The developmental costs of high self-esteem for antisocial children   总被引：1，自引：1，他引：0  

Menon M  Tobin DD  Corby BC  Menon M  Hodges EV  Perry DG 《Child development》2007,78(6):1627-1639

Two hypotheses--high self-esteem leads children to act on antisocial cognitions (disposition-activating hypothesis) and high self-esteem leads children to rationalize antisocial conduct (disposition-rationalizing hypothesis)--were investigated in two longitudinal studies. In Study 1 (N= 189; mean age = 11.1 years), antisocial behavior was aggression; in Study 2 (N= 407; mean age = 10.8 years) it was avoidance of the mother. In both studies, there was little evidence for the disposition-activating hypothesis but considerable support for the disposition-rationalizing hypothesis. Over time, aggressive children with high self-esteem increasingly valued the rewards that aggression offers and belittled their victims, and avoidant children with high self-esteem increasingly viewed their mother as harassing and uninvolved. For antisocial children, high self-esteem carries costs.  相似文献   

The effect of event repetition on the production of story grammar in children's event narratives     

Feltis BB  Powell MB  Roberts KP 《Child abuse & neglect》2011,35(3):180-187

Objective

This study examined the effect of event repetition on the amount and nature of story-grammar produced by children when recalling the event.

Method

Children aged 4 years (N = 50) and 7 years (N = 56) participated in either 1 or 6 occurrences of a highly similar event where details varied across the occurrences. Half the children in each age and event group recalled the last/single occurrence 5-6 days later and the other half recalled the last/single occurrence after 5-6 weeks (the final and single occurrence was the same). Children's free recall responses were classified according to the number and proportion of story-grammar elements (Stein &; Glenn, 1979—setting, initiating event, internal response, plan, attempt, direct consequence, and resolution) as well as the prevalence of causal links between the individual story-grammar elements.

Results

More story-grammar detail and more links between individual story-grammar elements were reported about the final compared to single occurrence. The amount of story-grammar increased with age and decreased over time. Further, an interaction was revealed such that the effect of retention interval on the production of story-grammar was negligible for older children who experienced the repeated event.

Conclusions

Event repetition has a beneficial effect on the production of children's story-grammar content in situations where event details varied from occasion to occasion. This study highlights the importance of eliciting free recall when conducting evidential interviews with child witnesses about repeated events.  相似文献   

“Your Vagina Is Not Supposed to Be This Scary Monster”: Young Heterosexual Women's Recommendations for Improving Sexual Satisfaction and Implications for Sexuality Education     

Heather D. Blunt-Vinti  Sarah E. Stokowski  Brooke M. Bouza 《American journal of sexuality education》2018,13(2):245-265

Sexual satisfaction is an important component of sexuality, yet rarely discussed in sexuality education. In an effort to better understand young adult women's experiences and thoughts about sexual pleasure and satisfaction, we conducted interviews with heterosexual young women (N = 30, ages 18–25) attending college, asking their recommendations on how to improve women's sexual satisfaction. Two coders utilized grounded theory-based thematic analysis, which revealed three dominant themes: communication with sexual partners, sexual self-awareness and acceptance, and sources of information and education. All three themes fit broadly under women's sexual agency and societal acceptance of women's sexuality. Themes are discussed in relation to their applicability to sexuality education.  相似文献   

Professional Development and Teacher Change: The Missing Leadership Link   总被引：1，自引：0，他引：1  

Brooke A. Whitworth  Jennifer L. Chiu 《Journal of Science Teacher Education》2015,26(2):121-137

  相似文献   

Why Does Infant Stepping Disappear and Can It Be Stimulated by Optic Flow?          下载免费PDF全文

Marianne Barbu‐Roth  David I. Anderson  Ryan J. Streeter  Marie Combrouze  Juana Park  Brooke Schultz  Joseph J. Campos  François Goffinet  Joëlle Provasi 《Child development》2015,86(2):441-455

Two independent experiments (n = 22 and n = 22) showed that 2‐month‐old infants displayed significantly more stepping movements when supported upright in the air than when supported with their feet contacting a surface. Air‐ and surface‐stepping kinematics were quite similar (Experiment 2). In addition, when data were collapsed across both experiments, more air steps and more donkey kicks were seen when infants were exposed to optic flows that specified backward compared to forward translation. The findings challenge the currently accepted heavy legs explanation for the disappearance of stepping at 2 months of age and raise new questions about the visual control of stepping.  相似文献   

Critical Historical Thinking: When Official Narratives Collide With Other Narratives     

Cinthia Salinas  Brooke Blevins  Caroline C. Sullivan 《Multicultural Perspectives》2013,15(1):18-27

