Toddler development in the family: impact of father involvement and parenting characteristics   总被引：1，自引：0，他引：1  

M A Easterbrooks  W A Goldberg 《Child development》1984,55(3):740-752

The family context of toddler development was explored with 75 20-month-olds and their parents. To determine the impact of quantitative and qualitative aspects of fathering, relationships between father involvement in child rearing, parenting characteristics (attitudes and behavior), and child adaptation were investigated. Child characteristics included security of toddler-father and toddler-mother attachment assessed in the strange situation, and toddler affect and task orientation in a problem-solving task. Parental attitudes and father involvement were assessed with questionnaires. Analyses examining associations among father involvement, parenting characteristics, and toddler development demonstrated significant relationships. Extent of father involvement was related to toddler development with both fathers and mothers. However, results highlighted the salience of qualitative characteristics (attitudes, behavioral sensitivity) rather than quantitative characteristics (amount of father's time with child) of parenting for toddler development.  相似文献   

Chapter III. Maternal Sensitivity, Child Functional Level, and Attachment in Down Syndrome     

Leslie Atkinson  Vivienne C. Chisholm  Brian Scott  Susan Goldberg  Brian E. Vaughn  Janis Blackwell  Susan Dickens  & Frances Tam 《Monographs of the Society for Research in Child Development》1999,64(3):45-66

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Atypical attachment in infancy and early childhood among children at developmental risk. III. Maternal sensitivity, child functional level, and attachment in Down syndrome     

Atkinson L  Chisholm VC  Scott B  Goldberg S  Vaughn BE  Blackwell J  Dickens S  Tam F 《Monographs of the Society for Research in Child Development》1999,64(3):45-66; discussion 213-20

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Differences between WISC‐R and WISC‐III performance scale among children with ADHD     

E. Mark Mahone  Teresa L. Miller  Christine W. Koth  Stewart H. Mostofsky  Melissa C. Goldberg  Martha B. Denckla 《Psychology in the schools》2003,40(4):331-340

Reviews involving the Wechsler Scales for children suggest that Full Scale IQ scores on the Wechsler Intelligence Scale for Children, Third Edition, average 5 to 6 points lower than scores on the second edition of the scale [WISC‐R, Wechsler, D. (1974). Zimmerman & Woo‐Sam, 1997], with the differences distributed disproportionately over subtests, i.e., with larger discrepancies found within the Performance Scale (Wechsler, 1991). Changes on the revised subtests of the WISC‐III Performance Scale may place children with ADHD at a disadvantage compared to their performance on analogous WISC‐R subtests. We examined IQ test performance in 122 unmedicated children with ADHD (61 given the WISC‐R, 61 given the WISC‐III), and 46 children from a healthy, comparison group (23 given the WISC‐R, 23 given the WISC‐III). The ADHD and comparison group samples were matched for sex and for Verbal IQ between WISC‐R and WISC‐III. Children with ADHD had significantly lower Performance IQ on WISC‐III compared to the WISC‐R, with the Picture Arrangement subtest showing the most significant difference. In contrast, there were no significant differences between the WISC‐R and WISC‐III cohorts on Performance IQ or any Performance subtests among the comparison group. These findings highlight the importance of examining the comparability of ability test revisions among clinical and non‐clinical populations, and will be especially salient when the WISC‐III is revised. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 331–340, 2003.  相似文献   

Storage Techniques for Art,Science and History Collections (STASHc.com): An Online Resource for Collection Storage     

Rachael Perkins Arenstein  Lisa Goldberg  Bonnie Naugle 《文物保护研究》2018,63(5):316-319

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Changes in response to S+ and S− during acquisition and overtraining of simultaneous discriminations in rats     

Jean M. Mandler  James Goldberg 《Learning & behavior》1975,3(3):226-234

Two experiments with rats investigated learning about S+ and S? during various stages of discrimination training. Transfer tests, in which either S+ or S? was retained, or two new stimuli were presented, were used to assess learning early in acquisition, at criterion, or following overtraining. Both choice and latency measures were used. Results indicated that learning about S+ occurs early in acquisition when noncorrection training is given, and little improvement occurs after that time, at least up to 70 trials of overtraining under present conditions. Learning about S? begins somewhat later in acquisition and continues throughout overtraining. When correction training is used, learning about S? occurs earlier in acquisition, and further learning about both S+ and S? occurs during overtraining.  相似文献   

秋番上阵——下一站大热?     

TB  思苇 《英语辅导》2008,(11)

这边Wendy还抱着最新那本《夏目友人帐》唏嘘啊感叹啊,那边一大堆十月新番已经在摩拳擦掌拼萌点拼收视拼人气。虽然夏娜第三季证实只是个谣言,但《绝望先生》推出了2.5季OVA来抢钱,新一季的《高达OO》、《吸血鬼骑士》、《地狱少女》、《交响情人梦》、《CLANNAD》、《ef》也纷纷回归——在这么多有名续作的包围之下,哪部新动画能够杀出生路,成就年底大热?  相似文献   

英国问答     

TB  许婉燕 《英语辅导》2008,(11)

无所事事的下午,泡上一杯香浓的奶茶,看几页书,那该是多么惬意的秋日时光啊!But wait!你知道如何沏出正宗的英式奶茶吗?让我们听听《英国问答》这个节目,从中找出答案。节目中访问了带不同口音的英国人,感兴趣的同学除了可以模仿主持人的英式发音以外,还可以进行听力训练哦!  相似文献   

Psychiatric consultation in a school program for multihandicapped deaf children     

B M Gerber  H K Goldberg 《American annals of the deaf》1980,125(5):579-585

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IMPACTS OF TRADITIONAL BULLYING AND CYBERBULLYING ON THE MENTAL HEALTH OF MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS     

Craig N. Hase  Simon B. Goldberg  Douglas Smith  Andrew Stuck  Jessica Campain 《Psychology in the schools》2015,52(6):607-617

A critical debate within the field of school psychology has centered on the relationship between bullying and cyberbullying in terms of prevalence, overlap, and impact. The current study sought to address the following questions: (1) Does cyberbullying create new victims or merely a new means of victimization? (2) Does cyberbullying uniquely contribute to negative outcomes above and beyond those of traditional bullying? Utilizing an anonymous survey to examine students’ experiences with cyberbullying, traditional bullying, and negative psychological symptoms, it was found that the vast majority of students who were bullied online were also victims of in‐person bullying. Both forms of victimization were independently associated with negative outcomes. However, when controlling for traditional bullying, cyberbullying did not remain a predictor of negative mental health outcomes. In contrast, when controlling for cyberbullying, traditional bullying remained a significant predictor of negative mental health outcomes. These results suggest that although traditional and cyber forms of bullying tend to target the same victims, traditional bullying is more uniquely associated with negative psychological outcomes.  相似文献