Anticipation to Social and Nonsocial Dynamic Cues in Preschool-Age Children     

Jae Engle  Hazel Baker-Harvey  Hieu-Kevin Nguyen  Hunter Carney  Katherine Stavropoulos  Leslie J. Carver 《Child development》2021,92(3):811-820

The ability to learn from expectations is foundational to social and nonsocial learning in children. However, we know little about the brain basis of reward expectation in development. Here, 3- to 4-year-olds (N = 26) were shown a passive associative learning paradigm with dynamic stimuli. Anticipation for reward-related stimuli was measured via the stimulus preceding negativity (SPN). To our knowledge, this is the first study to measure an SPN in children younger than age 6. Our findings reveal distinct anticipatory neural signatures for social versus nonsocial stimuli, consistent with previous research in older children. This study suggests an SPN can be elicited in preschoolers and is larger for social than nonsocial stimuli.  相似文献   

The history of policy responses to shadow education in South Korea: implications for the next cycle of policy responses   总被引：1，自引：0，他引：1  

Chong Jae Lee  Heesook Lee  Hyo-Min Jang 《Asia Pacific Education Review》2010,11(1):97-108

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Speech choirs in Europe     

Mary Major Crawford 《Quarterly Journal of Speech》2013,99(3):444-449

The Theory of Preaching. By Austin Phelps, New York: Charles Seribner's Sons, 1882.

A Treatise on the Preparation and Delivery of Sermons. By John A. Broadus. New York: A. C. Armstrong and Son, 1870; 23d edition, revised and edited by E. C. Dargan, 1898.  相似文献   

‘Mothers Have Become Monsters’: Danger,Distress and Deviance in British Evangelical Depictions of Indian Motherhood, 1757–1857     

Andrea Major 《Cultural and Social History》2013,10(4):531-549

ABSTRACT

Images of maternal distress and maternal deviance were frequently invoked in order to mobilise British women in support of her ‘heathen’ sisters overseas. Yet these accounts were not uniform in their interpretation of Indian maternity, or its relationship to emerging Victorian ideals of motherhood. This paper explores ideas of maternal danger, distress and deviance as they appeared in evangelical and colonial discourses of the late eighteenth and early nineteenth century, revealing complex and ambivalent responses and challenging the idea that Indian woman were simply one-dimensional signifiers of victimhood within gendered constructions of the ‘civilising mission’.  相似文献   

Academic music: music instruction to engage third-grade students in learning basic fraction concepts     

Susan Joan Courey  Endre Balogh  Jody Rebecca Siker  Jae Paik 《Educational Studies in Mathematics》2012,81(2):251-278

This study examined the effects of an academic music intervention on conceptual understanding of music notation, fraction symbols, fraction size, and equivalency of third graders from a multicultural, mixed socio-economic public school setting. Students (N?=?67) were assigned by class to their general education mathematics program or to receive academic music instruction two times/week, 45?min/session, for 6?weeks. Academic music students used their conceptual understanding of music and fraction concepts to inform their solutions to fraction computation problems. Linear regression and t tests revealed statistically significant differences between experimental and comparison students?? music and fraction concepts, and fraction computation at posttest with large effect sizes. Students who came to instruction with less fraction knowledge responded well to instruction and produced posttest scores similar to their higher achieving peers.  相似文献   

Amotivation and Indecision in the Decision-Making Processes Associated with University Entry     

Jae Yup Jung 《Research in higher education》2013,54(1):115-136

This study developed and tested two models that examined the decision-making processes of adolescents relating to entry into university, in terms of the extent to which they may be amotivated and undecided. The models incorporated variables derived from self-determination theory, expectancy-value theory, and research on occupational indecision. A modified version of a psychometrically rigorous survey instrument was used to collect data from 349 senior high school students attending three high schools in Sydney, Australia. Data were analysed using confirmatory factor analysis and structural equation modeling procedures. The refined versions of both models had good fit. The superior model suggested that: (a) family influences negatively predict amotivation with university entry (b) amotivation with university entry negatively predicts the valuing of interest/enjoyment and income due to university study, a desire for a “good” occupation, and expectations for success, and (c) amotivation with university entry positively predicts indecision with university entry.  相似文献   

Effects of Personality Types on the Use of Television Genre     

Jae Woong Shim Ph.D.  Bryant Paul Ph.D. 《广播与电子媒介杂志》2013,57(2):287-304

This study examined the role of three personality characteristics, Psychoticism, Extraversion, and Neuroticism (PEN), on viewers' level of attention to five different genres of television programming: news, soap operas, reality shows, talk shows, and crime dramas. A survey of 381 college students showed psychoticism to be negatively related to attention to news and reality show programming. There was a positive relationship between extraversion and attention to reality programming. Finally, neuroticism was positively associated with attention to all genres assessed. The implications of these findings for future research are discussed.  相似文献   

From the Chair     

Jae Bray 《Pastoral Care in Education》2006,24(1):33-33

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‘Sensible girls’ and ‘silly boys’: what do teachers need to know about gender?     

Jae Major  Ninetta Santoro 《The Australian Educational Researcher》2014,41(1):59-72

Much to the consternation of many feminist researchers, teacher education programs have become largely silent about gender and the influence of gender discourses on teaching and learning. Stereotypical views of males and females can dominate teachers’ views of boys and girls, and they can be seen as essentially different—as binary opposites. This has implications for identity construction of children as they take up or resist the identity positions made available to them by the teacher. In this paper, the intersection of gender with culture/ethnicity is examined in the context of identity construction. Classroom-based data are considered in relation to a ‘sensible girls/silly boys’ binary, and the teacher’s positioning of a Chinese heritage boy and Korean heritage girl in a New Zealand primary classroom. We suggest that the teacher’s discursive practices based on unexamined assumptions, limited the identity positions available to the children in relation to gender and culture. We argue that teacher education has an important role to play in preparing teachers with a critical orientation towards dominant gender discourses, and an understanding of the intersection of gender with other discourses, such as culture and ethnicity.  相似文献   

Testing Generational,Life Cycle,and Period Effects of Age on Agenda Setting     

Jae Kook Lee  Renita Coleman 《Mass Communication and Society》2014,17(1):3-25

This study explores the relationship between age and the media's agenda-setting effects both by cross-sectional and longitudinal analysis. Using American National Election Studies surveys and the New York Times Index data from 1960 to 2004, we test three possible effects of age on the agenda-setting process: generational, life-cycle, and period effects. Findings show the public agenda is fairly stable across generations and age cohorts despite increasing signs of media diversification and audience specialization. More important, different generations’ agendas were overall correlated with the media agenda in each year, indicating robust agenda-setting effects of the media on the public, except for baby boomers. The findings generally support the hypothesis of period effects. Implications of the findings are discussed.  相似文献