Executive function in context: development, measurement, theory, and experience     

Carlson SM 《Monographs of the Society for Research in Child Development》2003,68(3):138-151

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The Effect of Private School Vouchers on Political Participation: Experimental Evidence From New York City     

Deven Carlson  Matthew M. Chingos  David E. Campbell 《Journal of research on educational effectiveness》2017,10(3):545-569

In 1997, the New York School Choice Scholarships Foundation Program (SCSF) randomly offered three-year scholarships to attend private schools to approximately 1,000 low-income families in New York City. In this paper we leverage exogenous variation generated by the SCSF to estimate the causal effect of the private school voucher offer—and the private school attendance it induced—on later-life voter registration and turnout outcomes. Our results demonstrate that the voucher intervention had no effect on registering to vote or voting in any of several elections for either the full sample or any of several demographic subgroups. Although unique aspects of the SCSF context impose limits on the scope of our results, they have clear implications for assessing the relative effectiveness of public and private schools in preparing democratic citizens. We close the paper by discussing the implications of the results for research and policy.  相似文献   

Associations among Adult Attachment Representations, Maternal Sensitivity, and Infant-Mother Attachment in a Sample of Adolescent Mothers     

Mary J. Ward  Elizabeth A. Carlson 《Child development》1995,66(1):69-79

Associations among adolescent attachment organization, maternal sensitivity, and infant attachment organization were examined prospectively in 74 teenaged mother-infant dyads. Pregnant teenagers' attachment organizations predicted both sensitivity and infant-mother attachments. Mothers classified autonomous (F) in the prenatal period showed higher levels of sensitivity at both 3 and 9 months than mothers classified dismissing (Ds), preoccupied (E), or unresolved (U). Correspondence between maternal attachment (F vs. Ds/E/U) and infant attachment (secure [B] vs. avoidant [A]/resistant [C]/ disorganized [D]) was observed in 58 of 74 (78%) dyads. Exact 4-group (Ds/E/F/U and A/B/C/D) agreement was observed in 50 of 74 (68%) families. In contrast, associations between maternal sensitivity and infant attachment were not significant, leading to questions about the processes that link attachment representations, maternal behavior, and infant attachment in adolescent mothers.  相似文献   

Individual differences in inhibitory control and children's theory of mind   总被引：35，自引：0，他引：35  

Carlson SM  Moses LJ 《Child development》2001,72(4):1032-1053

This research examined the relation between individual differences in inhibitory control (IC; a central component of executive functioning) and theory-of-mind (ToM) performance in preschool-age children. Across two sessions, 3- and 4-year-old children (N = 107) were given multitask batteries measuring IC and ToM. Inhibitory control was strongly related to ToM, r = .66, p < .001. This relation remained significant controlling for age, gender, verbal ability, motor sequencing, family size, and performance on pretend-action and mental state control tasks. Inhibitory tasks requiring a novel response in the face of a conflicting prepotent response (Conflict scale) and those requiring the delay of a prepotent response (Delay scale) were significantly related to ToM. The Conflict scale, however, significantly predicted ToM performance over and above the Delay scale and control measures, whereas the Delay scale was not significant in a corresponding analysis. These findings suggest that IC may be a crucial enabling factor for ToM development, possibly affecting both the emergence and expression of mental state knowledge. The implications of the findings for a variety of executive accounts of ToM are discussed.  相似文献   

FINDING A VOICE,AND LOSING OUR WAY?     

Dennis Carlson 《Educational theory》1998,48(4):541-554

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Variables and risk factors associated with child abuse in daycare settings.     

R B Schumacher  R S Carlson 《Child abuse & neglect》1999,23(9):891-898

OBJECTIVE: This article was developed to identify the variables associated with abuse of children in daycare centers and homes, and to specify risk factors to guide professionals and parents. METHOD: The literature regarding child abuse (physical [PA], sexual [SA], and ritual [RA]) was reviewed, with emphasis on identification of variables associated with victims, perpetrators, and settings. Three factors increased the complexity of the review: (1) differences in definition and categorization complicated study comparison; (2) emotional tone affected some reviewers' definitions, methodology, and conclusions; and (3) some aspects of child abuse in daycare homes and centers have not been well researched. RESULTS: PA most frequently occurred in the form of over discipline, was a response to prior conflict with the child, and may have been inadvertently supported by parental permission for corporal punishment. Although SA occurred less frequently in centers than in homes, effects on the victim seemed worse in centers. SA often included PA. A Satanic overtone was frequently associated with RA, and RA coupled with SA was most devastating. Unfortunately, effects were not temporary. Males predominated the perpetrator profile. Multiple perpetrator abuse was worse (e.g., severity of intrusion). Failure of center staff to report suspicion of abuse by fellow staff or parents was cited as a worry by several researchers. CONCLUSIONS: Although research regarding abuse in daycare settings is sparse, one cannot wait for more or better research in order to identify risk factors. Based on literature reviewed, the authors provide risk factors for faculty, caregivers, parents, children, and professionals.  相似文献   

The relative effects and equity of inquiry‐based and commonplace science teaching on students' knowledge,reasoning, and argumentation     

Christopher D. Wilson  Joseph A. Taylor  Susan M. Kowalski  Janet Carlson 《科学教学研究杂志》2010,47(3):276-301

We conducted a laboratory‐based randomized control study to examine the effectiveness of inquiry‐based instruction. We also disaggregated the data by student demographic variables to examine if inquiry can provide equitable opportunities to learn. Fifty‐eight students aged 14–16 years old were randomly assigned to one of two groups. Both groups of students were taught toward the same learning goals by the same teacher, with one group being taught from inquiry‐based materials organized around the BSCS 5E Instructional Model, and the other from materials organized around commonplace teaching strategies as defined by national teacher survey data. Students in the inquiry‐based group reached significantly higher levels of achievement than students experiencing commonplace instruction. This effect was consistent across a range of learning goals (knowledge, reasoning, and argumentation) and time frames (immediately following the instruction and 4 weeks later). The commonplace science instruction resulted in a detectable achievement gap by race, whereas the inquiry‐based materials instruction did not. We discuss the implications of these findings for the body of evidence on the effectiveness of teaching science as inquiry; the role of instructional models and curriculum materials in science teaching; addressing achievement gaps; and the competing demands of reform and accountability. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:276–301, 2010  相似文献   

From External Regulation to Self-Regulation: Early Parenting Precursors of Young Children's Executive Functioning   总被引：1，自引：0，他引：1  

Annie Bernier  Stephanie M. Carlson  Natasha Whipple 《Child development》2010,81(1):326-339

In keeping with proposals emphasizing the role of early experience in infant brain development, this study investigated the prospective links between quality of parent–infant interactions and subsequent child executive functioning (EF), including working memory, impulse control, and set shifting. Maternal sensitivity, mind-mindedness and autonomy support were assessed when children were 12 to 15 months old ( N  =   80). Child EF was assessed at 18 and 26 months. All three parenting dimensions were found to relate to child EF. Autonomy support was the strongest predictor of EF at each age, independent of general cognitive ability and maternal education. These findings add to previous results on child stress-response systems in suggesting that parent–child relationships may play an important role in children's developing self-regulatory capacities.  相似文献   

Categorical Shortcomings: Application,Adjudication, and Contextual Descriptions of Game Rules     

Chad Carlson  John Gleaves 《体育哲学杂志》2013,40(2):197-211

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REVIEW ESSAYS     

Chad Carlson  Gabriela Tymowski 《体育哲学杂志》2013,40(2):273-282

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