小脑作用并不小   总被引：1，自引：0，他引：1  

James M.Bower  Lawrence M.Parsons 《科学中国》2003,(10)

"在我们的颅后窝内,附着于拱形颅骨半球下的脑干上,有一团棒球大小的豆状灰白色脑组织,这就是小脑."  相似文献   

The Developing Bodily Self: How Posture Constrains Body Representation in Childhood     

Janna M. Gottwald  Laura-Ashleigh Bird  Samantha Keenaghan  Clare Diamond  Eliana Zampieri  Haleema Tosodduk  Andrew J. Bremner  Dorothy Cowie 《Child development》2021,92(1):351-366

Adults’ body representation is constrained by multisensory information and knowledge of the body such as its possible postures. This study (N = 180) tested for similar constraints in children. Using the rubber hand illusion with adults and 6- to 7-year olds, we measured proprioceptive drift (an index of hand localization) and ratings of felt hand ownership. The fake hand was either congruent or incongruent with the participant’s own. Across ages, congruency of posture and visual–tactile congruency yielded greater drift toward the fake hand. Ownership ratings were higher with congruent visual–tactile information, but unaffected by posture. Posture constrains body representation similarly in children and adults, suggesting that children have sensitive, robust mechanisms for maintaining a sense of bodily self.  相似文献   

Children Persist Less When Adults Take Over     

Julia A. Leonard  Dominique N. Martinez  Samantha C. Dashineau  Anne T. Park  Allyson P. Mackey 《Child development》2021,92(4):1325-1336

Children need to learn to persist through challenges, yet adults sometimes step in to solve problems for them. Here, we looked at how adult taking over related to children’s persistence. In an observational study (N = 34, ages 4–8), we found that parents who took over more often during a challenging puzzle task rated their children as dispositionally less persistent. To establish whether taking over can cause reduced persistence, we ran two preregistered experiments (N = 150, ages 4–5). Children assigned to a taking over condition persisted less on a subsequent task compared to those in a teaching or a baseline condition. Reframing the context did not ameliorate the negative impact of taking over. The results suggest that taking over impairs children’s persistence.  相似文献   

Education and psychological distress in adolescence and mid-life: Do private schools make a difference?     

Alice Sullivan  Samantha Parsons  George Ploubidis  Richard D. Wiggins  Francis Green 《British Educational Research Journal》2021,47(3):599-615

This article extends the evidence base on childhood circumstances, education and psychological distress. We examine the link between childhood advantage and disadvantage, the type of school attended during adolescence and psychological distress at ages 16 and 42. The analysis uses a large, population-based birth cohort study, the 1970 British Cohort Study (BCS70) (n = 17,198) using a structural equation modelling (SEM) approach. More advantaged young people were more likely to attend private schools, but we find no evidence for an effect of private schooling on psychological distress for men, and for women there was an association between private schooling and raised psychological distress at age 16. Having a university degree was associated with a modest reduction in psychological distress in mid-life. We establish that maternal psychological distress at age 10 was a risk factor for the offspring’s psychological distress both in adolescence and in mid-life, and adolescent psychological distress predicts psychological distress in mid-life. We conclude that schools which are academically successful do not necessarily provide wider benefits in terms of mental health.  相似文献   

Patterns of maternal behavior among neglectful families: implications for research and intervention     

Wilson SL  Kuebli JE  Hughes HM 《Child abuse & neglect》2005,29(9):985-1001

OBJECTIVE: The heterogeneity within neglecting caregivers has not been explored in an empirical fashion. The current study sought to address this limitation by utilizing archival data in order to explore variability of maternal behavior among neglectful families. METHOD: The current study utilized archival data containing caseworker and self-report information on 100 mothers for whom neglect had been substantiated and was the primary referral concern. Cluster analysis was used to describe patterns of maternal behavior. Subsequent analysis was used to determine differences between the clusters on degree of neglect, maternal depression, perceived social support, and other demographic characteristics (income, education). RESULTS: Five distinct patterns of maternal behavior emerged, each with different ratings of maternal confidence, relatedness, impulse control, and willingness to engage in verbal interactions. The clusters differed on ratings of neglect, life stressors, resource problems and adult problems. The clusters were similar in terms of maternal education, number of children in the home, and monthly income. Additionally, women in all clusters reported similar levels of depression, similar number of children, and a comparable amount of social support. CONCLUSIONS: The five clusters are described and implications for intervention approaches are discussed.  相似文献   

