What are Clinician Scientists Expected to do? The Undefined Space for Professionalizable Work in Translational Biomedicine     

Hendriks  Barbara  Simons  Arno  Reinhart  Martin 《Minerva》2019,57(2):219-237

Minerva - Clinician scientists have gained institutional support in the era of translational research, as the key solution to closing the ‘translational gap’ between biomedical research...  相似文献   

Erratum to: Coincidence and Kite-Flying     

Peter Simons 《Metascience》2009,18(3):353-353

  相似文献   

Effects of an Attachment‐Based Intervention on Child Protective Services–Referred Mothers' Event‐Related Potentials to Children's Emotions          下载免费PDF全文

Kristin Bernard  Robert Simons  Mary Dozier 《Child development》2015,86(6):1673-1684

This study examined the neurobiology of maternal sensitivity to children's emotions among mothers involved with Child Protective Services (CPS) and low‐risk comparison mothers (M_age = 31.6 years). CPS‐referred mothers participated in the Attachment and Biobehavioral Catch‐up (ABC) intervention or a control intervention. Mothers' event‐related potentials (ERPs) were measured while they categorized images of children with crying, laughing, and neutral expressions. CPS‐referred ABC mothers (n = 19) and low‐risk comparison mothers (n = 30) showed a larger enhancement of ERP responses for emotional faces relative to neutral faces than CPS‐referred control mothers (n = 21). Additionally, the magnitude of ERP responses to emotional faces was associated with observed maternal sensitivity. Findings add to the understanding of the neurobiology of deficits in parenting and suggest that these deficits are changeable through a parenting intervention.  相似文献   

Why Can't a Man Be More Like a Woman?(A Note on John Locke's Educational Thought)     

Martin Simons 《Educational theory》1990,40(1):135-146

  相似文献   

动物的魔力     

玛格丽特·西蒙斯  高黎平 《宁德师专学报(自然科学版)》2002,14(1):91-92

虽然器官移植在科学上还存在极大的障碍 ,但是将动物的器官用在人体上的器官移植被许多科学家认为是唯一的长期解决全球性人类的器官匮乏的办法 .玛格丽特·西蒙斯正在关注这方面的最新发展  相似文献   

Student Teachers’ Team Teaching during Field Experiences: An Evaluation by their Mentors     

Mathea Simons  Marlies Baeten 《Mentoring & Tutoring: Partnership in Learning》2016,24(5):415-440

Since collaboration within schools gains importance, teacher educators are looking for alternative models of field experience inspired by collaborative learning. Team teaching is such a model. This study explores two team teaching models (parallel and sequential teaching) by investigating the mentors' perspective. Semi-structured interviews were conducted in order to map their attitudes, the advantages and disadvantages they observe and the conditions for implementation. Results indicate that mentors adopt an open attitude toward team teaching. They observe advantages for all actors involved, especially for student teachers (e.g. support, professional growth) and learners (e.g. rich and varied lessons). The study corroborates the findings retrieved in the literature, enlarges and refines them, and gives a clearer view on the importance of each (dis)advantage.  相似文献   

The Impact of Scaffolding and Student Achievement Levels in a Problem-based Learning Environment   总被引：1，自引：0，他引：1  

Krista D. Simons  James D. Klein 《Instructional Science》2007,35(1):41-72

This study examined how scaffolds and student achievement levels influence inquiry and performance in a problem-based learning environment. The scaffolds were embedded within a hypermedia program that placed students at the center of a problem in which they were trying to become the youngest person to fly around the world in a balloon. One-hundred and eleven seventh grade students enrolled in a science and technology course worked in collaborative groups for a duration of 3 weeks to complete a project that included designing a balloon and a travel plan. Student groups used one of three problem-based, hypermedia programs: (1) a no scaffolding condition that did not provide access to scaffolds, (2) a scaffolding optional condition that provided access to scaffolds, but gave students the choice of whether or not to use them, and (3) a scaffolding required condition required students to complete all available scaffolds. Results revealed that students in the scaffolding optional and scaffolding required conditions performed significantly better than students in the no scaffolding condition on one of the two components of the group project. Results also showed that student achievement levels were significantly related to individual posttest scores; higher-achieving students scored better on the posttest than lower-achieving students. In addition, analyses of group notebooks confirmed qualitative differences between students in the various conditions. Specifically, those in the scaffolding required condition produced more highly organized project notebooks containing a higher percentage of entries directly relevant to the problem. These findings suggest that scaffolds may enhance inquiry and performance, especially when students are required to access and use them.  相似文献   

Observational,physiological, and self-report measures of children's anger: relations to reactive versus proactive aggression     

Hubbard JA  Smithmyer CM  Ramsden SR  Parker EH  Flanagan KD  Dearing KF  Relyea N  Simons RF 《Child development》2002,73(4):1101-1118

The goal of this study was to examine the relations of reactive versus proactive aggression to children's anger, as assessed using observational, physiological, and self-report measures. Anger was hypothesized to be related to reactive aggression, but not to proactive aggression. Children (N = 272 second-grade boys and girls) participated in a procedure in which they lost a board game and prize to a confederate who cheated. Skin conductance reactivity and heart rate reactivity were measured throughout the procedure. Following the interaction, children viewed a videotape of the game and self-reported on their level of anger after each turn of the game. Observational coding of children's angry facial expressions and angry nonverbal behaviors was conducted. Reactive aggression, but not proactive aggression, was positively related to skin conductance reactivity and angry nonverbal behaviors, both at an aggregated level and in terms of rate of increase over the time span of the game.  相似文献   

Developmental experiences of child sexual abusers and rapists     

Simons DA  Wurtele SK  Durham RL 《Child abuse & neglect》2008,32(5):549-560

OBJECTIVE: The aim of this study is to identify the distinct developmental experiences associated with child sexual abuse and rape. METHOD: For 269 sexual offenders (137 rapists and 132 child sexual abusers), developmental experiences were recorded from a behavioral checklist, a parental-bonding survey, and a sexual history questionnaire. Offender classification was obtained from official records and verified through polygraph examinations. RESULTS: Compared to rapists, child sexual abusers reported more frequent experiences of child sexual abuse (73%), early exposure to pornography (65% before age 10), an earlier onset of masturbation (60% before age 11), and sexual activities with animals (38%). In contrast to child sexual abusers, rapists reported more frequent experiences of physical abuse (68%), parental violence (78%), emotional abuse (70%), and cruelty to animals (68%). Both child sexual abusers and rapists (>93%) reported frequent exposure to violent media during their childhood. Most offenders (94%) described having insecure parental attachment bonds; 76% of rapists reported avoidant parental attachments and 62% of child sexual abusers reported anxious parental attachments. CONCLUSIONS: Findings from this study support the role of specific developmental experiences as etiological factors in differential sexual offending. Child sexual abusers' developmental histories were characterized by heightened sexuality; whereas rapists' childhood histories were more indicative of violence. These findings have implications for the treatment of sexual abusers and the prevention of sexual abuse. PRACTICE IMPLICATIONS: This study's findings suggest that sexual offenders have been socialized to satisfy human needs of intimacy and sexuality through maladaptive means, which implies that a risk management approach may not be sufficient treatment. Although risk models teach offenders skills to avoid high-risk situations, they fail to address the maladaptive strategies that they may have developed for satisfying needs. Instead, the focus of treatment should be to equip offenders with the knowledge, skills, and opportunities to achieve these needs in an acceptable manner. Thus, this model will provide these individuals with the opportunity to live a healthy life without sexual offending.  相似文献   

The hidden life of molecular biology     

Simons  Massimiliano 《Metascience》2022,31(2):207-210

  相似文献