Information processing in seven-month-old infants as a function of risk status   总被引：2，自引：1，他引：2  

S A Rose  J F Feldman  C M McCarton  J Wolfson 《Child development》1988,59(3):589-603

7-month-old full-terms and high-risk preterms (less than 1,500 grams at birth) were compared on problems of visual recognition memory and tactual-to-visual cross-modal transfer. On the visual problems, preterm infants showed significantly less differential attentiveness to novelty than full-terms. They also required longer exposure times during visual familiarization, primarily because of longer pauses between fixations. Preterms and full-terms exhibited different patterns of looking, as indicated by the duration of fixation and the frequency in shifts of gaze. On the cross-modal problems, preterms and full-terms both exhibited similar and significant preferences for familiar rather than novel stimuli, a direction of preference which suggests that these problems were relatively difficult for both groups. For the preterms, novelty and exposure-time scores were found to be related to several medical risk factors. Novelty preferences were compromised in preterms who had suffered RDS postnatally, particularly those who had required prolonged mechanical ventilation. In general, high-risk preterms exhibited deficits in visual recognition memory and in the ability to recruit, sustain, and shift attention.  相似文献   

The effects of two prepractice procedures on oral reading   总被引：1，自引：0，他引：1  

T L Rose 《Journal of learning disabilities》1984,17(9):544-548

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Informal mentoring for aspiring school leaders: a phenomenological study     

Christopher M. Parfitt  Amanda L. Rose 《Mentoring & Tutoring: Partnership in Learning》2020,28(3):278-294

ABSTRACT

Informal mentoring had been previously identified as a vital component to leadership development and succession planning. Through a phenomenological approach, we sought to capture the lived experiences of aspiring school leaders pertaining to informal mentoring. Using open-ended questions and reflective activities, eight aspiring school leaders provided information about their experiences and characteristics of informal mentoring. Through a human science research perspective, four themes emerged from the data analysis: (a) defining informal mentoring, (b) characteristics of effective informal mentors, (c) constructive relationship, and (d) mentoring recommendations. Participants found their experiences with informal mentoring beneficial. There was a reported high level of trust between mentor and protégé and the process was flexible. Because the aspiring leaders sought to become school leaders in the near future, most were cognizant of the fact they needed to have quality mentors, but also be a mentor to new educators.  相似文献   

“We love Hawaii”... kids ride a rainbow of learning     

Rose C. Merenda 《Early Childhood Education Journal》1987,15(2):18-21

Kids love to go places and to things. Although Hawaii is thousands of miles away, the islands extend a warm welcome. Look beyond the basics and plan to take your young travelers on a super, educational experience. She is also a consultant working with pre-service and in-service teachers.  相似文献   

Book review     

Pauline Rose 《Instructional Science》1989,18(2):167-168

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The Role of Sex Hormone Replacement Therapy on Self-Perceived Competence in Adolescents with Delayed Puberty     

Jacqueline Schwab  Howard E. Kulin  Elizabeth J. Susman  Jordan W. Finkelstein  Vernon M. Chinchilli  Susan J. Kunselman  Lynn S. Liben  M. Rose DÂ⊃Arcangelo  & Laurence M. Demers 《Child development》2001,72(5):1439-1450

The objective of the present study was to determine the role of sex steroids in the development of self-perceived competence during adolescence. The Harter Self-Perception Scale was administered to 56 adolescents with delayed puberty who were receiving depo-testosterone (males) or conjugated estrogens (females) administered in 3-month blocks alternating with placebo. Treatment was given at three dose levels approximating early, middle, and late pubertal replacement levels. Hormone treatments had a significant positive effect for both males and females in one subscale domain--perceived job competence. Significant positive hormone effects were also obtained for perceptions of romantic appeal and close friendship in females and perception of athletic abilities in males. It can be inferred from the results of this study that the hormonal changes associated with sexual maturation have targeted influences on specific domains of self-perceived competence and that there are clear gender differences.  相似文献   

Peer perceptions of students receiving pull-out services in elementary school: A multi-age study     

Katherine K. Rose  Denaye Barahona  Joel Muro 《International Journal of Inclusive Education》2017,21(4):376-388

This study examined the peer nominations of 213 children in Kindergarten (90), 3rd grade (58), and 5th grade (65) to examine their perceptions of peers who received pull-out services for unique needs. Using Coie, Dodge, and Coppotelli’s[1982. “Dimensions and Types of Social Status: A Cross-age Perspective.” Developmental Psychology 18 (4): 557–570] protocol for assessing sociometric status in children, the results revealed that peer perceptions of most liked (ML) and least liked (LL) in the classroom were associated with pull-out status, with those students who did not receive pull-out services receiving more nominations as ML than their peers who did leave the classroom for pull-out services. Social impact scores for children who received pull-out services were not significantly different from those of children who did not receive pull-out services, but significant differences were revealed for social preference scores. Implications and avenues for future research are discussed.  相似文献   

Why are some diagrams worth much less than a thousand words?     

Richard Lowe 《British journal of educational technology : journal of the Council for Educational Technology》1990,21(2):148-149

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The Linkages Between Education and Employment in Canada and the United Kingdom: a comparative analysis     

David Ashton  Francis Green  Graham Lowe 《比较教育学》1993,29(2):125-143

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Differential rates of visual information processing in full-term and preterm infants   总被引：4，自引：0，他引：4  

S A Rose 《Child development》1983,54(5):1189-1198

This study investigated the effect of increasing familiarization time on the visual recognition memory of 6- and 12-month-old full-term and preterm infants. Infants were given trials in which they viewed a shape for either 10-, 15-, 20-, or 30-sec familiarization and were then tested for visual recognition memory using the paired comparison technique. While the older infants showed evidence of recognition memory after less familiarization time than the younger ones, at both ages preterms required considerably longer familiarization than full-terms. The pattern of performance replicates our earlier finding of developmental lags in the visual information processing of 6-month-old preterms and extends these findings to 12-month-olds. These results suggest that there are persistent differences between preterm and full-term infants throughout at least the first year of life in this very fundamental aspect of cognition.  相似文献