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181.
Helen R. Johnson Margaret J. J. Thompson Suzanne Wilkinson Louise Walsh Jonathon Balding Victoria Wright 《教育心理学》2002,22(5):553-556
Twenty five class teachers completed a "Strengths and Difficulties" assessment for 523 children aged from 7 to 11 years of age. Children self-completed a 39-item "My Life in School" questionnaire. One third of the sample were self-reported victims of bullying behaviour. Boys with poor prosocial skills, emotional problems and general difficulties with social interaction, expression of emotion and hyperactivity were at greatest risk of being bullied. There was no significant effect of age. The data support previous research findings that gender influences the prevalence of bullying but not that younger children are more vulnerable. This study provides new evidence that teachers recognise social behaviour and interactions that can significantly affect whether primary school children are bullied. 相似文献
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Roberta Bettoni Margaret Addabbo Hermann Bulf Viola Macchi Cassia 《Child development》2021,92(5):2142-2152
Infant research is providing accumulating evidence that number-space mappings appear early in development. Here, a Posner cueing paradigm was used to investigate the neural mechanisms underpinning the attentional bias induced by nonsymbolic numerical cues in 9-month-old infants (N = 32). Event-related potentials and saccadic reaction time were measured to the onset of a peripheral target flashing right after the offset of a centered small or large numerical cue, with the location of the target being either congruent or incongruent with the number’s relative position on a left-to-right oriented representational continuum. Results indicated that the cueing effect induced by numbers on infants’ orienting of eye gaze brings about sensory facilitation in processing visual information at the cued location. 相似文献
184.
Marina L. Puglisi Charles Hulme Lorna G. Hamilton Margaret J. Snowling 《Scientific Studies of Reading》2017,21(6):498-514
The home literacy environment is a well-established predictor of children’s language and literacy development. We investigated whether formal, informal, and indirect measures of the home literacy environment predict children’s reading and language skills once maternal language abilities are taken into account. Data come from a longitudinal study of children at high risk of dyslexia (N = 251) followed from preschool years. Latent factors describing maternal language were significant predictors of storybook exposure but not of direct literacy instruction. Maternal language and phonological skills respectively predicted children’s language and reading/spelling skills. However, after accounting for variations in maternal language, storybook exposure was not a significant predictor of children’s outcomes. In contrast, direct literacy instruction remained a predictor of children’s reading/spelling skills. We argue that the relationship between early informal home literacy activities and children’s language and reading skills is largely accounted for by maternal skills and may reflect genetic influences. 相似文献
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This paper reports 3 studies comparing thereading and phonological skills of childrenwith Down syndrome (DS) and younger normallydeveloping children of similar reading level.In Study 1, the two groups did not differ insight word or nonword reading, but the childrenwith DS did marginally less well on syllablesegmentation, rhyme and phoneme detectiontasks. Group differences in syllable andphoneme awareness appeared attributable todifferences in verbal ability (BPVS, vocabularyknowledge); however, a significant impairmentin rhyme detection remained in an analysis ofsub-groups equated in vocabulary knowledge. Thedeficit in rhyme observed in DS was replicatedin Studies 2 and 3 using simplified tests ofrhyme judgement, with the majority of childrenwith DS performing at chance on the rhymemeasures. In contrast, the two groups did notdiffer in their ability to detect phonemes inany of the 3 studies and performed above chancein initial phoneme detection and alliterationjudgement tasks, although the identification offinal phonemes was at a much lower level. Correlational analyses indicated a relationshipbetween phonological skills and reading inboth groups. However, for children with DS,letter-sound knowledge did not predict readingwhereas it did for normal controls. It issuggested that children with DS do not possessfull phoneme awareness; although they canidentify initial phonemes in words, they do notunderstand phoneme invariance and may rely lesson phonological skills for reading thancontrols. 相似文献
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Development and testing of a prenatal breastfeeding education intervention for Hispanic women
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Many immigrant Hispanic women in the United States choose to bottle-feed rather than breastfeed. This article describes an intervention that was developed and tested in a two-step process. Two studies were undertaken. First, a qualitative inquiry explored the breastfeeding beliefs, attitudes, meanings, and practices of Hispanic women. Results informed the design of a culturally appropriate prenatal breastfeeding education intervention. Secondly, the researchers undertook a quantitative study of the intervention's success in increasing breastfeeding duration among Hispanic women. Methodology and findings of this study have implications for future interventions that promote breastfeeding. 相似文献
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