When parents split     

Samuel J. Braun  Dorothy M. Sang 《Early Childhood Education Journal》1976,4(2):26-29

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A comparative study of the effects of two teaching strategies in an activity-centered science program on middle school students' need-affiliation and teacher dependency behaviors     

Jose L. Vinelli  Charles C. Matthews  Dorothy M. Schlitt  Sudhir Abhyankar  David J. McKee 《科学教学研究杂志》1979,16(2):159-165

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A Component Analysis of Metacognition in Reading Comprehension: The Contributions of Awareness and Self‐Regulation     

Lawrence J. O'Shea  Dorothy J. O'Shea 《International Journal of Disability, Development & Education》1994,41(1):15-32

The purpose of this study was to examine the relative effects of awareness of purpose and self‐regulated strategies in metacomprehension training. Thirty‐six students identified as having reading difficulties were either trained to cue themselves to the purpose of reading (awareness of purpose alone) or to employ an underlining strategy (awareness of purpose and a self‐regulated strategy) to enhance reading comprehension. Training was conducted during four, 30‐minute training sessions with follow‐up probes taken 7 to 10 days later. Students trained to underline key words and phrases as they read a passage answered more comprehension questions on an acquisition probe and recalled more propositions on acquisition and generalization probes. Although cueing students to the purpose of reading was beneficial, the combination of awareness of purpose and employment of a self‐regulated strategy generated better comprehension performance.  相似文献   

Probing High School Physics Students' Views and Concerns about Learning Activities     

Dorothy Langley  Bat-Sheva Eylon 《International Journal of Science and Mathematics Education》2006,4(2):215-239

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Caring Behavior in Children of Clinically Depressed and Well Mothers   总被引：2，自引：0，他引：2  

Marian Radke-Yarrow  Carolyn Zahn-Waxler  Dorothy T. Richardson  Amy Susman  Pedro Martinez 《Child development》1994,65(5):1405-1414

Young children's sensitivity and responsiveness to mothers' needs were investigated under conditions of high and low parenting risk (depressed and nondepressed mothers, SADS-L). Child characteristics of gender, affect, and impulse control problems and the mother-child attachment relationship were examined as they related to children's caring actions. Children's caring behavior was observed in an experimental situation in which their mothers simulated sadness and in a naturalistic setting. Attachment alone and child's problems alone were not predictors, and maternal diagnosis alone was not a strong predictor. Girls were significantly more caring than boys. Severe maternal depression was necessary to bring out high levels of responding in boys. Highest frequencies of caring were from children with severely depressed mothers, problems of affect regulation, and secure attachment. The importance of recognizing interacting influences and diverse underlying processes in the development of children's caring behavior is discussed.  相似文献   

Social support,academic adversity and academic buoyancy: a person-centred analysis and implications for academic outcomes     

Rebecca J. Collie  Andrew J. Martin  Dorothy Bottrell  Derrick Armstrong  Michael Ungar  Linda Liebenberg 《教育心理学》2017,37(5):550-564

The present study employed person-centred analyses that enabled identification of groups of students separated on the basis of their perceptions of social support (home and community), academic support, academic adversity and academic buoyancy. Among a sample of 249 young people, including many from high-needs communities, cluster analysis revealed three distinct groups of students: the thriver, supported struggler and at-risk struggler. We compared the three groups on their academic motivation. Analyses revealed significant differences between groups in adaptive motivation outcomes, but no differences in impeding or maladaptive motivation outcomes. Combined, the results speak to the importance of support and academic buoyancy for positive student outcomes.  相似文献   

Promoting creativity in PhD supervision: Tensions and dilemmas     

Denise Whitelock ^{Author Vitae}  Dorothy Faulkner Author VitaeAuthor Vitae 《Thinking Skills and Creativity》2008,3(2):143-153

In this paper we argue that the processes of collaborative creativity are just as important within the sociocultural context of PhD supervisory practice, as they are in other organizational and educational settings. In order to test this claim a series of interviews with supervisors and students were undertaken to uncover the pedagogic processes used to encourage and support creativity within supervision sessions. The findings from this small-scale study suggest that whilst the more formal instruction and monitoring processes that lead to the acquisition of transferrable research skills are both usefully and necessary aspects of doctoral training, the more open-ended and creative developments required at this level of study should be given equal weight. There needs to be space, time and encouragement for the types of interactions identified here (e.g. informal reflection, relationship building with peers and supervisor, playful exploration and risk taking) as well as mandatory skills development.  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   

Behavioral mechanisms underlying vocal communication in nonhuman primates     

Robert M. Seyfarth  Dorothy L. Cheney 《Learning & behavior》1997,25(3):249-267

In the wild, nonhuman primate vocalizations signal the presence of different predators, provide information about the group’s location and movement, facilitate friendly interactions, and lead to reconciliation between individuals who have recently exchanged aggression. Current research examines the mechanisms that underlie such communication. Playback experiments demonstrate that subjects treat vocalizations as semantic signals, in the sense that they compare signals according to their referents and not just their acoustic properties. Results provide no evidence, however, that subjects recognize one another’s mental states. Calls that provide information about the group’s location or movement are given by baboons only when they themselves are lost; individuals at the group’s center apparently do not call to inform peripheral animals of their location. Calls that lead to reconciliation are best explained by assuming that callers and recipients have learned, through experience, that a vocalization is rarely followed by aggression and often followed by friendly behavior. The inability of animals to recognize what other individuals know, believe, or desire constitutes a fundamental difference between nonhuman primate vocal communication and human language.  相似文献   

Hyperlexia and dyslexia: A family study     

Jane M. Healy  Dorothy M. Aram 《Annals of dyslexia》1986,36(1):237-252

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