Improved Social Communication Abilities and Reduced Autism Severity in Children with Autism Spectrum Disorder and Highly Sensitive Mothers     

Carla Márquez  Rodolfo Solís-Vivanco  Astrid Schilmann  Humberto Nicolini 《Parenting, science and practice》2021,21(1):47-54

SYNOPSIS

Objective . To explore whether maternal sensitivity is associated with Autism Spectrum Disorder (ASD) severity in children with and without ASD. Design . The samples consisted of 25 Mexican dyads of children with ASD (aged 3.1-6.9 years) and their mothers (aged 20-47 years) and 24 Mexican dyads of children without ASD (aged 3.4-6.7 years) and their mothers (aged 24-45 years). Maternal sensitivity and ASD severity symptoms were scored from 2-h videos of mother-child daily interactions. Results . A between-group comparison showed a trend toward less severe ASD in children with highly sensitive mothers, specifically in the Nonverbal Communication subdomain. Conclusions . Greater maternal sensitivity is associated with improved social ability in children with ASD.  相似文献   

Young children’s overestimation of performance: A cross-cultural comparison     

Mengtian Xia  Astrid M. G. Poorthuis  Qiang Zhou  Sander Thomaes 《Child development》2022,93(2):e207-e221

Western literature suggests that young children overestimate their performance across a range of tasks. Research in non-Western cultures, however, is lacking. In 2019, 101 Chinese (52% girls) and 98 Dutch (49% girls) children, ages 4 and 5, were asked to estimate how well they would perform on both a motor and a memory task. Children from both countries overestimated their performance to the same extent ( = .077 and .027 for the motor and memory tasks, respectively). They generally persevered in doing so despite receiving realistic performance feedback. Yet, children overestimated their peers’ performance about as much as their own performance, in some cases even more. This is the first demonstration of performance overestimation in children growing up in a non-Western culture.  相似文献   

Measuring learners’ perceptions of a team-taught learning environment: development and validation of the Learners’ Team Teaching Perceptions Questionnaire (LTTPQ)     

Simons  Mathea  Coetzee  Stephen  Baeten  Marlies  Schmulian  Astrid 《Learning Environments Research》2020,23(1):45-58

Learning Environments Research - Team teaching is a teaching model in which teachers work collaboratively in the preparation, teaching and evaluation of a course. Literature suggests that team...  相似文献   

Hovering on the periphery? ‘Decolonising’ writing for academic journals     

Sheila Trahar  Adisorn Juntrasook  James Burford  Astrid von Kotze  Danny Wildemeersch 《Compare》2019,49(1):149-167

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Translating Laboratory Evidence into Classroom Practice with Teacher‐Led Randomized Controlled Trials—A Perspective and Meta‐Analysis     

Richard Churches  Eleanor J. Dommett  Ian M. Devonshire  Robin Hall  Steve Higgins  Astrid Korin 《Mind, Brain, and Education》2020,14(3):292-302

We initiated and structured a single program that supervised teachers, some with neuroscience or psychology degrees, to collaborate and explore the effects of science of learning‐translated pedagogy. This article reports on the 34 findings from teacher‐led randomized controlled trials (RCTs) and replications. Teachers designed trials, looking at areas such as attention, memory, and spaced learning. Overall, positive effects were found over short periods (1–6 weeks; r = 0.15, p < .0001 [d = 0.30], N = 2,157). However, retrieval practice (testing as a learning experience) had differential effects mediated by age, approach, and lesson content. Results suggest science of learning‐translated pedagogy needs extensive replication to establish how best to use laboratory evidence in classrooms. Multiple planned replication of teacher‐led RCTs has potential as an evaluation tool, combining high levels of mundane realism with strong internal validity and the potential to build cost effective large samples for meta‐analysis.  相似文献   

Leveraging the potential of peer feedback in an academic writing activity through sense-making support     

Astrid Wichmann  Alexandra Funk  Nikol Rummel 《European Journal of Psychology of Education - EJPE》2018,33(1):165-184

