Knowledge of problem situations in physics: A comparison of good and poor novice problem solvers     

Ton de Jong  Monica G.M. Ferguson-Hessler 《Learning and Instruction》1991,1(4)

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Institutionalized incentives for ingenuity—Patent value and the German Employees’ Inventions Act     

Dietmar Harhoff  Karin Hoisl 《Research Policy》2007,36(8):1143-1162

Germany is one of few countries in which the monetary compensation for inventors is not only determined by negotiations between employer and employee-inventor, but also by relatively precise legal provisions. In this paper, we describe the characteristics of the German Employees’ Inventions Act (GEIA) and discuss which incentives it creates. We rely on responses from a recent survey of 3350 German inventors to test hypotheses regarding this institution. We conclude from our data that the law creates substantial monetary rewards for productive inventors. The qualitative responses from our survey confirm this view, but also point to a number of dysfunctional effects.  相似文献   

Making connections     

Joseph M. Furner  Monica Ramirez 《TechTrends》1999,43(4):34-39

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Factors Associated with Behavioral Competence at School Among Young Boys from Multi-Problem Low-Income Families     

Elizabeth B. Owens  Daniel S. Shaw  Joyce Giovannelli  Monica M. Garcia  Kirsten Yaggi 《Early education and development》1999,10(2):135-162

Factors associated with school behavioral competence at 72 months were investigated in a sample of at-risk boys followed longitudinally from 18 months. Boys were at risk for developing behavior problems due to early exposure to sociodemographic and family-environmental stressors associated with low-income urban living. Research findings: Of child protective factors investigated, main effects were found for intelligence, mother-reported emotionality and sociability, and observed likability in relation to teacher-reported behavior problems, and results were generally consistent across type of risk. In only one instance did the effect of a protective factor depend on the level of risk. Furthermore, a cumulative measure of protective factors was strongly predictive of child behavior problems and was a better predictor than cumulative risk measures. Observed infant emotionality, child physical attractiveness, and children's self-perceptions of being pro-social or aggressive and fearless were essentially unrelated to behavioral outcome. Mother-reported child emotionality mediated both the relation between mother-reported infant emotionality and teacher-reported internalizing problems, and the relation between observed likability and teacher-reported externalizing problems. Practice/Policy: Clinical implications concern improved identification accuracy of at-risk children who should be targeted for intervention, and forms that intervention should take.  相似文献   

The Importance of Self‐Regulation in Young Children With Down Syndrome     

Monica Cuskelly  Airong Zhang  Linda Gilmore 《International Journal of Disability, Development & Education》1998,45(3):331-341

Adulthood brings with it responsibilities for making choices and decisions about one's own life. Individuals with Down syndrome, their parents and communities, have begun to expect that at least some of these responsibilities will be met by the person with Down syndrome. This will require a range of skills in managing one's own behaviour and these skills will need to be acquired in childhood. The Down Syndrome Research Program has begun a number of investigations into two important aspects of self‐regulation‐the capacity to delay gratification and mastery motivation. This paper describes the importance of these skills and habits of behaviour to those with Down syndrome and discusses the research to date.  相似文献   

What can be done to further closer agreement among legislation, political decisions and everyday practice?     

Ulf Fredriksson 《Prospects》1999,29(2):155-163

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Career Development of Black Males: Case Studies     

Y. Barry Chung  Monica L. Baskin  Andrew B. Case 《Journal of Career Development》1999,25(3):161-171

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Dynamic Transition Patterns in Acculturation Among Hispanic Adolescents     

Tae Kyoung Lee  Alan Meca  Jennifer B. Unger  Byron L. Zamboanga  Lourdes Baezconde-Garbanati  Melinda Gonzales-Backen  Elma I. Lorenzo-Blanco  Miguel Á. Cano  Sabrina E. Des Rosiers  Daniel W. Soto  Juan A. Villamar  Monica Pattarroyo  Karina M. Lizzi  José Szapocznik  Seth J. Schwartz 《Child development》2020,91(1):78-95

Acculturation consists of multiple domains (i.e., cultural practices, identifications, and values). However, less is known about how acculturation processes influence each other across multiple domains of acculturation. This study was designed to investigate transition patterns of acculturative processes within and across domains in a sample of 302 recent-immigrant Hispanic adolescents, M_age (SD) = 14.51 years (0.88) at baseline; male = 53%). Adolescents were assessed six times over a 3-year period. Latent profile analyses identified two profiles (high [or increasing] vs. low) for each domain at each timepoint. We found largely stable transition patterns in each domain over six timepoints. Importantly, sequential associations among profiles in acculturation domains were also detected. Implication for acculturation theory and research are discussed.  相似文献   

Examining the role of school psychologists as providers of mental and behavioral health services     

Katie Eklund  Sarah L. DeMarchena  Eric Rossen  Jared T. Izumi  Kelly Vaillancourt  Shawna Rader Kelly 《Psychology in the schools》2020,57(4):489-501

The school setting represents the most common setting by which youth receive mental and behavioral health (MBH) services (Farmer et al., 2003, Psychiatr Serv, 54, 60–66). Nevertheless, many school psychologists are not providing MBH services despite the high prevalence of need. Additional research is needed to understand factors leading to these deficits, as well as potential solutions to ameliorate these concerns. The current study surveyed 341 school psychologists across seven states and found current ratios are one school psychologist for every 1,500–2,000 students. Study results suggest school psychologists are providing a half to full day of universal, prevention-oriented MBH services each week whereas more targeted, direct services (e.g., individual or small group counseling) are offered 1–4 hr each week. The school psychologist-to-student ratios also demonstrated a statistically significant and inverse association with the provision of targeted MBH services, with higher ratios resulting in fewer MBH services. Respondents provided potential solutions for how to expand the delivery of MBH services within schools, including increased awareness and support among school and district administrators, as well as access to training and professional development related to MBH services.  相似文献   

Phonological working memory, phonological awareness and language in literacy difficulties in Brazilian children     

Thais Barbosa  Monica Carolina Miranda  Ruth F. Santos  Orlando Francisco A. Bueno 《Reading and writing》2009,22(2):201-218

One of the most usual flaws that lead to literacy disability regards cognitive difficulties and alterations some children present in the literacy process. Many studies have found alterations in phonological processing, more specifically in phonological working memory (PWM) and phonological awareness (PA). Therefore, our aim was to identify alterations in skills of phonological working memory, phonological awareness and language (semantic, syntactic and phonological aspects) of Brazilian children with literacy disabilities (age 7–8). They were divided into two groups: (1) Group of Normal Literacy (NL); and (2) Group With Literacy Disabilities (LD). The evaluation comprised tests that assessed general cognitive functions and the skills at stake. The LD presented a poorer performance than the NL in the skills of PWM, PA and language aspects. The factor analysis showed that these skills prevailed in differentiating the groups. Thus, children with literacy disabilities presented deficits in phonological processing and language. These deficits seem to be a result of alterations of the phonological representations and poor language skills that are prior to the literacy period. Consequently, we believe that the early identification of these alterations can be very useful for the prevention of future literacy problems.  相似文献