What makes us play? What makes us learn?     

Martine Mauriras Bousquet 《Prospects》1986,16(4):463-474

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期待与认同：残疾人奥林匹克运动的心理健康教育价值     

刘洋  陶玉流 《天津体育学院学报》2010,25(5):414-417

残疾人身心的差异和来自社会的歧视对残疾人心理健康有着深刻的消极影响.残疾人常常表现出低自我认知、低自我效能、低自我赋权以及这些心理问题导致的消极情绪.而残疾人奥林匹克运动员在心理健康状态和情绪指数方面比不参加体育运动的残疾人表现的更为积极.残疾人奥林匹克运动员在残疾人奥林匹克教育价值实现过程中,不仅是受教育者,而且通过其自身的竞技和专门的讲演也对其他残疾人和正常人心理健康状态和情绪产生着积极的影响.  相似文献   

Facteurs associés à la rétention des signalements impliquant un abus sexuel     

Marc Tourigny  Marie Jacob  Isabelle Daigneault  Martine Hébert  John Wright 《Child abuse & neglect》2009,33(12):888-896

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Understanding the rationale for preschool physical education: implications for practitioners' and children's embodied practices and subjectivity formation     

Nollaig McEvilly  Matthew Atencio  Martine Verheul  Mike Jess 《Sport, Education and Society》2013,18(6):731-748

This paper provides an overview of selected academic research literature that underpins contemporary preschool physical education. We highlight and interrogate diverse rationales and beliefs that serve to influence and structure preschool physical education in various forms. We speculate as to how preschool practitioners and children might engage in specific practices relative to these discourses. Our consideration of preschool physical education discourses relies upon a Foucaultian analysis of the major techniques of power and also raises possibilities of conceptualising subjectivity formation through his concept of the ‘technologies of the self’. Discourses related to motor skill development, play and physical activity, in particular, appear to be prevalent in the selected literature, along with a related pedagogical discourse concerning ‘structure and freedom’. These sometimes competing discourses arguably underpin competing agendas reflecting those who advocate supporting children's free play and those who propose more structured and interventionist practices in relation to young children's physical activity. We conclude that these diverse approaches lend themselves to interpretation and negotiation in the context of preschool physical education, with specific consequences for the embodied experiences and subjectivities of preschool practitioners and children.  相似文献   

Child victims of sexual abuse: Teachers' evaluation of emotion regulation and social adaptation in school     

Laetitia Mlissande Amde  Amlie Tremblay‐Perreault  Martine Hbert  Chantal Cyr 《Psychology in the schools》2019,56(7):1077-1088

This study assessed the social adaptation of sexually abused children and tested whether children's emotion regulation competencies mediated the association between child sexual abuse (CSA) and two outcomes of the social domain (i.e. withdrawal and social difficulties). A group of 283 child victims of sexual abuse and a comparison group composed of 60 nonabused children was recruited. Teachers completed questionnaires assessing the children's emotion regulation competencies, withdrawal, and social difficulties exhibited in the school context. Results showed that sexually abused children displayed poorer emotion regulation skills and higher levels of both withdrawal and social difficulties relative to nonabused children. CSA was associated with social difficulties and withdrawn behavior through the mediation of emotion regulation competencies. Teachers and school psychologists should be assisted in identifying children at risk of social difficulties and emotional dysregulation and schools be encouraged to adopt a trauma‐informed approach.  相似文献   

Les limites de l’atomisme enfantin; expérimentation d’une démarche d’elaboration d’un modèle particulaire par des elèves de collège     

Martine Méheut  Alain Chomat 《European Journal of Psychology of Education - EJPE》1990,5(4):417-437

We present a teaching sequence aimed at helping pupils (13–14 years) to put into practice the activities of building and using models. Objects (particles) characterised by invariant properties (shape, dimensions, mass) are proposed as the basic elements for building models. We hypothesised that the invariance of the properties of particles would lead pupils to introduce a variability in relations between particles in order to take into account the tranformations observed. The designed learning sequence includes activities for the production of iconic representations, discussion of the relevance of these representations in relation to the phenomena observed and the use of such representations as a predictive tool. The results show the various stages in establishing the meaning of the initial axiom; they enable us to discuss the hypotheses underlying this teaching-learning sequence.  相似文献   

Sexual health in women reporting a history of child sexual abuse     

Lacelle C  Hébert M  Lavoie F  Vitaro F  Tremblay RE 《Child abuse & neglect》2012,36(3):247-259

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Adults'' Tolerance of Cries: An Experimental Investigation of Acoustic Features     

Rudolf Bisping  Hans Joachim Steingrueber  Martine Oltmann  Christine Wenk 《Child development》1990,61(4):1218-1229

Variations in the aversiveness of a newborn's distress cry were examined using experimental manipulation of 3 acoustic features of the cry (fundamental frequency, intonation, spectral complexity) and of the information given to subjects about the infant's health status. The subjects (N = 164 medical students) were allowed to control the sound pressure level (range: 50 dB [A]-105 dB[A]) of the different cry versions by repeatedly pressing a button (operant titration). For the nonmanipulated (original) cry version, the accepted sound pressure level decreased as fundamental frequency increased at above 610 Hz. This effect was modified by experimental manipulation of spectral complexity as well as intonation. A preference of intonated cries over monotonous cries was most pronounced between 534 and 686 Hz. Significant interactions of the information variable with the intonation and the complexity variables suggest that the listener's reaction to certain physical cry characteristics can be altered substantially by inducing different cognitive sets.  相似文献   

The roles of prior experience and the timing of misinformation presentation on young children's event memories   总被引：1，自引：0，他引：1  

Roberts KP  Powell MB 《Child development》2007,78(4):1137-1152

The current study addressed how the timing of interviews affected children's memories of unique and repeated events. Five- to six-year-olds (N=125) participated in activities 1 or 4 times and were misinformed either 3 or 21 days after the only or last event. Although single-experience children were subsequently less accurate in the 21- versus 3-day condition, the timing of the misinformation session did not affect memories of repeated-experience children regarding invariant details. Children were more suggestible in the 21- versus 3-day condition for variable details when the test occurred soon after misinformation presentation. Thus, timing differentially affected memories of single and repeated events and depended on the combination of event-misinformation and misinformation-test delays rather than the overall retention interval.  相似文献   

Aretism. An ancient sports philosophy for the modern sports world     

Martine Prange 《Sport in History》2017,37(4):554-557

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