The act of revising is an important aspect of academic writing. Although revision is crucial for eliminating writing errors and producing high-quality texts, research on writing expertise shows that novices rarely engage in revision activities. Providing information on writing errors by means of peer feedback has become a popular method in writing instruction. However, despite its popularity, students have difficulties in leveraging the potential of peer feedback: feedback uptake is low and students engage in little revision. Instructional support might help learners to make sense of peer feedback and to reflect on the provided information more deeply. The present study investigated the effect of sense-making support on feedback uptake as well as on revision skills, in particular problem detection and problem correction. In an experimental study, 73 university students were randomly assigned to conditions with or without sense-making support. The results indicate that feedback uptake improved concerning two out of three variables: students in the condition with sense-making support made fewer new errors and rejected more incorrect feedback comments. Students’ revision skills only improved with regard to problem detection. Overall, we were able to show that peer feedback alone might not be sufficient to make successful changes in the text and improve revision skills. Sense-making support proved to be effective to some extent and partially helped to maximize the benefits of peer feedback.  相似文献   

From contextual frustrations to classroom transformations: female empowerment through science education in rural South Africa     

Franci Schabort  Astrid Sinnes  William C. Kyle Jr 《Educational Action Research》2018,26(1):127-143

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Polyelectrolyte multilayer surface functionalization of poly(dimethylsiloxane) (PDMS) for reduction of yeast cell adhesion in microfluidic devices     

Schmolke H  Demming S  Edlich A  Magdanz V  Büttgenbach S  Franco-Lara E  Krull R  Klages CP 《Biomicrofluidics》2010,4(4):44113

Polyelectrolyte multilayers (PEMs) based on the combinations poly(diallyldimethylammonium chloride)∕poly(acrylic acid) (PDADMAC∕PAA) and poly(allylamine hydrochloride)∕PAA (PAH∕PAA) were adsorbed on poly(dimethylsiloxane) (PDMS) and tested for nonspecific surface attachment of hydrophobic yeast cells using a parallel plate flow chamber. A custom-made graft copolymer containing poly(ethylene glycol) (PEG) side chains (PAA-g-PEG) was additionally adsorbed on the PEMs as a terminal layer. A suitable PEM modification effectively decreased the adhesion strength of Saccharomyces cerevisiae DSM 2155 to the channel walls. However, a further decrease in initial cell attachment and adhesion strength was observed after adsorption of PAA-g-PEG copolymer onto PEMs from aqueous solution. The results demonstrate that a facile layer-by-layer surface functionalization from aqueous solutions can be successfully applied to reduce cell adhesion strength of S. cerevisiae by at least two orders of magnitude compared to bare PDMS. Therefore, this method is potentially suitable to promote planktonic growth inside capped PDMS-based microfluidic devices if the PEM deposition is completed by a dynamic flow-through process.  相似文献   

Does local dynamic stability of kayak paddling technique affect the sports performance? A pilot study     

Daniel Hamacher  Tobias Krebs  Guido Meyer  Astrid Zech 《European Journal of Sport Science》2018,18(4):491-496

During competition, kayak athletes must optimally adapt to environmental factors (e.g. wind, waves) to achieve peak performance. However, the ability to adapt to such perturbations has never been assessed in kayak paddling. Therefore, the aim of the current study was to evaluate the local dynamic stability in sports technique of youth sprint kayak athletes. In a cross-sectional study, 14 healthy male athletes were recruited from an elite youth sprint kayak squad. During an incremental kayak ergometer test, mean power, heart rates and local dynamic technique stability of hands, arms, trunk and paddle were registered and the association with the athletes 2000?m free-water times were estimated using mixed models. The 2000?m free-water performance significantly predicted the paddles (p?=?.037) local dynamic stability whereas no association was found for the trunk or the upper extremity kinematics. In conclusion, kayak athletes with high-performance capability over 2000?m paddling depict high local dynamic technique stability. This emphasizes the importance of a stable technique for advanced kayak skills, especially regarding paddling movements.  相似文献   

Does Parent–Child Discussion of Peer Provocations Reduce Young Children's Hostile Attributional Bias?          下载免费PDF全文

Anouk van Dijk  Astrid M.G. Poorthuis  Sander Thomaes  Bram O. de Castro 《Child development》2018,89(5):1908-1920

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