友不妨将它们作为范文来诵渎。  相似文献   

WHAT A MEDICAL LIBRARY CAN ACCOMPLISH IN A SMALL TOWN     

Bulette WW 《Bulletin of the Medical Library Association》1915,4(4):59-60

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Steam-boiler explosions     

R.W. Newbery 《Journal of The Franklin Institute》1867,84(4):225-226

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Self-acting hydraulic coal-cutting machine     

W.E. Carrett 《Journal of The Franklin Institute》1866,82(5):310-313

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Tropical fruits; their storage and transport     

WARDLAW CW 《Endeavour》1948,7(25):32-38

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Integration Factors Related to the Academic Success and Intent to Persist of College Students with Learning Disabilities     

Lisa M. W. DaDeppo 《Learning disabilities research & practice》2009,24(3):122-131

Despite increased enrollment, outcomes such as grade point average (GPA), persistence, and graduation rates for college students with learning disabilities (LD) continue to lag behind those of their nondisabled peers. Reasons for the differences vary but may include academic and social integration, factors identified as important to the success of college students in general. This research investigated the relative influence of background characteristics, precollege achievement, and college integration variables on the academic success and intent to persist of college freshmen and sophomores with LD. While academic and social integration were not unique predictors of college GPA, both integration variables were unique predictors of intent to persist. The findings suggest that beyond high school achievement and background characteristics, college experiences as captured by academic and social integration are promising constructs to help explain the persistence of college students with LD. Implications for future research and practices for high school and college personnel are discussed.  相似文献