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Developmental psychologists have long been concerned with the ways that early adversity influences children's long-term outcomes. In the current study, activity of the hypothalamic–pituitary–adrenal axis of medically at-risk (e.g., preterm) infants was measured as a result of maternal participation in a novel cognitively based home visitation program (versus a Healthy Start home visitation program). Maternal participation in the cognitive intervention predicted lower basal cortisol levels among infants—with reduced levels of maternal avoidance/withdrawal serving as a mediator of this relation. Lower cortisol levels in infancy, in turn, predicted higher verbal short-term memory (STM) at age 3. STM represents a cognitive ability that has importance for children's later educational outcomes. Findings provide experimental evidence concerning the pathway by which an early intervention may produce hormonal changes that can, in turn, influence children's learning outcomes. 相似文献
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在当今信息-知识时代迅速发展和非连续性变化的社会环境中,一切社会群体、组织和个人只有持续不断地进行知识生成和创新、实现自我超越才能适应这一环境,赢得社会竞争优势和生存与发展的机会。知识管理就是这样一个通过对相关信息和知识资源充分开发利用而实现的一个组织知识的知识生成管理、组织知识管理和社会知识管理三个层次。图书馆在知识管理的三层结构中具有不可替代的重要社会功用。 相似文献
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This study presents the results of a survey of 269 undergraduate students conducted to examine fright experiences caused by video games. Over half of the participants reported game-induced fear. Sex, sensation-seeking, and empathy all emerged as important individual differences in terms of enjoyment of frightening content, consumption of frightening content, and frequency of fright experience. Interactivity and presentations of realism also predicted fear. This work identifies titles, stimuli, and features that caused fright experience. 相似文献
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Colleen McLaughlin 《Pastoral Care in Education》2000,18(3):16-20
In this article the writer explores the importance of and difficulty surrounding dialogue between students and teachers. This discussion is set within the wider context of a debate about the education of the emotions in our society and the argument is that this dialogue has a part to play in the education of the emotions. Thinking in the field of psychotherapy is drawn on as well as the writer's experience as an educator, counsellor and trainer. She is currently working in higher education and concerned with teacher education and research. This background is relevant in that this experience is drawn on and it also shows up the focus of much of the work. This is concerned with personal, social and emotional development in education and with making this integral to education and organizations. 相似文献
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