Understanding heterogeneity in pathways between interparental conflict and children's involvement: The moderating role of affect-biased attention     

Morgan J. Thompson  Patrick T. Davies  Melissa L. Sturge-Apple 《Child development》2023,94(2):497-511

The study examined the moderating role of children's affect-biased attention to angry, fearful, and sad adult faces in the link between interparental conflict and children's distinct forms of involvement. Participants included 243 preschool children (M_age = 4.60 years, 56% female) and their parents from racially (48% African American, 43% White) and socioeconomically (median annual household income = $36,000) diverse backgrounds. Data collection took place in the Northeastern United States (2010–2014). Utilizing a multi-method, multi-informant, longitudinal design, attention away from anger selectively amplified the link between interparental conflict and children's subsequent coercive involvement (β = −.15). Greater attention to fear potentiated the pathway between interparental conflict and children's later cautious (β = .14) and caregiving involvement (β = .15). Findings are interpreted in the context of environmental sensitivity models.  相似文献   

An open letter from the president     

Wayne N. Thompson 《Communication Studies》2013,64(1):2-3

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The nonverbal dilemma   总被引：1，自引：0，他引：1  

O M Thompson 《Journal of learning disabilities》1985,18(7):400-402

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Supplemental Reading Instruction for Students at Risk for Reading Disabilities: Improve Reading 30 Minutes at a Time     

Sylvia Linan&#x;Thompson  Peggy Hickman&#x;Davis 《Learning disabilities research & practice》2002,17(4):242-251

Supplemental reading instruction provides a way to improve the reading outcomes of students at risk for reading difficulties and to meet the challenges produced by increases in student diversity in today’s classrooms. The research–based intervention described in this article includes intensive, explicit, and systematic reading instruction in five areas: fluency, phonemic awareness, instructional–level reading with an emphasis on comprehension, word analysis, and spelling. This intervention was effective in improving the reading skills of low SES, second–grade English monolingual and English–language learners.  相似文献   

Student & tutor consensus: a partnership in assessment for learning     

James Thompson  Don Houston  Kathryn Dansie  Timothy Rayner  Timothy Pointon  Simon Pope 《Assessment & Evaluation in Higher Education》2017,42(6):942-952

The mistakes made when attempting tasks often prove to be some of the most invaluable learning experiences. Despite this, outcome and results driven assessment formats largely penalise student performance errors or reward students who succeed by chance. The consequences of this paradigm are visible effects on student relationships with assessment. The student–tutor consensus approach to assessment was introduced to capture student learning achieved ‘from’ assessment to complement the measurement of performance outcomes. This approach parallels student and tutor judgement in a grade negotiation, affording the student an opportunity to share with their assessor what they have learned from the assessment activity. This student self-awareness was then considered alongside the conventional outcome-based score awarded by the tutor to generate a final grade for the assessed activity. Our study evaluated the perceptions of 90 undergraduate students enrolled in the bachelor of paramedic studies, who participated in this novel assessment approach as part of a final-year capstone topic. The results comprehensively indicated value for all aspects of the assessment approach, as well as a recognition that the skills will be useful in their future professional roles.  相似文献   

Trainee teachers in unpaid teaching posts: volunteering,risk and vulnerability     

Ron Thompson  Lisa Russell 《Journal of Vocational Education & Training》2017,69(4):637-654

This paper explores the experiences and perceptions of a little-known category of in-service trainee teachers in the Further Education (FE) and Skills sector in England: those who meet the practical teaching requirements of their course mainly through unpaid teaching as ‘volunteers’. The paper reports findings from mixed-methods research which used surveys, interviews and focus groups involving trainee teachers within a large FE–HE partnership. Themes relating to motivations to volunteer, the development of teacher identity within marginal roles, and the risks associated with unpaid teaching are discussed. For increasing numbers of trainees, unpaid teaching provides an opportunity for career entry. However, the quality of teaching experience gained is mixed, with some trainees receiving high levels of support, whilst others experience marginalisation and limitations on their developing teacher identities. The paper highlights the specific challenges to professionalism posed by unpaid teaching within the FE and Skills sector, and relates these challenges to a broader context of insecurity and risk. As work experience becomes an increasingly valuable commodity, this paper illustrates the pressures individuals face as they exchange payment and security for the opportunities volunteering provides.  相似文献   

感光度详解     

Andrea Thompson 《科技新时代》2005,(11):96-99

与光圈和快门一样，感光度也是曝光控制系统的一个重要方面。因此，我们将在这里对它作一次全面，深入的讲解。  相似文献   

Effect of exercise training on hippocampal volume in humans: a pilot study     

Parker BA  Thompson PD  Jordan KC  Grimaldi AS  Assaf M  Jagannathan K  Pearlson GD 《Research quarterly for exercise and sport》2011,82(3):585-591

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Reconstructive Realism: Satire in Miss Ravenel's Conversion from Secession to Loyalty     

Todd Thompson 《Journal of American culture (Malden, Mass. : 2003)》2006,29(4):425-436

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The Non-transparency of the Self and the Ethical Value of Bildung     

Christiane Thompson 《Journal of Philosophy of Education》2005,39(3):519-533

In the light of the modern idea of a sovereign and self-transparent subject, the paper evaluates the philosophical and ethical relevance of Bildung . As a first step, (the early) Nietzsche's and Adorno's criticism of Bildung is explicated, a criticism based upon the thinkers' critical stance towards the modern epistemological relation of subject and object. However, neither thinker abandons the concept of Bildung . The second part of the paper accordingly reconstructs Nietzsche's and Adorno's adherence to Bildung understood as a different relationship of subject and object within Bildung . In the paper's concluding reflections there is an attempt to assess the systematic educational consequences, and to shed light on the ethical relevance, of a non-transparent subject of Bildung.  相似文献