Mexican-Origin Youth's Cultural Orientations and Values: Do Older Sisters and Brothers Matter?     

Sue A. Rodríguez De Jesús  Kimberly A. Updegraff  Adriana J. Umaña-Taylor  Susan M. McHale  Katharine H. Zeiders 《Child development》2019,90(6):e675-e687

Family is an important context for cultural development, but little is known about the contributions of siblings. This study investigated whether older siblings’ cultural orientations and familism values predicted changes in younger siblings’ cultural orientations and familism values across 2 years and tested sibling characteristics and younger siblings’ modeling as moderators. Participants were 246 Mexican-origin younger (M_age = 17.72; SD = 0.57) and older siblings (M_age = 20.65; SD = 1.57) and their parents. Findings revealed that older siblings’ Anglo orientations and familism values interacted with younger siblings’ modeling: When younger siblings reported high modeling, older siblings’ Anglo orientations and values predicted increases in younger siblings’ Anglo orientations and values. Discussion highlights the importance of siblings in cultural socialization.  相似文献   

Spatial Metaphor Facilitates Word Learning     

Ariel Starr  Alagia J. Cirolia  Katharine A. Tillman  Mahesh Srinivasan 《Child development》2021,92(3):e329-e342

Why are spatial metaphors, like the use of “high” to describe a musical pitch, so common? This study tested one hundred and fifty-four 3- to 5-year-old English-learning children on their ability to learn a novel adjective in the domain of space or pitch and to extend this adjective to the untrained dimension. Children were more proficient at learning the word when it described a spatial attribute compared to pitch. However, once children learned the word, they extended it to the untrained dimension without feedback. Thus, children leveraged preexisting associations between space and pitch to spontaneously understand new metaphors. These results suggest that spatial metaphors may be common across languages in part because they scaffold children’s acquisition of word meanings that are otherwise difficult to learn.  相似文献   

Parents’ Expectations for and Reactions to Children's Racial Biases     

Katharine E. Scott  Kristin Shutts  Patricia G. Devine 《Child development》2020,91(3):769-783

How do parents think about and react to their children's racial biases? Across three studies (N = 519) we investigated whether and how parents’ Internal Motivation to Respond without Prejudice Scale (IMS) predicted standards for their children's race-related behavior, and tested parents’ affective reactions to imagining their children violating their standards. Studies 1 and 2 demonstrated that parents (of 4- to 12-year-old children) with high IMS set more stringent standards for their children's race-related behavior than their low IMS counterparts. Upon considering their children expressing racial bias, high IMS parents reported negative self-directed affect (i.e., guilt; Studies 2 and 3), an affective response that motivates prejudice reduction in adults. The results have implications for involving parents in prejudice interventions targeting children's biases.  相似文献   

Latent inhibition of conditioned disgust reactions in rats     

Matías López  Patricia Gasalla  Mercedes Vega  Cheryl L. Limebeer  Erin M. Rock  Katharine J. Tuerke  Holly Bedard  Linda A. Parker 《Learning & behavior》2010,38(2):177-186

The present experiments, using the latent inhibition (LI) paradigm, evaluated the effect of nonreinforced exposure to saccharin on the acquisition of an LiCl-induced saccharin aversion as measured by conditioned disgust reactions in the taste reactivity test and conditioned taste avoidance in a consumption test. When rats were preexposed to saccharin by bottle exposure (Experiments 1 and 3), LI was evidenced only by conditioned taste avoidance (bottle testing), but not by conditioned disgust reactions (intraoral [IO] testing). On the other hand, when rats were preexposed to saccharin by IO infusion (Experiments 2 and 3), LI was evidenced only by conditioned disgust reactions, but not by conditioned taste avoidance. Experiment 4 showed that LI of conditioned disgust reactions does not appear to be affected by a context shift from preexposure to testing phases. These results show that the expression of LI of both conditioned taste avoidance and conditioned disgust reactions depends critically on a common method of flavor exposure during preexposure and testing.  相似文献   

Social Work With Families: Content and Process (2nd Ed.) by Robert Constable and Daniel B. Lee     

Katharine Briar-Lawson 《Journal of Teaching in Social Work》2013,33(3):326-327

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Battling through the system: a working-class teacher in an inner-city primary school     

Elizabeth Burn 《International Journal of Inclusive Education》2013,17(1):85-92

This paper explores the told story of a white working-class woman still teaching in an innercity primary school in the UK. Issues of her continuing exclusion despite early career success demonstrate how social class bias can operate within the UK education system in a variety of ways. Her story is set in the context of new EAZ, the appointment of ‘superheads’ to failing schools and other government initiatives aimed at improving the education of children from lower socio-economic backgrounds. Jenny is from this background herself and finds the cost of trying to maintain and celebrate her class identity very high—she describes it as a ‘constant battle’. Her voice responds to Maguire's exploration of how Teacher Education in the UK reaffirms the middle-class ‘promise’ of becoming a teacher by both denying and disowning working-class cultures. This paper calls for more extensive research into the lived reality of difference when students from non-traditional backgrounds attempt to enter the profession and teach within it.  相似文献   

The mock trial course in justice education     

Katharine Kravetz 《Journal of Criminal Justice Education》2013,24(1):147-168

This paper discusses the application of the mock trial, regularly used in legal education, to students of criminal or civil justice. The mock trial can be taught as a independent course or as a part of any course which deals with the criminal or civil justice system. The paper identifies the goals and benefits of the mock trial for justice students. These include providing an understanding of the justice system and whether it needs change, learning about litigation and legal issues in the justice context, using critical thinking skills, working as a group, and shaping the course of their careers.  相似文献   

Problems and issues raised by returning adults     

Katharine Olski 《Innovative Higher Education》1980,5(2):100-105

Adults returning for higher education find nontraditional methods more convenient to their schedules. Problems and needs occur when an adult adds education to a busy schedule. The nontraditional method may also add to these problems. It is important for learning institutions and nontraditional programs to investigate the types and the scope of these problems and needs and the availability of support the student will receive from others to help overcome the problems. Critical to the issue of problems and needs is the understanding of the adult perspective towards learning and independence.  相似文献   

Professor Andrew Burn pays tribute to Professor Gunther Kress (1940–2019)     

Andrew Burn 《Learning, Media and Technology》2019,44(4)

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Dynamic,Playful and Productive Literacies     

Michelle Cannon  John Potter  Andrew Burn 《Changing English: An International Journal of English Teaching》2018,25(2):180-197

This paper reflects on recent projects in a variety of media forms, in both formal and informal educational settings, discussing ways of expanding our notions of literacy practices which reflect their place in the wider lived experience of digital culture. We have collected these reflections under three headings. The first of these, Dynamic Literacies, presents an overarching view of literacy as both ideological, following the ‘new literacy studies’, and dynamic, incorporating both semiotic and sociocultural versions of literacy in ways which reflect the changing nature of lived experience in the digital age. The second strand, Productive Literacies, constructs an argument around digital making practices with younger learners which views these as media crafting, critique and artistry. The third strand, Playful Literacies, explores recent projects which are located in games and game-authoring practices as a specific example of connecting pedagogy to contemporary media forms and learner agency in formal and informal settings. Taken together, the three perspectives allow for common ground to be established between multimodal production practices, whilst providing suggestions for framing literacy pedagogy in response to the pervasive use of media and technology in contemporary digital culture.  相似文献