Recognition of facial emotions among maltreated children with high rates of post-traumatic stress disorder     

Masten CL  Guyer AE  Hodgdon HB  McClure EB  Charney DS  Ernst M  Kaufman J  Pine DS  Monk CS 《Child abuse & neglect》2008,32(1):139-153

OBJECTIVE: The purpose of this study is to examine processing of facial emotions in a sample of maltreated children showing high rates of post-traumatic stress disorder (PTSD). Maltreatment during childhood has been associated independently with both atypical processing of emotion and the development of PTSD. However, research has provided little evidence indicating how high rates of PTSD might relate to maltreated children's processing of emotions. METHOD: Participants' reaction time and labeling of emotions were measured using a morphed facial emotion identification task. Participants included a diverse sample of maltreated children with and without PTSD and controls ranging in age from 8 to 15 years. Maltreated children had been removed from their homes and placed in state custody following experiences of maltreatment. Diagnoses of PTSD and other disorders were determined through combination of parent, child, and teacher reports. RESULTS: Maltreated children displayed faster reaction times than controls when labeling emotional facial expressions, and this result was most pronounced for fearful faces. Relative to children who were not maltreated, maltreated children both with and without PTSD showed enhanced response times when identifying fearful faces. There was no group difference in labeling of emotions when identifying different facial emotions. CONCLUSIONS: Maltreated children show heightened ability to identify fearful faces, evidenced by faster reaction times relative to controls. This association between maltreatment and atypical processing of emotion is independent of PTSD diagnosis.  相似文献   

The vacillating mathematician     

K. B. Athreya 《Resonance》1997,2(1):16-24

The problem of a mathematician who walks from her home to her office and changes her mind repeatedly during this walk is discussed. Stochastic generalizations of this problem can be used to model many real-life situations.  相似文献   

Effects of maze geometry and experience on exploratory behavior in the rat     

H. J. Uster  K. Bättig  H. H. Nägeli 《Learning & behavior》1976,4(1):84-88

Rats were exposed twice in a rotated sequence to a series of six mazes, consisting of hexagonal alleys, balanced for different alley length and structural complexity. Locomotor activity increased with alley length and decreased with structural complexity of the mazes. Locomotion became less stereotyped with increased experience, showing an increasing number of turns, less constant velocity, loss of the initial preference for outward leading alleys and weakening of the forward tendency at reentry from side alleys into hexagonal alleys. In contrast to these qualitative changes of locomotion, the amount of activity remained almost unchanged throughout the experiment. The results suggest that these increases in locomotion complexity depend upon complex interactions between experience and stimulus content of the mazes.  相似文献   

Rural science teacher preparation: A re-examination of an important component of the educational system     

Dr. Kevin D. Finson  John B. Beaver 《Journal of Science Teacher Education》1990,1(3):46-48

  相似文献   

Mnemonic-strategy reduction of prose-learning interference     

Christine B. McCormick  Joel R. Levin  Frank Cykowski  Paula Danilovics 《Educational technology research and development : ETR & D》1984,32(3):145-152

One hundred and sixty college students read three fictitious biographical passages according to either imagery-mnemonic or no-strategy control instructions. In one mnemonic condition, subjects formed separate images involving each biographical name and its associated facts: in another mnemonic condition, the biographical name and its associated facts were integrated within a single composite image. Relative to an interference-control condition, integrated mnemonic subjects recalled more factual information, whereas separate mnemonic subjects did not. In addition, the recall of integrated mnemonic subjects was statistically no different from that of a noninterference control condition, whereas the recall of separate mnemonic subjects was lower. Both theoretical and educational implications of the results are discussed. The first author’s contribution to this work was supported by an Organized Research Grant from the Graduate School of Illinois State University. The second author’s contribution was supported by the National Institute of Education under Grant No. NIE-G-81-0009 to the Wisconsin Center for Education Research and was facilitated by a Romnes Faculty Fellowship from the Graduate School of the University of Wisconsin, Madison.  相似文献   

The Construct Validity and Context Dependency of Teacher Assessment of Practical Skills in Some Pre‐university Level Science Examinations     

C. R. Brown  J. L. Moore  B. E. Silkstone  C. Botton 《Assessment in Education: Principles, Policy & Practice》1996,3(3):377-392

  相似文献   

James Clerk Maxwell and his equations     

B?N?DwivediEmail author 《Resonance》2003,8(5):4-16

  相似文献   

Children’s recognition and recall of picture and word stimuli     

Joseph R. Jenkins  Wesner B. Stack  Stanley L. Deno 《Educational technology research and development : ETR & D》1969,17(3):265-271

  相似文献   

Identity policies of education: struggles for inclusion and exclusion in Peru and Colombia     

Lorenza B. Fontana 《教育政策杂志》2019,34(3):351-373

ABSTRACT

Policy initiatives that seek to account for ethno-cultural differences in education and schooling have become increasingly popular over the past few decades. These include affirmative action measures and bilingual education models. The rationale for the implementation of these policies focuses on their potential to rectify historical discrimination by both levelling horizontal inequalities and granting equal value to different cultures and languages in the schooling process. In this framework, however, ethnic communities are often treated as discrete and static social aggregates, and social heterogeneity and spillover effects between groups are disregarded. This paper draws on empirical case studies from Colombia and Peru to show how identity policies of education can increase inter-ethnic competition, leading to protracted social conflicts. These outcomes, beyond negatively impacting local communities, raise important dilemmas surrounding the theoretical and operational foundations of these popular policy measures.  相似文献   

Race and Place: How Suburban Schools Respond to Increasing Racial Diversity     

Alison C. Tyler  Jennifer B. Ayscue 《Peabody Journal of Education》2016,91(3):283-288

  相似文献