Sex differences in adolescent depression: stress exposure and reactivity models     

Hankin BL  Mermelstein R  Roesch L 《Child development》2007,78(1):279-295

Stress exposure and reactivity models were examined as explanations for why girls exhibit greater levels of depressive symptoms than boys. In a multiwave, longitudinal design, adolescents' depressive symptoms, alcohol usage, and occurrence of stressors were assessed at baseline, 6, and 12 months later (N=538; 54.5% female; ages 13-18, average 14.9). Daily stressors were coded into developmentally salient domains using a modified contextual-threat approach. Girls reported more depressive symptoms and stressors in certain contexts (e.g., interpersonal) than boys. Sex differences in depression were partially explained by girls reporting more stressors, especially peer events. The longitudinal direction of effects between depression and stressors varied depending on the stressor domain. Girls reacted more strongly to stressors in the form of depression.  相似文献   

Doing the right thing: infants' selection of actions to imitate from observed event sequences     

Brugger A  Lariviere LA  Mumme DL  Bushnell EW 《Child development》2007,78(3):806-824

Two studies were conducted to investigate how 14- to 16-month-old infants select actions to imitate from the stream of events. In each study, an experimenter demonstrated two actions leading to an interesting effect. Aspects of the first action were manipulated and whether infants performed this action when given the objects was observed. In both studies, infants were more likely to imitate the first action when it was physically necessary to generate the effect, and in Study 2 they were also more likely to imitate the action when it was socially cued. It seems that infants' own knowledge of space and causality as well as their sensitivity to others' social signals both contribute to their tendency to imitate actions.  相似文献   

Developmental trends for object and spatial working memory: a psychophysiological analysis     

Van Leijenhorst L  Crone EA  Van der Molen MW 《Child development》2007,78(3):987-1000

This study examined developmental trends in object and spatial working memory (WM) using heart rate (HR) to provide an index of covert cognitive processes. Participants in 4 age groups (6-7, 9-10, 11-12, 18-26, n=20 each) performed object and spatial WM tasks, in which each trial was followed by feedback. Spatial WM task performance reached adult levels before object WM task performance. The differential developmental trends for object and spatial WM found in this study are taken to suggest that these WM components are separable. Negative performance feedback elicited HR slowing that was more pronounced for adults than for children. The development of performance monitoring as indexed by covert HR slowing following performance feedback contributes to WM performance.  相似文献   

Brief Report on PROSPER Academic Outcomes: Extended Model of Crossover Effects on Young Adult College Success     

Richard Spoth  Linda Trudeau  Cleve Redmond  Chungyeol Shin  Mark E. Feinberg  Mark T. Greenberg 《Child development》2019,90(6):1847-1855

This study examines crossover effects of adolescent substance misuse preventive interventions on academic success in college. It evaluates pathways of influence on college grades, via effects on school engagement, problem-solving skills, and substance misuse in high school. Data were collected as part of an Randomized Controlled Trial (RCT) evaluating a multicomponent intervention conducted in 28 school districts with middle school students. At age 19, study participants (N = 1,488) enrolled in college reported on college grades. The model fit the data, supporting hypothesized pathways of intervention impacts. Inclusion of a significant direct effect on college grades further improved model fit. Results support the potential for universal substance misuse preventive interventions delivered by community partnerships during middle school to yield effects on long-term academic success.  相似文献   

Closing the Gap: Fostering Successful Research‐Practice Partnerships in Counselor Education     

Danica G. Hays  Todd Bolin  Ching‐Chen Chen 《Counselor Education & Supervision》2019,58(4):278-292

Research‐practice partnerships offer counselor educators an opportunity to generate scholarship that can promote client welfare and create systemic change in practice and policy. The purpose of this article is to articulate strategies for building and sustaining research‐practice partnerships, as well as suggest methods for evaluating these partnerships.  相似文献   

Consistently inconsistent: An examination of the variability in the identification of emotional disturbance     

Kristin Scardamalia  Keisha L. Bentley‐Edwards  Kairys Grasty 《Psychology in the schools》2019,56(4):569-581

The federal definition of emotional disturbance (ED) has been heavily criticized as vaguely defined and poorly operationalized yet there has not been a formal analysis of the reliability of the ED criteria. This study examined the reliability of the federal criteria for a special education designation of ED. A total of 179 school psychologists reviewed a mock special education report, made an eligibility determination, and provided information about their eligibility decision. In all, 56 participants found the student met ED eligibility criteria using 16 different combinations of the five criteria. Krippendorff’s α, a statistic preferred for content analysis, was calculated as a measure of criterion reliability. Results indicated extremely poor reliability (α = 0.2011). These findings demonstrate the importance of redefining the existing criteria.  相似文献   

‘What does an O say when there's no E at the end?’ Parents' reading‐related knowledge and feedback during child‐to‐parent reading     

Aviva Segal  Sandra Martin‐Chang 《Journal of Research in Reading》2019,42(2):349-370

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Theoretical Matrix of Culturally Relevant Assessment     

Karen Singer‐Freeman  Harriet Hobbs  Christine Robinson 《Assessment Update》2019,31(4):1-16

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Activity of Prefrontal Cortex in Teachers and Students during Teaching of an Insight Problem     

Naoyuki Takeuchi  Takayuki Mori  Yoshimi Suzukamo  Shin‐Ichi Izumi 《Mind, Brain, and Education》2019,13(3):167-175

Metacognitive functions are important for both teachers and students to facilitate teaching and learning. The prefrontal cortex (PFC) plays a proven role in metacognition. As a pilot study, we evaluated the PFC activity of teachers and students using near‐infrared spectroscopy devices to explore the neural mechanism of PFC underlying metacognitive function during teaching and problem‐solving processes. In 14 student‐teacher pairs, participants in the teacher role gave hints via a tablet screen to facilitate solving of a tangram puzzle task by participants in the student role. The PFC activity of teachers increased after giving hints but not while planning hints. The PFC activity of students increased upon task solving after receiving hints. The PFC of teachers might play a metacognitive role in monitoring their own teaching results. The PFC activity of students might be related to the creativity process after gaining insights, as well as metacognitive process for monitoring their own behavior.  相似文献   

Next Steps for Mind,Brain, and Education: Strengthening Early‐Career Development     

Rebecca J. M. Gotlieb  Courtney Pollack  Jessica W. Younger  Elizabeth Y. Toomarian  Genevive Allaire‐Duquette  Nadja M. Mariager 《Mind, Brain, and Education》2019,13(3):120-132

An increasing number of scholars are being trained in the field of mind, brain, and education (MBE), yet discussions of trainees' needs and how to meet them are rare. We, the inaugural International Mind, Brain, and Education Society (IMBES) Trainee Board, identify three broad needs of MBE trainees: guidance and support, greater access to and connections among the MBE community, and professional development. We report a first step to address these needs: a daylong trainee conference, which included sessions to foster connections among trainees, provide mentorship from MBE leaders, and provide knowledge and skill building for careers. Attendees' survey results suggest the conference successfully supported trainees' development. As substantial trainee needs remain, we offer specific ways that principal investigators, institutions, funding agencies, future IMBES trainee boards, and the MBE community can further address trainees' needs to support early‐career development and strengthen the MBE field generally.  相似文献