Early Adverse Experiences and Repeated Wheezing From 6 to 30 Months of Age: Investigating the Roles of Hypothalamic–Pituitary–Adrenal Axis Functioning,Child Sex,and Caregiving Sensitivity     

Allison Frost  Michelle Bosquet Enlow  Ashley J. Malin  Kristin Bernard  Rosalind J. Wright 《Child development》2021,92(6):e1260-e1274

This study examined associations among early adversity, diurnal cortisol, child sex, and caregiver sensitivity at age 6 months in relation to wheezing in children (47% male) followed to 30 months. Analyses included 676 mother-child dyads, 393 of whom completed an observational caregiver sensitivity measure. Participants were primarily ethnic minorities (42.7% Black, 25.4% Hispanic); 22.1% of children had ≥ 1 wheezing episode. Higher adversity was associated with increased wheeze frequency and blunted diurnal cortisol slope. The indirect effect of adversity on wheezing through cortisol slope was significant for females, but not males. Higher caregiver sensitivity was protective against wheezing for males, but not females, with high cortisol. Findings suggest complex associations among adversity, cortisol, child sex, and caregiver sensitivity in predicting wheezing.  相似文献   

The instructional design portfolio:     

Jung Won Hur  Ashley Tan  Thomas Brush  John Saye  Lixin Chen 《TechTrends》2005,49(6):63-66

Conclusion In order to make PIHnet forum more usable and useful, we recently redesigned the forum tool based on findings from a survey, interviews and observations of user posting patterns. We also developed a journal tool to assist teachers with their personal reflection. Interviews with four users showed that the new forum was easy to use and effectively helped them communicate with other members. We are still developing the journal tool, so user experiences with the new journal tool have not been investigated yet. We will continue to improve the tools based on critical feedback from actual users.  相似文献   

The Connection Between Teaching Methods and Attribution Errors     

Carl?WiemanEmail author  Ashley?Welsh 《Educational Psychology Review》2016,28(3):645-648

We collected data at a large, very selective public university on what math and science instructors felt was the biggest barrier to their students’ learning. We also determined the extent of each instructor’s use of research-based effective teaching methods. Instructors using fewer effective methods were more likely to say the greatest barrier to student learning was the internal deficiencies of the students (the “fundamental attribution error”). They listed deficiencies such as poor preparation and work ethic. In total, 37 % of the instructor attributions were to student deficiencies, but this fraction varied dramatically between departments.  相似文献   

Is the Door-in-the-Face a Concession?     

Thomas Feeley  Ashley E. Fico  Allison Zorzie Shaw  Seyoung Lee  Darrin J. Griffin 《Communication quarterly》2017,65(1):97-123

The Door-in-the-Face (DITF) sequential message strategy was investigated in a three-study analysis of existing experimental findings. The current study predicted there would be a positive relationship between concession size and compliance rates in DITF studies. Study 1 included 25 comparisons where size of concession was quantifiable as measured by percentage reduction from initial to target request in the DITF condition. Study 2 data relied on a panel of undergraduate students to provide an index of concession size in 12 additional observations. A third study validated the panel procedure of rating concession size and also provided 9 additional independent observations from the pool of published studies on DITF. Results from each study indicated a positive relationship between concession size and effect size (r = 0.35, 0.55, 0.68, respectively). Study findings provide support for reciprocal concessions explanation for DITF effects.  相似文献   

U.S. and Israeli young women’s future perceptions     

Rinat Michael  TaeSun Kim  Ashley Hutchison  Rachel Gali Cinamon  Lawrence H. Gerstein  Juno Park  Yuri Choi  Yamini Bellare  Rachael Collins 《International Journal for Educational and Vocational Guidance》2017,17(2):121-141

The current study investigated the content of future perceptions among 47 U.S. women and 48 Israeli women. Thematic analysis was used to explore participants’ qualitative responses. Women’s responses covered a wide range of topics, and were categorized into ten key themes: (a) work, (b) family/relationships, (c) property, (d) residence, (e) education, (f) general quality of life, (g) leisure, (h) pro-social activities, (i) multiple role management, and (j) religion. Results demonstrated the role of nationality in the process of exploration and future perceptions. Implications for research and practice are discussed.  相似文献   

Over reported and misunderstood? A study of teachers’ reported enactment and knowledge of inquiry-based science teaching     

Daniel K. Capps  Jonathan T. Shemwell  Ashley M. Young 《International Journal of Science Education》2016,38(6):934-959

