Child-Directed Speech Produced by Mothers with Symptoms of Depression Fails to Promote Associative Learning in 4-Month-Old Infants     

Peter S. Kaplan  Jo-Anne Bachorowski  & Patricia Zarlengo-Strouse 《Child development》1999,70(3):560-570

Child-directed (CD) speech segments produced by 20 mothers who varied in self-reported symptoms of depression, recorded during a structured play interaction with their 2- to 6-month-old infants, were used as conditioned stimuli with face reinforcers in a conditioned attention paradigm. After pairings of speech segments and faces, speech segments were assessed for their ability to increase time spent looking at a novel checker-board pattern (summation test) using 225 4-month-old infants of nondepressed mothers. Significant positive summation, an index of associative learning, was obtained in groups of infants tested with speech produced by mothers with comparatively fewer self-reported symptoms of depression (Beck Depression Inventory or BDI < or = 15). However, significant positive summation was not achieved using speech samples produced by mothers with comparatively more symptoms of depression (BDI > 15). These results indicate that the CD speech produced by mothers with symptoms of depression does not promote associative learning in infants.  相似文献   

Towards an expanded cognitive developmental science understanding of human teaching / Hacia un conocimiento ampliado de la enseñanza humana basada en la ciencia del desarrollo cognitivo     

Sidney Strauss 《Infancia y Aprendizaje》2018,41(3):447-490

Teaching is one of nature’s remarkable inventions. Despite over two millennia of academic discussion about teaching, it remains in need of a broad scientific footing. The cognitive and developmental sciences, writ large, are candidates for such a footing. The purpose of this article is to go beyond teaching as knowledge transmission and present an expanded cognitive developmental account of teaching’s remarkable complexity. A minimalist and maximalist approach for describing teaching are presented, with a preference offered for the latter. It can serve as a map for backward engineering so as to get to the origins and developmental trajectories of the map of teaching’s components. An expanded mind-to-mind coupling version of the complexity of normative adult teaching is presented which includes stage-setting with emotion-, motivation- and mind-reading, organizing teaching sessions, scaffolding, detecting knowledge gaps and intervening by knowledge transmission strategies intended to reduce the gaps. In a backward engineering move, research is presented on infants’ abilities for some of what is presented for adults. Teaching is also prosocial, with heart-to-heart coupling. It is inextricably intertwined with teaching, and is another part of teaching’s complexity. Teaching’s prosociality is analysed via the economic concept of non-rivalry. It is shown that teaching is a form of helping behaviour but is not altruistic. Directions for further work in this maximalist approach to the scientific study of teaching are presented.  相似文献   

The origins of Penrose diagrams in Physics,Art, and the Psychology of perception, 1958–62     

Aaron Sidney Wright 《Endeavour》2013

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Cleaning Dirty Data in Excel     

Neville Hunt  Sidney Tyrrell 《Teaching Statistics》2002,24(3):90-92

This article gives a flavour of the CHIME materials on data handling in Microsoft Excel. It demonstrates the facilities for data validation within Excel.  相似文献   

Back to Basics?     

Sidney Tyrrell 《Teaching Statistics》1994,16(2):56-59

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Picturing global educational inclusion? Looking and thinking across students’ photographs from the UK,Zambia and Indonesia   总被引：1，自引：0，他引：1  

Ian Kaplan  Ingrid Lewis  Paul Mumba 《Journal of Research in Special Educational Needs》2007,7(1):23-35

Over the last few years we have engaged children and young people in participatory photography projects in a diverse range of international contexts. The projects, diverse as they are, have been school-based and primarily focused on students' experiences of educational inclusion/exclusion. Photographs taken by students can stimulate conversations in which different perspectives are shared and considered. Whilst this process is meaningful within a local context, it is also compelling to reflect more widely on what children and young people's photographs and commentary (and through these their interpretations of their educational experiences) have to tell and, indeed, show us about educational inclusion globally. In this paper, we begin by explaining what we mean by the term 'educational inclusion', and consider what methodological relevance the participatory photography has for engaging in research with children and young people about their educational experiences. We then briefly describe the contexts of the projects this paper draws on, which took place in the UK, Zambia and Indonesia. In the main body of the paper, we will look across these international projects and consider a selection of students' photographs and interpretations in relation to several broad themes about educational inclusion which they suggest.  相似文献   

Economic decision models: can they inform child welfare policy?     

Kaplan RM 《Child abuse & neglect》2012,36(1):1-3

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Development of standardized clinical training cases for diagnosis of sexual abuse using a secure telehealth application     

Frasier LD  Thraen I  Kaplan R  Goede P 《Child abuse & neglect》2012,36(2):149-155

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Developing medical students as teachers: An anatomy‐based student‐as‐teacher program with emphasis on core teaching competencies     

Erie Andrew Jay  Sidney J. Starkman  Wojciech Pawlina  Nirusha Lachman 《Anatomical sciences education》2013,6(6):385-392

Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student‐as‐teacher (SAT) programs that provide near‐peer teaching opportunities to senior medical students. Near‐peer teaching is widely regarded as an effective teaching modality; however, whether near‐peer teaching experiences in medical school prepare students for the teaching demands of residency is less understood. We explored whether the anatomy‐based SAT program through the Human Structure didactic block at Mayo Medical School addressed the core teaching competencies of a medical educator and prepared its participants for further teaching roles in their medical careers. A web‐based survey was sent to all teaching assistants in the anatomy‐based SAT program over the past five years (2007–2011). Survey questions were constructed based on previously published competencies in seven teaching domains – course development, course organization, teaching execution, student coaching, student assessment, teacher evaluation, and scholarship. Results of the survey indicate that participants in the anatomy‐based SAT program achieved core competencies of a medical educator and felt prepared for the teaching demands of residency. Anat Sci Educ 6: 385–392. © 2013 American Association of Anatomists.  相似文献   

Books of the Month     

Robert Sobel  Sidney Kraus  Dennis Davis 《Communication Booknotes Quarterly》2013,44(2)

Robert Sobel's The Manipulators: America in the Media Age (New York: Doubleday, 1976---$9.95)

Sidney Kraus and Dennis Davis's The Effects of Mass Communication on Political Behavior (University Park, Pa.: Pennsylvania State University Press, 1976---$16.50/7.95)  相似文献