Declining Gaze to Faces in Infants Developing Autism Spectrum Disorder: Evidence From Two Independent Cohorts     

Devon N. Gangi  Sofie Boterberg  Amy J. Schwichtenberg  Erika Solis  Gregory S. Young  Ana-Maria Iosif  Sally Ozonoff 《Child development》2021,92(3):e285-e295

Two independent cohorts (N = 155, N = 126) of infants at high and low risk for autism spectrum disorder (ASD) were followed prospectively between 6 and 36 months of age, when n = 46 were diagnosed with ASD. Gaze to adult faces was coded—during a developmental assessment (Cohort 1) or a play interaction (Cohort 2). Across both cohorts, most children developing ASD showed sharp declines in gaze to faces over time, relative to children without ASD. These findings suggest that declining developmental trajectories may be more common than previously recognized by retrospective methods. Trajectory-based screening methods could potentially identify children in the early stages of symptom onset and allow for early intervention before the full disorder has developed.  相似文献   

Facilitators and Barriers to Implementation of the Ankle Brachial Index in Outpatient Physical Therapy Practice: A Qualitative Study     

Kristin M. Lefebvre  Crystal Cody  Erika Jayne  Jennifer Mason  Rebecca Monaghan  Kerstin Palombaro 《Cardiopulmonary Physical Therapy Journal》2013,24(1):7-13

  相似文献   

Stereotyped: Investigating Gender in Introductory Science Courses     

Shanda Lauer  Jennifer Momsen  Erika Offerdahl  Mila Kryjevskaia  Warren Christensen  Lisa Montplaisir 《CBE life sciences education》2013,12(1):30-38

Research in science education has documented achievement gaps between men and women in math and physics that may reflect, in part, a response to perceived stereotype threat. Research efforts to reduce achievement gaps by mediating the impact of stereotype threat have found success with a short values-affirmation writing exercise. In biology and biochemistry, however, little attention has been paid to the performance of women in comparison with men or perceptions of stereotype threat, despite documentation of leaky pipelines into professional and academic careers. We used methodologies developed in physics education research and cognitive psychology to 1) investigate and compare the performance of women and men across three introductory science sequences (biology, biochemistry, physics), 2) document endorsement of stereotype threat in these science courses, and 3) investigate the utility of a values-affirmation writing task in reducing achievement gaps. In our study, analysis of final grades and normalized learning gains on content-specific concept inventories reveals no achievement gap in the courses sampled, little stereotype threat endorsement, and no impact of the values-affirmation writing task on student performance. These results underscore the context-dependent nature of achievement gaps and stereotype threat and highlight calls to replicate education research across a range of student populations.  相似文献   

The Virtual Library Liaison: A Case Study at an Online University     

Robin Veal  Erika Bennett 《图书馆管理杂志》2013,53(1-2):161-170

ABSTRACT

Capella University, an online university, started its library liaison program in 2007. The goals of the program were to increase the use of library resources and services and promote integration of information literacy competencies into coursework. A review of the literature of liaison programs shows a focus on liaison activities in traditional colleges and universities. While some activities are adaptable to the online environment, this setting provides unique opportunities for enhancing the impact of the liaison relationship. This article will describe key initiatives in three areas: the online course room, reference transactions, and collaboration with both academic and nonacademic departments. Strategies, activities, and tools used to implement the initiatives will be discussed.  相似文献   

‘I Don't Even Have Time to be Their Friend!’ Ethical Dilemmas in Ph.D. Supervision in the Hard Sciences     

Erika Löfström  Kirsi Pyhältö 《International Journal of Science Education》2013,35(16):2721-2739

This study focused on exploring students’ and supervisors’ perceptions of ethical problems in doctoral supervision in the natural sciences. Fifteen supervisors and doctoral students in one research community in the natural sciences were interviewed about their practices and experiences in the doctoral process and supervision. We explored to what extent doctoral students and supervisors experienced similar or different ethical challenges in the supervisory relationship and analyzed how the experiences of ethical dilemmas in supervision could be understood in light of the structure and practices of natural science research groups. The data were analyzed by theory-driven content analysis. Five ethical principles, namely non-maleficence, beneficence, autonomy, fidelity and justice, were used as a framework for identifying ethical issues. The results show that one major question that appears to underpin many of the emerging ethical issues is that the supervisors and students have different expectations of the supervisory role. The second important observation is that doctoral students primarily described their own experiences, whereas the supervisors described their activities as embedded in a system and elaborated on the causes and consequences at a system level.  相似文献   

Cowboys,Angels, and Demons: American Exceptionalism and the Frontier Myth in the CW's Supernatural     

Joseph M. Valenzano III  Erika Engstrom 《Communication quarterly》2013,61(5):552-568

The CW network series Supernatural (2005–) draws its text from the horror and fantasy genres as well as religious mythology. Concurrently, it transmits a core “American” mythos. As its protagonists keep watch along a supernatural frontier and eradicate threats to the American way of life, this program both reinforces and alters aspects of the frontier myth and the myth of American exceptionalism by depicting its main characters as representations of America writ large whose mission has grown from an appointment by God to being equals to God. In this manner, Supernatural forwards a new American exceptionalism through the notion that America is exceptional because it is not just divinely appointed by God, but is divine itself.  相似文献   

Museum Legs     

Erika Hanner 《Curator: The Museum Journal》2011,54(3):359-362

  相似文献   

Supporting emerging teacher identities: can we identify teacher potential among students?   总被引：1，自引：1，他引：0  

Erika Löfström  Katrin Poom‐Valickis  Markku S. Hannula  Samuel R. Mathews 《欧洲师范教育杂志》2010,33(2):167-184

The research focuses on Estonian university students’ emerging teacher identity and their interest in becoming teachers. Five hundred and sixty‐five first, third and fifth year students participated in the survey. The results suggest that pedagogical reasons for entering teacher education and clear motives for studying are significant indicators of teacher potential. Pedagogical reasons for entering teacher education or the teaching profession and the wish to function as a change agent in the society were related to academic self‐efficacy beliefs and the belief that the teacher expertise is mainly pedagogical in nature. However, at the point in their studies at which the students are able to choose their masters programme and entry into teacher education, their likelihood of choosing teacher education remains low, indicating that there is a need to develop pedagogical content, study counselling and career guidance services to encourage students’ continued interest in and entry to teacher education and the teaching profession.  相似文献   

The transformation of work-related development in a rapidly changing world: Exploring how to learn from each other     

Erika Stern 《Journal of Career Development》1993,20(1):91-97

  相似文献   

Trajectories of Ethnic‐Racial Discrimination Among Ethnically Diverse Early Adolescents: Associations With Psychological and Social Adjustment     

Erika Y. Niwa  Niobe Way  Diane L. Hughes 《Child development》2014,85(6):2339-2354

Using longitudinal data, the authors assessed 585 Dominican, Chinese, and African American adolescents (Grades 6–8, M_age at W1 = 11.83) to determine patterns over time of perceived ethnic‐racial discrimination from adults and peers; if these patterns varied by gender, ethnicity, and immigrant status; and whether they are associated with psychological (self‐esteem, depressive symptoms) and social (friend and teacher relationship quality, school belonging) adjustment. Two longitudinal patterns for adult discrimination and three longitudinal patterns for peer discrimination were identified using a semiparametric mixture model. These trajectories were distinct with regard to the initial level, shape, and changes in discrimination. Trajectories varied by gender and ethnicity and were significantly linked to psychological and social adjustment. Directions for future research and practice are discussed.  相似文献