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At 20 years of age the University of Oregon Center for Gerontology is one of the oldest academic gerontology centers in the nation. The origins of the center and its accomplishments are highlighted in this paper. Also discussed are the center's current design, including both the continuities and the changes that have characterized its development. 相似文献
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Frances Warren Emily Mason-Apps Sherria Hoskins Victoria Devonshire Mathilde Chanvin 《British Educational Research Journal》2019,45(4):736-754
Research emerging from the USA suggests that holding an incremental theory of intelligence (growth mindset) has a positive impact on academic success. However, limited empirical work has explored this relationship in a UK sample, and there has been a lack of research into the antecedents which might influence the development of certain intelligence beliefs. This study aimed to explore these gaps in the existing literature. Data was collected from 710 9-year-old pupils (UK Year 5). Participants completed attainment tests in Maths and English, and a questionnaire to assess their implicit theories of intelligence (mindset). Socio-demographic information—including gender, ethnicity, free school meal (FSM) status and special educational needs (SEN) status—was also collected. Results showed that pupils eligible for FSM or SEN endorsed more of an entity theory of intelligence than pupils not eligible for either. Analysis of the whole sample showed that attainment significantly correlated with implicit theories of intelligence, however, this relationship did not exist for children with FSM or SEN status. These findings help to elucidate the relationship between implicit theories of intelligence and attainment in the UK, but also suggest the importance of external support in potentially facilitating pupils’ belief systems. Results are discussed in relation to avenues for targeted intervention. 相似文献
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Frances Gardner Patty Leijten G.J. Melendez-Torres Sabine Landau Victoria Harris Joanna Mann Jennifer Beecham Judy Hutchings Stephen Scott 《Child development》2019,90(1):7-19
Strong arguments have been made for early intervention for child problems, stating that early is more effective than later, as the brain is more malleable, and costs are lower. However, there is scant evidence from trials to support this hypothesis, which we therefore tested in two well-powered, state-of-the-art meta-analyses with complementary strengths: (a) Individual participant data (IPD) meta-analysis of European trials of Incredible Years parenting intervention (k = 13, n = 1696; age = 2–11); (b) Larger, trial-level robust variance estimation meta-analysis of a wider range of parenting programs (k = 156, n = 13,378, Mage = 2–10) for reducing disruptive behavior. Both analyses found no evidence that intervention earlier in childhood was more effective; programs targeted at a narrower age range were no more effective than general ones. 相似文献
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On belief-desire reasoning tasks, children first pass tasks involving true belief before those involving false belief, and tasks involving positive desire before those involving negative desire. The current study examined belief-desire reasoning in participants old enough to pass all such tasks. Eighty-three 6- to 11-year-olds and 20 adult participants completed simple, computer-based tests of belief-desire reasoning, which recorded response times as well as error rates. Both measures suggested that, like young children, older children and adults find it more difficult to reason about false belief and negative desires than true beliefs and positive desires. It is argued that this developmental continuity is most consistent with either executive competence or executive performance accounts of the development of belief-desire reasoning. 相似文献