Preschoolers mistrust ignorant and inaccurate speakers   总被引：1，自引：0，他引：1  

Koenig MA  Harris PL 《Child development》2005,76(6):1261-1277

Being able to evaluate the accuracy of an informant is essential to communication. Three experiments explored preschoolers' (N=119) understanding that, in cases of conflict, information from reliable informants is preferable to information from unreliable informants. In Experiment 1, children were presented with previously accurate and inaccurate informants who presented conflicting names for novel objects. 4-year-olds-but not 3-year-olds-predicted whether an informant would be accurate in the future, sought, and endorsed information from the accurate over the inaccurate informant. In Experiment 2, both age groups displayed trust in knowledgeable over ignorant speakers. In Experiment 3, children extended selective trust when learning both verbal and nonverbal information. These experiments demonstrate that preschoolers have a key strategy for assessing the reliability of information.  相似文献   

Smart girls traversing assemblages of gender and class in Australian secondary mathematics classrooms     

Melissa Joy Wolfe 《Gender and education》2019,31(2):205-221

I examine experiences of former Australian schoolgirls in relation to mathematics during secondary school. This research scrutinises misunderstandings about success and impact on subject choice that can result in post-schooling trajectories that limit what girls can do in their lives beyond school. I examine ways affective relationality, as a sense of embodied belonging, may influence participation in subjects. I frame the discussion using the Baradian concept of intra-action, a co-production that engages an ethic of non-coincidence. For these participants, a reductive high-stakes testing environment and aspirations to become a master subject evoke a powerful not good enough assemblage. The responsibility to achieve enough success incites a soliciting of a particular self in affective regulation. The dread of not excelling in mathematics was often too much to endure thus participants chose to discontinue studying mathematics. They understood this as a sensible solution to prevent vulnerability, as not good enough.  相似文献   

Children with asthma: Assessment and treatment in school settings     

Melissa A. Bray  Thomas J. Kehle  Sarah E. Grigerick  Susan Loftus  Heather Nicholson 《Psychology in the schools》2008,45(1):63-73

Asthma is a chronic disease of the airways. It affects approximately 12% of American children, and it appears that that incidence is increasing. Asthma in children negatively influences school‐based outcomes such as absenteeism and friendship formation. Potential triggers of asthma include environmental allergens, exercise, weather, and emotional states. These lead to airway swelling and muscle constriction, which ultimately block airflow and impede breathing. In addition to medical treatments, the implementation of psychologically based interventions has been efficacious in school settings. © 2007 Wiley Periodicals, Inc.  相似文献   

Mothers' Perceptions of the Toy Play of Preschoolers with Intellectual Disabilities     

D. Michael Malone  Melissa A. Landers 《International Journal of Disability, Development & Education》2001,48(1):91-102

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Stealing the Limelight? Examining the Relationship Between New Librarians and Their Supervisors     

Melissa N. Mallon 《The Journal of Academic Librarianship》2014,40(6):597-603

This study was conducted in order to determine how supervisor support relates to a new librarian's job satisfaction and organizational commitment. Factors examined include whether librarians in positions of power are reluctant to foster growth in beginning librarians and, if so, whether this reluctance is due to feelings of insecurity or fear of being outshone. This paper also examines the effect a supervisor's reluctance to offer advice and mentoring on the psychological state of new librarians. Suggestions for future research are discussed.  相似文献   

Online Resources for New Mothers: Opportunities and Challenges for Perinatal Health Professionals     

Melissa Buultjens  Priscilla Robinson  Jeannette Milgrom 《The Journal of perinatal education》2012,21(2):99-111

Studies have shown increasing Internet use for health information and service facilities. After consulting a convenience sample of new mothers, this study applied select terms and phrases to a widely accepted search engine and investigated its potential for providing resources for new mothers. Results of this quantitative content analysis showed that only four of the 13 phrases used in the search generated 50% or more websites containing content relevant to new mothers. Findings indicate that informational support by way of electronic fact sheets is available using the Google search engine. However, functional support (e.g., social networks, consultation phone details, and mother–infant activities) configured limited data resources using the Google search engine. In addition, because websites can be difficult to navigate, users’ technical proficiency needs to be taken into consideration as well as the sites’ up-to-date information. With Internet technology rapidly expanding, perinatal educators and other perinatal health-care professionals need to be informed about current online resources to help direct consumers to useful online resources and mitigate the often overwhelming and confusing information.  相似文献   

Is it abuse? Deaf female undergraduates' labeling of partner violence     

Anderson ML  Kobek Pezzarossi CM 《Journal of deaf studies and deaf education》2012,17(2):273-286

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Classroom contextual effects of race on children's peer nominations     

Jackson MF  Barth JM  Powell N  Lochman JE 《Child development》2006,77(5):1325-1337

Black children generally receive poorer sociometric nominations compared with Whites. This effect is not fully understood because Black children rarely hold a classroom majority and teachers' race is rarely investigated. Research from a person-environment perspective suggests that the effects of children's race depend on the racial composition of the classroom and society's racial attitudes. Sociometric nominations were obtained from 1,268 5th graders, between 9 and 11 years old (53% Black), across 57 classrooms (3-95% Black students). Half of the teachers were Black. The results indicated that ratings of Black children were more influenced by the racial context of classrooms than were ratings of White children. The implications of this study are discussed in relation to group dynamics and racial discrimination.  相似文献   

Moving toward a grand theory of development: in memory of Esther Thelen     

Spencer JP  Clearfield M  Corbetta D  Ulrich B  Buchanan P  Schöner G 《Child development》2006,77(6):1521-1538

This paper is in memory of Esther Thelen, who passed away while President of the Society for Research in Child Development. A survey of Esther Thelen's career reveals a trajectory from early work on simple movements like stepping, to the study of goal-directed reaching, to work on the embodiment of cognition, and, ultimately, to a grand theory of development--dynamic systems theory. Four central concepts emerged during her career: (1) a new emphasis on time; (2) the proposal that behavior is softly assembled from the interaction of multiple subsystems; (3) the embodiment of perception, action, and cognition; and (4) a new respect for individuality. Esther Thelen communicated these ideas to scientists and practitioners alike, so the ultimate benefactors of her work were children.  相似文献   

Impact of hostility and withdrawal in interparental conflict on parental emotional unavailability and children's adjustment difficulties   总被引：1，自引：0，他引：1  

Sturge-Apple ML  Davies PT  Cummings EM 《Child development》2006,77(6):1623-1641

This multimethod, prospective study examined the nature of pathways between interparental hostility and withdrawal, parental emotional unavailability, and subsequent changes in children's internalizing and externalizing behaviors, and school adjustment difficulties over a 3-year period in a sample of 210 mothers, fathers, and 6-year-old children. The results of autoregressive structural equation models indicated that interparental withdrawal had a detrimental impact on all areas of children's adjustment, whereas interparental hostility had an indirect effect on subsequent changes in child adjustment. An intermediary role of parental emotional unavailability in links between interparental withdrawal and hostility and child outcomes was indicated, with specific, differential effects observed for fathers and mothers.  相似文献