In this article the authors examine The Student as Historian project in highlighting how critical historical thinking can provide other and more complex renditions of history. The authors note that teachers’ understandings of educational ends, purposes, values, and critical content knowledge are entwined and inextricable from ideological stances and historical positionality.  相似文献   

EMPLOYING SERVICE-LEARNING TO TEACH RESEARCH METHODS TO GERONTOLOGY STUDENTS     

Yehudit Gorelik  Joann Damron-Rodriguez  Brooke Funderburk  David H. Solomon 《Educational gerontology》2013,39(7):623-638

Undergraduate student interest in aging was examined in relation to age, gender, and contact with older adults. Interest in aging is conceived of along a continuum, ranging from initial interest-taking an aging course-to substantial interest as evidenced by academic and career interest. Undergraduate students who have taken an aging course (n = 189) and a stratified random comparison group (n = 261) self-assessed their interest in aging. Background information, including the frequency and duration of contact with older family and non-family individuals, was reported. Being female (p < 001) and having frequent contact with older family members (p < .01) significantly explains initial interest in aging. Initial interest in aging (i.e., taking an aging course) significantly contributes to substantial interest in aging (p < .0001) i.e., taking more aging courses, majoring in gerontology, working or planning to work with older adults. Contact with older adults positively affects undergraduate interest in aging. Interest in aging proceeds along a continuum, from preceding factors to initial interest in aging and then to substantial interest in aging. Aging courses and opportunities for interaction with older adults should be offered at the undergraduate level.  相似文献   

Relevance in pedagogy and the problem of educational quality in Latin America     

Nigel Brooke 《International Journal of Educational Development》1982,2(1):73-79

The educational reforms implemented in various Latin America countries at the end of the 60's and early 70's shared a common desire to ruralize rural primary schooling in the search for relevance. Some reforms promoted differentiated content for rural areas while others, notably the Mexican, emphasized the adaptation of standard material to the local context through the use of a progressive methodology of teaching.Questions are raised as to whether the Mexican approach is any the less dualist for adopting standard material and whether it represents a viable strategy for the improvement of the quality of education in rural schools. The progressive model of teaching proposed is seen to be based on a number of assumptions of unproven validity, especially with regards to its ability to promote social and political awareness. In practical terms it is seen to depend for its success on types of teachers and pupils that are largely unknown in rural areas, and on a type of school organization that should precede any such reform of methods.More a philosophy than a practical plan of action, the progressive methodology is unlikely to act as an adequate substitute for more expensive but more determined policies designed to tackle the basic problems of truancy, drop-out and poor pupil performance.  相似文献   

Reading, Reasoning, and Literacy: Strategies for Early Childhood Education From the Analysis of Classroom Observations     

Brooke K. McKie  Jo-Anne Manswell Butty  Rodney D. Green 《Early Childhood Education Journal》2012,40(1):55-61

Researchers have posited that children generally learn to read in environments that are trusting, comfortable, and offer small group or one-to-one adult support, all of which are characteristics of a high quality early childhood education program. This evaluation research study examines the Pre-Kindergarten Incentive Program, an early childhood demonstration program in Washington, DC designed to study several urban community-based sites. The authors facilitate a discourse on how all early childhood education programs can become high quality programs through standardized observations, evaluations, and constructive feedback. The article describes the demonstration program, highlights general findings from standardized classroom observations, discusses areas needing improvement, and presents strategies for addressing areas of challenge. It will reveal to early childhood educators how evaluation findings can improve teaching and learning techniques and environments in early childhood programs. The goal is to promote overall improvement in reading, reasoning, and literacy for children enrolled in early childhood programs and thereby better prepare them for kindergarten.  相似文献   

The Effect of Goal-Line Presentation and Goal Selection on First-Grader Subtraction Fluency     

Thomas J. Gross  Gary J. Duhon  Brooke Hansen  Julie E. Rowland  Greg Schutte  Joey Williams 《Journal of Experimental Education》2013,81(4):555-571

Math proficiency is related to math calculation fluency. Explicit timing provides repeated practice for math fluency. It is enhanced through goal setting, graphic feedback, and rewards. Self-selected goals have potential to increase performance for math fluency. This study compared the effect of goal lines, and researcher goals versus self-selected goals. The authors compared three groups: (a) researcher-selected goals only, (b) researcher-selected goals with goal lines, and (c) self-selected goals with goal lines. First-grade students completed subtraction probes and colored in a bar graph with their performance. When participants met or exceeded their goals, participants received rewards twice per week. Results indicated that the researcher-selected goals with goal lines procedures with explicit timing had the greatest effect on subtraction fluency for first-grade students. The researcher-selected goals with goal lines and self-selected goals with goal lines groups outperformed the researcher-selected goals-only group.  相似文献