Disambiguating the components of emotion regulation   总被引：1，自引：0，他引：1  

Goldsmith HH  Davidson RJ 《Child development》2004,75(2):361-365

Affective neuroscience and cognitive science approaches are useful for understanding the components of emotion regulation; several examples from current research are provided. Individual differences in emotion regulation and a focus on the context of emotion experience and expression provide additional tools to study emotion regulation, and its development, from a biobehavioral perspective.  相似文献   

Report to the President on the Use of Technology to Strengthen K–12 Education in the United States: Findings Related to Research and Evaluation     

Shaw  David E.  Becker  Henry J.  Bransford  John D.  Davidson  Jan  Hawkins  Jan  Malcom  Shirley  Molina  Mario  Ride  Sally K.  Sharp  Phillip  Tinker  Robert F.  Vest  Charles  Young  John  Allen  Richard  Bakia  Marianne  Bryson  Rebecca  Chen  C. Samantha  Costello  Caroline M.  Deckel  Garrett M.  Dial  Marjorie R.  Kealey  Edith M.  Lehoczky  Sandor 《Journal of Science Education and Technology》1998,7(2):115-126

The Panel on Educational Technology was organized in April 1995 under the auspices of the President's Committee of Advisers on Science and Technology (PCAST) to provide advice to the President on matters related to the application of information technologies to K–12 education in the United States. Its findings and recommendations were set forth in March 1997 in the Report to the President on the Use of Technology to Strengthen K–12 Education in the United States. This report was based on a review of the research literature and on written submissions and oral briefings from a number of academic and industrial researchers, practicing educators, software developers, governmental agencies, and professional and industry organizations involved in various ways with the application of technology to education. Its most important finding is that a large-scale program of rigorous, systematic research on education in general and educational technology in particular will ultimately prove necessary to ensure both the efficacy and cost-effectiveness of technology use within our nation's K–12 schools. Finding that less than 0.1 percent of our nation's expenditures for elementary and secondary education are currently invested to determine which educational techniques actually work, and to find ways to improve them—an extremely low level relative to comparable ratios within the private sector—the Panel recommended that this figure be increased over a period of several years to at least 0.5 percent, and sustained at that level on an ongoing basis. Further, because no one state, municipality, or private firm could hope to capture more than a small fraction of the benefits associated with a significant advance in our understanding of how best to educate K–12 students, the Panel concluded that such funding will have to be provided largely at the federal level in order to avoid a systematic underinvestment (attributable to a classical form of economic externality) relative to the level that would be optimal for the nation as a whole. This paper originally appeared as Section 8 of the report.  相似文献   

Black women’s bodies,ideology, and the public curriculum of the pro- and anti-choice movements in the US     

Maria del Guadalupe Davidson 《Gender and education》2018,30(3):310-321

This paper explores how opposite sides of the abortion debate employ a discourse of endangerment to mobilise political support for their ideologies about black women’s bodies. I examine the role of black women within that rhetorical strategy through various rhetorical artefacts. To analyse these artefacts, I employ the theoretical framework of ideological or ideographic criticism. This framework helps us see how the artefacts used by both pro and anti-choice movements ‘condition’ the audience not merely to adopt a set of ‘beliefs and behavior, but a vocabulary of concepts that function as guides, warrants, reasons, or excuses for behavior and belief’. Though the two sides of the abortion debate differ in their overt political views, they turn out to share an implicit ideology about black women. This ideology prevents the voices of black women from being heard and valued in a debate that is nonetheless focused on black women’s bodies.  相似文献   

Prenatal testosterone,visual-spatial memory,and numerical skills in young children     

Rebecca Bull  Wendy Anne Davidson  Emily Nordmann 《Learning and individual differences》2010,20(3):246-250

Lateralization of the brain is strongly influenced by prenatal androgens, with differential exposure thought to account for cognitive sex differences. This study investigated sex and individual differences and relationships between 2D:4D (the ratio of the 2nd to 4th digit [digit ratio] as a proxy indicator of prenatal testosterone exposure), visual-spatial memory, and numerical skills in 5-year-old children. No sex differences were found in any of the numerical or visual-spatial tasks. Visual-spatial memory was positively correlated with arithmetic score. Girls with a lower (more masculinised) 2D:4D had better number sense and visual-spatial skills, whilst boys with lower 2D:4D had better arithmetic skills. This suggests that prenatal testosterone exposure may have differential effects on the visual-spatial and numerical skills of girls and boys.  相似文献   

Oxford House: deaf-affirmative support for substance abuse recovery     

Alvarez J  Adebanjo AM  Davidson MK  Jason LA  Davis MI 《American annals of the deaf》2006,151(4):418-422

