The dimensions of maltreatment: introduction     

English DJ  Bangdiwala SI  Runyan DK 《Child abuse & neglect》2005,29(5):441-460

This special issue includes an introduction and seven papers exploring dimensions of maltreatment including type, severity, chronicity, and substantiation status of referrals to CPS, utilizing a subsample of the LONGSCAN studies. Each paper examines one of the dimensions of maltreatment from various perspectives to determine if different conceptualizations of a dimension, examined in isolation, account for different amounts of variation in child outcomes. A final paper assesses the relationship of the combined maltreatment dimensions, including interactions, on a single sample of maltreated children from the LONGSCAN study. This final paper explores the individual contribution of the "best" conceptualizations of the maltreatment dimensions in relation to each other, and to the 10 child outcomes of interest. Implications of the findings from these papers for future research on dimensions of child maltreatment are discussed in two independent commentaries.  相似文献   

Comparing the effects of different book reading techniques on young children’s language development     

Şimşek  Zeynep Ceren  Işıkoğlu Erdoğan  Nesrin 《Reading and writing》2021,34(4):817-839

The purpose of this research study is to compare the effects of digital, dialogic and traditional reading on children’s language development aged 48–66 months. Fifty-six randomly selected children enrolled in three different classrooms in a public preschool in Turkey participated in the study. The three classrooms were again randomly assigned as digital, dialogic and traditional reading groups. During the reading activities, a total of 24 storybooks were read by each group every three times in 8 weeks. While the children’s language scores (the receptive and expressive language scores) resulted in a significant increase in dialogic reading, the children’s language scores in a digital and traditional reading group slightly changed during the intervention. Alternatively, qualitative data suggested that the interaction between teacher and children and between children and children were very limited in a digital and traditional reading group and that limited interaction during reading was the underlying cause of the insignificant increase in children’s language scores.

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Cultural conflicts of the child‐centered approach to early childhood education in Taiwan     

I‐Fang Lee  Chao‐Ling Tseng 《Early Years: An International Journal of Research and Development》2008,28(2):183-196

This paper discusses the cultural conflicts around the Western notion of child‐centeredness in Taiwanese preschools. The implementation and translation of Developmentally Appropriate Practice (DAP) in Taiwan is highlighted as an example to understand productions of differences, norms and cultural conflicts in Taiwanese early childhood education. Throughout this paper, it is argued that multiplicities and differences are not acknowledged but instead are dangerously ignored while assumptions are made about a singular norm and homogeneous universal standard. From this perspective, it is asserted that the global circulation of a particular Western notion of child‐centeredness should be (re)conceptualized as a cultural construct through which a particular system of reasoning or cultural knowledge is perpetuated.  相似文献   

Rediscovering Development in Infancy     

Joseph J. Campos  David Witherington  David I. Anderson  Carl I. Frankel  Ichiro Uchiyama  Marianne Barbu‐Roth 《Child development》2008,79(6):1625-1632

This commentary endorses J. Kagan’s (2008) conclusion that many of the most dramatic findings on early perceptual, cognitive, and social competencies are ambiguous. It supports his call for converging research operations to disambiguate findings from single paradigms and single response indices. The commentary also argues that early competencies must be placed into a longitudinal framework, thereby allowing researchers to (a) identify whether regressive phenomena play a role in skill development, (b) understand what functions (if any) given skills play in their precocious manifestations and whether these functions are comparable in later instantiations of skills, and (c) avoid rich interpretations by identifying how robust a suspected competency is across contexts.  相似文献   

Estimate of students’ workload and the impact of the evaluation system on students’ dedication to studying a subject in first-year engineering courses     

Mikel Garmendia  Jenaro Guisasola  J. I. Barragués  Kristina Zuza 《European Journal of Engineering Education》2008,33(4):463-470

