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91.
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
92.
Creed Allison McIlveen Peter Perera Harsha 《International Journal for Educational and Vocational Guidance》2021,21(2):285-308
International Journal for Educational and Vocational Guidance - We measured 16 career-related metaphors’ salience to university students and graduates (N = 577). The JOURNEY... 相似文献
93.
Dai Peng Williams Cody Tyler Witucki Allison Michelle Rudge David Wÿss 《Science & Education》2021,30(3):659-692
Science & Education - Issues associated with nature of science (NOS) have long been recognized as an essential component of scientific literacy. While consensus exists regarding the importance... 相似文献
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Li Jessica Wong Seohyun Claire Yang Xue Bell Allison 《Educational technology research and development : ETR & D》2020,68(1):485-510
Educational technology research and development - How should learner analytics and different media be used to optimize feedback to increase students’ motivation and sense of learning... 相似文献
99.
Charles F. Flaherty Patricia S. Grigson Cynthia Coppotelli Colin Mitchell 《Learning & behavior》1996,24(1):68-81
Intake of a 0.15% saccharin solution was suppressed when it was followed by a 32% sucrose solution in brief daily pairings. With equal access durations to the two solutions, intervals of intermediate duration (2 or 3 min) produced a larger contrast than more extreme intervals (1 or 10 min). There was no evidence of inhibition of delay with the 10-min interval (Experiments 1A and 1B). When access times were asymmetrical, longer access time to the first solution reduced contrast, whereas longer access time to the second solution enhanced contrast (Experiment 2). Contrast was greater when the two solutions were presented at consistent and separate spatial locations than when location was changed randomly or when both solutions were presented in sequence at the same location. However, a degree of contrast occurred in all conditions (Experiment 3). Experiment 4, conducted with the solutions in opposite arms of a T-maze, showed that anticipatory approach to the location correlated with the 32% sucrose solution developed prior to lick suppression on the saccharin solution. However, within daily sessions, there was a reliable increase in contrast without correlated changes in anticipatory-approach behavior. Access-time effects were attributed to altered reward values, whereas spatial-separation effects suggest that goal-directed responses contribute to, but do not cause, anticipatory contrast. 相似文献
100.
Sally Smith Colin Smith Ella Taylor-Smith Julia Fotheringham 《Journal of Further & Higher Education》2019,43(5):628-640
Students have expectations of their university education leading to graduate careers, with universities investing considerable resources in institution-wide initiatives designed to enhance opportunities for student work placements and work-related learning. However, there are large variations between courses and disciplines in student uptake of these opportunities, with limited evidence explaining why this might be the case. Recognising recent approaches which consider student identity in transitions, this study explored student attitudes to work-related learning across a range of subject disciplines. The first phase of the study used in-class surveys (N = 199) to focus on students’ self-identification and perceptions of employability initiatives. Follow-up interviews were conducted to further explore themes emerging in the survey data. The study found that, while some students drew on resources for identity work in their recognition of and approach to work-related learning, access was limited, and university resources were not always recognised or effective. The findings have implications for the design of effective graduate employability initiatives. 相似文献