Deaf individuals seeking substance abuse recovery are less likely to have access to treatment and aftercare services because of a lack of culturally and linguistically specific programs and insufficient information about existing services. Previous research indicates that Oxford House, a network of resident-run recovery homes, serves a diverse group of individuals in recovery. However, research has not addressed the experiences of Deaf Oxford House residents. The present study found no significant differences between Deaf and hearing men living in Oxford House in terms of sense of community and abstinence self-efficacy. However, while most of the hearing participants were employed, none of the Deaf Oxford House members were. The study's findings indicate that Oxford House may be a promising Deaf-affirmative alternative for individuals seeking recovery from substance abuse. However, since Oxford Houses are self-supporting, Oxford Houses designed for the Deaf community may face unique economic challenges.  相似文献   

Hope as a Mediator of Loneliness and Academic Self‐efficacy Among Students With and Without Learning Disabilities during the Transition to College     

David B. Feldman  Oranit B. Davidson  Shiri Ben‐Naim  Etai Maza  Malka Margalit 《Learning disabilities research & practice》2016,31(2):63-74

The transition to college often occasions excitement as well as elevated stress for students. The latter may be especially the case for those with learning disabilities (LD), who can encounter problems both socially and academically. This study follows students both with and without LD during the first month of college to explore the relationships between LD status and two outcomes: loneliness/social distress and academic self‐efficacy. In particular, we hypothesized that hope and optimism would mediate the relationship between LD status and these outcomes. The sample consisted of 344 first‐year undergraduates at the beginning of the academic year (Time‐1) and a month later (Time‐2). Results showed that LD status predicted Time‐2 levels of academic self‐efficacy and loneliness only indirectly, demonstrating that relationships between LD and loneliness as well as between LD and academic self‐efficacy are mediated by hope.  相似文献   

Values education: The Power2Achieve approach for building sustainability and enduring impact     

Matthew Davidson  Vladimir KhmelkovKyle Baker  Thomas Lickona 《International Journal of Educational Research》2011,50(3):190-197

Schools today struggle to prepare students for the moral and performance character challenges they will face in the 21st Century. Whether it is bolstering academic performance, reducing dropout, or improving integrity and safety, developing the character and culture of excellence and ethics is a critical need of schools—and yet they must do so with limited time and money amid a sea of competing priorities and mandates, and without the aid of required curricula, training and coaching. In this article, we describe the Power2Achieve Program, a student-centered, teacher-delivered program for developing the character and culture needed for success in school, work and beyond. We lay out the key theoretical and practical features of the program, describe how it aligns with and enhances other current school improvement pedagogies, and present our research approach for continuous improvement and assessment of impact.  相似文献   

Book reviews     

Gerge P. Davidson  David Stanford Burr  David R. Spencer  Richard W. Eiger  Stephen Mooney 《Publishing Research Quarterly》2001,17(2):48-55

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First Year Student Library Instruction Programs: CLIP note #33: compiled by Debbie Malone and Carol Videon. Chicago: Association of College and Research Libraries, 2003. ix +176 p. $26.00. ISBN 0-83898-230-1     

Elizabeth Blakesley Lindsay  Head  Library Instruction Washington State University  PO Box  Pullman WA -  .PIIS-- 《The Journal of Academic Librarianship》2003,29(6)

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The learned function of food-deprivation cues: A role for conditioned modulation     

T. L. Davidson  Stephen C. Benoit 《Learning & behavior》1996,24(1):46-56

Rats trained in one context to use stimuli arising from food deprivation as discriminative signals for shock were tested in other contexts to assess the basis of conditioned responding (i.e., freezing or behavioral immobility). In Experiment 1, discriminative control by 24-h food-deprivation cues failed to promote transfer responding in a test context that had no association with shock. This indicated that food deprivation cues had little direct excitatory power. However, transfer of behavioral control by 24-h food-deprivation cues was obtained in a context paired with shock only when the rats were 19 h water deprived. This finding agrees with the idea that food-deprivation cues become conditioned modulators of the capacity of external stimuli to activate their association with an unconditioned stimulus. In Experiment 2, rats trained to use 24-h food-deprivation cues as signals for shock exhibited significantly greater transfer performance when the transfer context had undergone partial extinction relative to when the transfer context had undergone only simple excitatory training. This finding with deprivation cues and transfer contexts (1) paralleled earlier results obtained with discrete (auditory and visual) conditioned modulators and transfer targets, and (2) posed difficulties for associative summation and generalization interpretations of transfer performance.  相似文献