Trajectories of Online Racial Discrimination and Psychological Functioning Among African American and Latino Adolescents     

Brendesha M. Tynes  Devin English  Juan Del Toro  Naila A. Smith  Fantasy T. Lozada  David R. Williams 《Child development》2020,91(5):1577-1593

This study investigated trajectories of individual and vicarious online racial discrimination (ORD) and their associations with psychological outcomes for African American and Latinx adolescents in 6th–12th grade (N = 522; M_grade = 9th) across three waves. Data were analyzed using growth mixture modeling to estimate trajectories for ORD and to determine the effects of each trajectory on Wave 3 depressive symptoms, anxiety, and self-esteem. Results showed four individual and three vicarious ORD trajectories, with the majority of participants starting out with low experiences and increasing over time. Older African American adolescents and people who spend more time online are at greatest risk for poor psychological functioning.  相似文献   

Chemocommunication among prey and predator species     

Robert Cocke  D. Del Thiessen 《Learning & behavior》1986,14(1):90-92

Extensive chemocommunication occurs between individuals of different species. We examined the interaction between Mongolian gerbils (Meriones unguiculatus) and between domestic cats (Felis domestica). Experiments indicated that stressed gerbils produce blood odors that stimulate physiological arousal and cause conspecifics to avoid areas contaminated with these odors. Domestic cats preferred these same odors and differentially consumed food contaminated with these odors. Both reactions are ecologically important in the interaction between prey and predator.  相似文献   

An Examination of the Relationship Between Academic Discipline and Cognitive Complexity in Academic Deans’ Administrative Behavior     

Marietta Del Favero 《Research in higher education》2006,47(3):281-315

This study investigates Braxton and Hargens’ (1996, Variations among academic disciplines: Analytical frameworks and research. Higher Education: Handbook of Theory and Research. Vol. XI, pp. 1–45) assertion of the profound and extensive effects of academic discipline as it might pertain to administrative work. Academic deans in research and doctoral institutions nationwide were surveyed to investigate the relationship between academic discipline and cognitive complexity in their administrative behavior. A bivariate regression showed that being from an applied field was a significant predictor while the influence of consensus was not significant. Discipline effects waned when other predictors were added, suggesting that when other factors are considered, the extent to which one is exposed to their particular disciplinary paradigms becomes more important than mere affiliation with a discipline. Split sample analyses demonstrated variable influence structures. Findings indicate that the effects of discipline cannot be discounted in framing studies of administrators’ perceptions of their leadership context and the behavior which necessarily flows from those perceptions.  相似文献   

Collaborative design decision-making as social process     

Chris Campbell  Wolff-Michael Roth  Alfredo Jornet 《European Journal of Engineering Education》2019,44(3):294-311

ABSTRACT

Collaborative design is recognised as being shaped by complex social, cognitive, material, and technical processes. In the case of design decision-making, however, the social dimension has yet to be fully understood as the product of the whole team dynamic rather than as simply the sum of the individual (cognitive) contributions. This paper examines the interactional work teams of first-time design students do that produces decisions in undergraduate engineering design projects. Close analysis of decision-making episodes, recorded in design meetings in a yearlong ethnographic study, reveals the joint social and situated work teams do to produce decisions. Students were found to do decision-making via three overlapping phases that were invariant across the database: (i) Design options emerge, (ii) teams orient to design options, and (iii) design decisions come off. This paper exemplifies these phases of decision-making as inherently – and not just incidentally – social, and illustrates how decisions are produced in novice design teams via these phases in multifarious ways. We argue for an explicit retrospective focus on the processes and consequences of team decisions following projects as an avenue for fostering the development of design judgment that engineering graduates will take into their professional practice.  相似文献   

School Cultural Socialization and Academic Performance: Examining Ethnic-Racial Identity Development as a Mediator Among African American Adolescents     