An Alternative Approach to the Teaching Experience Requirement for School Counselors     

Arden J. White  Bonnie Murray Parsons 《Counselor Education & Supervision》1974,13(3):238-241

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‘Students that just hate school wouldn’t go’: educationally disengaged and disadvantaged young people’s talk about university education     

Samantha McMahon  Anna Hickey-Moody 《British Journal of Sociology of Education》2016,37(8):1109-1128

This paper contributes to a growing body of literature on widening university participation and brings a focus on the classed and embodied nature of young people’s imagination to existing discussions. We interviewed 250 young people living in disadvantaged communities across five Australian states who had experienced disengagement from compulsory primary and secondary schooling. We asked them about their education and their educational futures, specifically how they imagined universities and university participation. For these young people, universities were imagined as ‘big’, ‘massive’ alienating schools. The paper explores how the elements of schooling from which these young people disengaged became tangible barriers to imagining and pursuing participation in university education. The primary barrier they described was their relationships with school teachers. Our analysis shows how relationships with teachers can impact the imagined improbability/probability of university participation. We offer suggestions for how barriers to university created by poor relationships with teachers may be overcome.  相似文献   

Unpacking the CRT in Negotiating White Science   总被引：1，自引：0，他引：1  

Eileen R. Carlton Parsons  Billye Rhodes  Corliss Brown 《Cultural Studies of Science Education》2011,6(4):951-960

In this forum, we summarize CRT’s origins, tenets common to most CRT writings, and CRT’s evolution. We discuss Yerrick’s article Negotiating White Science with respect to certain CRT premises. Specifically, we use the CRT tenet of racism as emphasized in first- and second-generation CRT and CRT elements liberal racial ideology and voices of color to critically examine Yerrick’s propositions.  相似文献   

Practitioners' views about effective mental health and well-being support for post-16 students attending special school     

Samantha Thompson  Cathy Atkinson 《British Journal of Special Education》2022,49(1):102-124

Supporting children and young people's mental health and well-being is central to UK Government policy, with statistics suggesting post-16 students and those with learning difficulties are vulnerable. This case study explored how practitioners at a special school for students with severe and profound and multiple learning difficulties promote post-16 students' mental health and well-being. Data were drawn from four semi-structured interviews and a follow-up focus group. The thematic analysis identified a whole-team approach to supporting mental health and promoting student well-being, through staff knowledge and interpersonal skills, particularly related to communication and ability to build trusting relationships, providing experiences and preparing students for adulthood. Consideration was also given to facilitators and barriers to promoting such provision for students. The emotional needs audit from the Human Givens Institute (2006) could provide a framework for practitioners in special schools to promote mental health and well-being, enabling practical and tangible strategies for intervention and support.  相似文献   

Communication,Communication, Communication! Growth through Laboratory Instructing     

Jamie J. Peterson  Samantha DeAngelo  Nancy Mack  Claudia Thompson  Jennifer Cooper  Arturo Sesma Jr 《Innovative Higher Education》2014,39(4):321-332

This study examined gains undergraduate students made in their communication and collaboration skills when they served as peer teachers, i.e., laboratory instructors (LIs), for a General Psychology laboratory. Self-ratings of communication and collaboration skills were completed before and after teaching the laboratory. When compared to before the teaching experience, the students rated their skills significantly higher in written expression, oral expression, and participation skills. They also rated themselves significantly higher in written comprehension and expression skills than did a comparison group of non-LIs. Results from interviews also revealed beliefs that their communication and collaboration skills had substantially increased.  相似文献