Science education reforms worldwide call on teachers to engage students in investigative approaches to instruction, like inquiry. Studies of teacher self-reported enactment indicate that inquiry is used frequently in the classroom, suggesting a high level of proficiency with inquiry that would be amenable to inquiry reform. However, it is unclear whether the high frequency of self-report is based on sound knowledge inquiry. In the absence of sound knowledge, high rates of self-reported enactment would be suspect. We conducted a study to measure teachers’ knowledge of inquiry as it related to the known, high frequency of reported enactment. We developed a multidimensional survey instrument using US reform documents and administered it to 149 K–12 teachers at a national science teachers’ conference. The majority of the teachers surveyed did not report inquiry enactment based on well-structured knowledge of inquiry. Interviews with participants showed how teachers could readily map non-inquiry activities onto inquiry statements taken directly from reform documents. From these results we argue that teachers often believed they were enacting inquiry, when likely they were not. We further reason that teachers may struggle to interpret and enact inquiry-related requirements of science education reform and will need support distinguishing inquiry from non-inquiry practices.  相似文献   

Characteristics of Early Care and Education Collaboration Associated with Success     

Diane Schilder  Meghan Broadstone  Ashley Smith Leavell 《Early education and development》2019,30(8):1029-1044

ABSTRACT

Research Findings: In this non-experimental study, the research team analyzed data from a randomly selected sample of child care programs in Maryland and Vermont to understand what characteristics contribute to collaboration success. The team also examined the relationship between collaboration success and measures of child care program quality. We found positive correlations between collaboration success – defined as programs’ use of collaborative strategies, structural indicators of quality, and QRIS ratings – and programs’ collaboration administration and collaboration relationships. In addition, programs that used more collaboration strategies had higher ratings on the state’s Quality Rating and Improvement System (QRIS). Policy or Practice: Policies designed to encourage early childhood collaborations should support strong administrative processes among collaborators and provide specific guidance on building strong relationships among child care and early education administrators. Future research is needed to determine the causes of the associations. Research should focus on how policies can broaden the reach of federal and state programs that promote collaboration to include programs that have lower QRIS ratings or programs that opt out of these state systems.  相似文献   

Profiles of disruptive behavior across early childhood: contributions of frustration reactivity, physiological regulation, and maternal behavior     

Degnan KA  Calkins SD  Keane SP  Hill-Soderlund AL 《Child development》2008,79(5):1357-1376

Disruptive behavior, including aggression, defiance, and temper tantrums, typically peaks in early toddlerhood and decreases by school entry; however, some children do not show this normative decline. The current study examined disruptive behavior in 318 boys and girls at 2, 4, and 5 years of age and frustration reactivity, physiological regulation, and maternal behavior in the laboratory at 2 years of age. A latent profile analysis resulted in 4 longitudinal profiles of disruptive behavior, which were differentiated by interactions between reactivity, regulation, and maternal behavior. A high profile was associated with high reactivity combined with high maternal control or low regulation combined with low maternal control. Results are discussed from a developmental psychopathology perspective.  相似文献   

Cortisol in Neonatal Mother's Milk Predicts Later Infant Social and Cognitive Functioning in Rhesus Monkeys          下载免费PDF全文

Amanda M. Dettmer  Ashley M. Murphy  Denisse Guitarra  Emily Slonecker  Stephen J. Suomi  Kendra L. Rosenberg  Melinda A. Novak  Jerrold S. Meyer  Katie Hinde 《Child development》2018,89(2):525-538

Milk provides not only the building blocks for somatic development but also the hormonal signals that contribute to the biopsychological organization of the infant. Among mammals, glucocorticoids (GCs) in mother's milk have been associated with infant temperament. This study extended prior work to investigate rhesus monkey (Macaca mulatta) mother–infant dyads (N = 34) from birth through 8 months postpartum. Regression analysis revealed that cortisol concentrations in milk during the neonatal period predicted impulsivity on a cognitive task, but not global social behaviors, months later. During this time period, sex‐differentiated social behavior emerged. For female infants, milk cortisol concentrations predicted total frequency of play. Collectively, these findings support and extend the “lactational programming” hypothesis on the impact of maternal‐origin hormones ingested via milk.  相似文献   

Early Childhood Intervention in China from the Families’ Perspective     

Yuzhu Zheng  Susan P. Maude  Ashley Merritts 《International Journal of Disability, Development & Education》2016,63(4):431-449

Research highlights the importance of early childhood intervention (ECI) for children with disabilities, and there is an increasing interest in China with respect to research on ECI. However, little research exists exploring the experience of families of young children with disabilities receiving ECI services and supports in China. The purpose of this study was to understand the ECI experiences of families of such children. A qualitative research design was used, and data were collected through interviews with six families in southwest China. This study indicated that, although China has made some progress in ECI for young children with disabilities, progress in this area is still at an early stage of development. Many issues still need to be addressed, including knowledge about typical and atypical development, early identification, professional development, increased government investment, and better implementation of existing laws.  相似文献