Juan Del Toro  Ming-Te Wang 《Child development》2021,92(4):1458-1475

Historic racial disparities in the United States have created an urgent need for evidence-based strategies promoting African American students’ academic performance via school-based ethnic-racial socialization and identity development. However, the temporal order among socialization, identity, and academic performance remains unclear in extant literature. This longitudinal study examined whether school cultural socialization predicted 961 African American adolescents’ grade point averages through their ethnic-racial identities (49.6% males; M_age = 13.60; 91.9% qualified for free lunch). Results revealed that youth who perceived more school cultural socialization had better grades 1 and 2 years later. In addition, identity commitment (but not exploration) fully mediated these relations. Implications for how educators can help adolescents of color succeed in schools are discussed.  相似文献   

The Learning Community and Emotional Learning in a University-based Training of Counsellors and Psychotherapists     

Del Loewenthal  Robert Snell 《International journal for the advancement of counseling》2008,30(1):38-51

This paper is the first stage in a larger international comparative project, coordinated through the International Association of Counselling, on policy determinants in the education of counsellors. It arose in part out of an interest in the cultural determinants of what is taken as evidence. As a first stage for the project, a case study approach is used that asks what are the important features of the therapeutic learning experience provided by programmes in different countries, and how have these come about. The first example is a 4-year MSc programme in Counselling and Psychotherapy in the United Kingdom, with the focus on the intended therapeutic learning experience. It is argued that much of the emerging dominant training model of today is unbalanced, with too great an emphasis on CBT and short-term cost-effectiveness, rather than on the provision of a sound understanding based on learning from lived experience. There is concern at the extent to which depths of thinking and feeling are brushed aside, and with this a focus on the relationship and understanding of people’s experiences. The authors provide an analysis of their chosen training model through locating it historically in trends within European philosophy. The paper concludes by considering the appropriateness of Eurocentric approaches for other cultures.  相似文献   

Reflection and professional identity in teachers’ future-oriented discourse     

Alfredo Urzúa  Camilla Vásquez 《Teaching and Teacher Education》2008

Educational researchers have recently suggested that Schön's influential model of the ‘reflective practitioner’ lacks a prospective, or future, dimension. In this study, we examine instances of future-oriented talk produced by novice English as-a-second-language (ESL) teachers during mentoring meetings in one North American university setting. Context-specific functions of future-oriented discourse (e.g., planning, prediction) are investigated in relation to reflective thinking and teacher identity. We illustrate how teacher mentoring meetings represent discursive spaces in which novice teachers have an opportunity to verbalize plans, predict outcomes, consider possibilities, and reflect on their evolving pedagogical practices. We argue that teacher mentors should become aware of these important functions, and encourage prospective reflection in novice teachers.  相似文献   

Introduction to the open file     

Alfredo Furlán 《Prospects》1998,28(4):535-538

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Un estudio sobre la comprensión de términos espacio-temporales en niños de 4 a 6 años     

José Antonio Carranza  Alfredo G. Brito  Gloria Torrecilla 《Infancia y Aprendizaje》2013,36(26):111-119

Resumen

Este estudio trató de comprobar si la comprensión de los pares de palabras «antesldespués», «delanteldetrás» y «primerolúltimo» presenta relación con el significado dominante en la comunidad lingüistica, la complejidad de la tarea, la asimetría de los términos y la edad. Se utilizaron 90 adultos y 180 niños entre 4 y 6 años. Los adultos definieron las palabras a analizar; loi niños ejecutaron las consignas en tres contextos: espacial, espacio-temporal y temporal. Los resultados indican que el par «antesldespués» es comprendido más pronto en el sentido temporal, el par «delanteldetrás» en sentido espacial. Estos datos coinciden con los obtenidos en las definiciones adultas. «Primeroúltimo» es mejor comprendido en tareas temporales, aunque los adultos dieron definiciones ambiguas. Por otra parte, la compejidad de la tarea parece influir en la comprensión: l'a ausencia de rasgos de los objetos y. el. orden gramatical inverso dificultan la tarea. Estos resultados sugieren que la hipótesis de los rasgos sonánticos es insuficiente para explicar la adquisición del signifcado.  相似文献   

Introduction to the special issue: Understanding and promoting motivation in gifted students     

Lisa Davia Rubenstein  Del Siegle 《Psychology in the schools》2012,49(7):619-621

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