In order to adapt current subjects to the ECTS credits system, it is necessary to estimate how much time a student has to invest in learning a subject. The Polytechnic Engineering School of the University of the Basque Country has made an initial study to investigate this matter in several subjects. A weekly questionnaire design was used for all the students in the class, supplemented, when necessary, by an individual interview, with student collaboration. The results indicate that the study rhythm and the number of hours are strongly conditioned by the evaluation system.  相似文献   

Familial contexts of adolescent ego development   总被引：3，自引：0，他引：3  

S T Hauser  S I Powers  G G Noam  A M Jacobson  B Weiss  D J Follansbee 《Child development》1984,55(1):195-213

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‘Unless you are collaborating with a big name successful professor,you are unlikely to receive funding’     

Sarah I. Leberman  Brigit Eames  Shirley Barnett 《Gender and education》2016,28(5):644-661

Women consistently remain underrepresented in senior academic roles within the academy worldwide. Academics increasingly require research funding to conduct research, leading to publications, both of which can then be used for promotion applications. This article explores fourteen academic women's experiences of the research funding process in New Zealand, to provide insights into one aspect of why this inequity continues. The findings identify institutional, personal, and funding issues that impact on women's application behaviour. Addressing these may assist in developing women's careers as academics and provides us with a more in-depth understanding of the issues than have previously been gleamed from large quantitative studies.  相似文献   

Sexual abuse in a national survey of adult men and women: prevalence, characteristics, and risk factors   总被引：40，自引：2，他引：40  

D Finkelhor  G Hotaling  I A Lewis  C Smith 《Child abuse & neglect》1990,14(1):19-28

This paper reports on the first national survey of adults concerning a history of childhood sexual abuse. Victimization was reported by 27% of the women and 16% of the men. Higher rates of abuse were found among men who grew up in unhappy families, lived for some period with only their mothers, who were currently residing in the West and who came from English or Scandinavian heritage. Higher rates of abuse were found among women who grew up in unhappy families, lived for some period without one of their natural parents, received inadequate sex education, were currently residing in the West or who were born after 1925.  相似文献   

Inspecting a picture before reading affects attentional processing but not comprehension     

Stephanie I. Wassenburg  Björn B. de Koning  Lisanne T. Bos 《教育心理学》2020,40(1):4-21

Abstract

This study investigated whether presenting a picture before reading can encourage situation-model construction. We compared two conditions (n?= 30) which differed in whether a picture of the initial situation described in a narrative text was presented before reading (i.e. pictorial-support condition) or not (i.e. no-picture condition). Situation-model construction was measured using both process- and product-oriented measures. Eye-tracking data indicated online resource allocation to the different levels of text representation: surface, textbase, and situation model. Literal text questions and inference questions were used as an offline indication of textbase and situation-model processing, respectively. The results showed that a picture presented before reading led to a redistribution of processing resources during reading, evidenced by a shift from textbase to situation-model processing. This attentional shift did not translate into higher comprehension scores. The results were interpreted in line with multimedia learning theories suggesting pictures can serve as a mental scaffold for situation-model construction.  相似文献   

Prediction of elementary school children's externalizing problem behaviors from attentional and behavioral regulation and negative emotionality   总被引：6，自引：0，他引：6  

Eisenberg N  Guthrie IK  Fabes RA  Shepard S  Losoya S  Murphy BC  Jones S  Poulin R  Reiser M 《Child development》2000,71(5):1367-1382

The purpose of this study was to examine the moderating role of individual differences in negative emotionality in the relations of behavioral and attentional (emotional) regulation to externalizing problem behaviors. Teachers' and one parent's reports of children's regulation (attentional and behavioral), emotionality, and problem behavior were obtained when children were in kindergarten to grade 3 and two years later (N = 169; 146 in major analyses); children's behavioral regulation also was assessed with a measure of persistence. According to the best fitting structural equation model, at two ages behavioral dysregulation predicted externalizing behavior problems for children both high and low in negative emotionality, whereas prediction of problem behavior from attentional control was significant only for children prone to negative emotionality. There were unique, additive effects of behavioral and attentional regulation for predicting problem behavior as well as moderating effects of negative emotionality for attentional regulation.  相似文献